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The History Teacher’s Magazine

  Volume I.
  Number 2.

  PHILADELPHIA, OCTOBER, 1909.

  $1.00 a year
  15 cents a copy




CONTENTS.


                                                                PAGE

  GAIN, LOSS AND PROBLEM IN RECENT HISTORY TEACHING, by Prof.
  William MacDonald                                               23

  TRAINING THE HISTORY TEACHER IN THE ORGANIZATION OF HIS FIELD
  OF STUDY, by Prof. N. M. Trenholme                              24

  INSTRUCTION IN AMERICAN GOVERNMENT IN SECONDARY SCHOOLS, by
  Prof. William A. Schaper                                        26

  LESSONS DRAWN FROM THE PAPERS OF HISTORY EXAMINATION
  CANDIDATES, by Elizabeth Briggs                                 27

  THE STUDY OF WESTERN HISTORY IN OUR SCHOOLS, by Prof. Clarence
  W. Alvord                                                       28

  THE NEWEST STATE ASSOCIATION AND AN OLDER ONE, by H. W.
  Edwards and Prof. Eleanor L. Lord                               30

  AN ANCIENT HISTORY CHARACTER SOCIAL, by Mary North 31

  EDITORIAL                                                       32

  EUROPEAN HISTORY IN THE SECONDARY SCHOOL, by Daniel C.
  Knowlton                                                        33

  ENGLISH HISTORY IN THE SECONDARY SCHOOL, by C. B. Newton        34

  ROBINSON AND BEARD’S “DEVELOPMENT OF MODERN EUROPE,” reviewed
  by Prof. S. B. Fay                                              35

  AMERICAN HISTORY IN THE SECONDARY SCHOOL, by Arthur M. Wolfson  36

  JAMES AND SANFORD’S NEW TEXTBOOK ON AMERICAN HISTORY, reviewed
  by John Sharpless Fox                                           37

  ANCIENT HISTORY IN THE SECONDARY SCHOOL, by William Fairley     38

  FOWLER’S “SOCIAL LIFE AT ROME,” reviewed by Prof. Arthur C.
  Howland                                                         39

  HISTORY IN THE GRADES--THE COLUMBUS LESSON, by Armand J.
  Gerson                                                          40

  REPORTS FROM THE HISTORICAL FIELD, edited by Walter H. Cushing:

  The Colorado Movement; Raising the Standard in Louisiana;
  the North Central Association; Syllabus in Civil Government;
  Report of the Committee of Eight; the New England Association;
  Bibliographies; Exchange of Professors in Summer Schools        41

  CORRESPONDENCE                                                  44

Published monthly, except July and August, by McKinley Publishing Co.,
Philadelphia, Pa.

Copyright, 1909, McKinley Publishing Co.

       *       *       *       *       *

Good Words from Correspondents Concerning the Magazine

“The first number of the ‘Magazine’ is exceedingly interesting, and the
program for the October number promises just as good a one.” J. C. E.

“I am delighted with it. There is a great field for just such a
magazine.... If future numbers are as good as the first, I shall have
spent few dollars to as good advantage.” R. O. H.

“It is an opportune publication, and merits all encouragement.” J. W. B.

“I am very much interested in your new magazine. Think it will be very
helpful in my work.” M. S.

“Am delighted with the copy I have seen, and trust it will fill a
longfelt need.” M. E. E.

“The copy of ‘The History Teacher’s Magazine’ reached me this morning,
and I am very much interested in and pleased with it. I wish you all
success in the undertaking.” M. M.

“After looking carefully over sample copy of ‘The History Teacher’s
Magazine,’ I find that I can use it to a great advantage in many
instances. It is the only magazine I have ever seen that dealt with the
subject of History from the teacher’s standpoint.” F. F. M.

“I have received ‘The History Teacher’s Magazine,’ and like it very
much.” L. R. H.

“‘The History Teacher’s Magazine’ is to the point. It will meet a very
real need.

“I am glad that the problems of college history teaching will find
space in the magazine. No teachers need more to exchange ideas at this
time than do college history teachers.” R. W. K.

“‘The History Teacher’s Magazine’ is excellent, and I have every reason
to believe that the following numbers will be just as good. This sort
of magazine is just what is needed by every teacher of history.” H. C.
S.

“I am delighted with your first copy of ‘The History Teacher’s
Magazine.’ It has long been needed. Every teacher of history will
welcome it.” R. R.

“The magazine is exactly what I want. I am an ambitious history
teacher, and I find in it the needed help.” N. E. S.

“Allow me to congratulate you upon the idea of the magazine and upon
the excellent first issue. It ought to find a welcome everywhere.” C.
L. W.

“The first number of ‘The History Teacher’s Magazine’ reached me in due
course. Allow me to congratulate you on its practical value. I read
every word in it, and only wished there was more to be read. It will do
an untold good to teachers of history, young and old alike. For several
years I have been seeking just such a magazine, and am much gratified
now to find one that will meet so universal a need.” G. B. B.

       *       *       *       *       *

Of Interest to Teachers of History and Geography in Schools, Academies
and Colleges are

THE McKINLEY OUTLINE MAPS

The series now comprises

OUTLINE WALL MAPS

of the Continents, the United States and its subdivisions, of Europe
and its several countries, of Palestine and of other parts suitable
for the study of geography and secular or church history. The maps are
printed upon strong paper, about 32 by 44 inches in size, and cost
singly only twenty cents each (carriage 10 cents each); in quantities
the price is as low as fifteen cents each (carriage 2 cents each).
Especially adapted for use in geography classes in elementary schools,
and in history classes in high schools, preparatory schools, and
colleges.

OUTLINE DESK MAPS

Three sizes of skeleton and outline maps for use by students in
geography or history classes. Sold in any desired quantity; small size
(5 by 7 inches), 35 cents a hundred; large size (8 by 10 inches), 50
cents a hundred; double size (10 by 15 inches), 85 cents a hundred. The
list includes the Continents, the United States, sections of the United
States and of Europe, and many maps for the study of ancient, medieval,
and church history.

OUTLINE ATLASES AND NOTEBOOKS

Composed of outline maps bound together to be filled in in colors by
students; arranged for nine periods of history.

Samples cheerfully furnished upon application by mail to

McKINLEY PUBLISHING COMPANY, PHILADELPHIA, PA.




The History Teacher’s Magazine


  Volume I.
  Number 2.

  PHILADELPHIA, OCTOBER, 1909.

  $1.00 a year
  15 cents a copy




Gain, Loss, and Problem in Recent History Teaching

  BY PROFESSOR WILLIAM MACDONALD, OF BROWN UNIVERSITY.


The newer methods of history teaching which were authoritatively set
forth for the first time in this country in the report of the Committee
of Seven of the American Historical Association, and which during the
past ten years have increasingly made their way in the better secondary
schools, have had for their aim the emancipation of history from the
bondage of mere mechanical routine, the clearer discrimination of
essentials and non-essentials, the use of comparison and judgment
as well as of memory in the mastery of historical knowledge, the
systematic exploration of books other than the textbook, and the
intelligent correlation of the subject with literature, art, economics,
geography, and other kindred fields.

That there should have been criticism, not seldom unfriendly, of the
new methods and their results is only natural. The new procedure had to
be learned by teachers as well as by pupils, and its application to the
conditions of particular schools determined by careful study of local
possibilities and needs. What was possible in a large and generously
supported school was not equally attainable in a small and poor one;
and it was inevitable that mistakes should be made even by those most
interested in making the new work a success. No more in history than
in language or mathematics, both of which have undergone pedagogical
reformation in our day, was perfection to be won at the outset.

All things considered, however, it seems to me indisputable that,
wherever there has been an honest and earnest attempt to make the new
methods successful, a gratifying and very considerable measure of
success has been attained. Broadly speaking, the formal recitation,
based mainly upon the study of a textbook, has been given up. The
history of England is no longer generally studied by the reigns of
sovereigns, nor the history of the United States by presidential
administrations. There is wide use of source books and documents,
and much intelligent reading in narrative histories, biographies,
journals, letters, travels, and other literature. Map-drawing is
extensively required, and illustrated lectures or talks and historical
excursions have been made to contribute their wealth of information
and interest. From every point of view, the position of history in the
school curriculum is more dignified and rational than it used to be,
its pedagogical method more intelligent, its fruition in knowledge and
power more valuable.

No method of teaching, however, is ever so bad that its abandonment is
not attended with some loss to the pupil. In spite of all the success
which has undeniably come about in these ten years of thoughtful and
friendly effort, there still remain a number of steps imperatively
to be taken before the teaching of history in secondary schools can,
without serious qualification, be pronounced satisfactory. There is
still a woeful need of trained history teachers. While the larger city
high schools and many private schools are praiseworthy exceptions,
it nevertheless remains true that the majority of schools do not yet
think it necessary to choose for the historical department a teacher
specially trained for that work. The subject is still too often
assigned to this teacher or that who happens to have the necessary
free time, but whose serious equipment lies in some other field.
Nothing short of sound and extended college training in history should
be deemed a sufficient preparation for the teaching of history in a
secondary school, just as nothing short of such training, and the frank
recognition of its importance by school authorities, will overcome the
unfortunate reluctance of the best college graduates to enter secondary
school work. No graduate of Brown University can receive from the
department of history a certificate of fitness to teach history in
a high school or academy who has not completed with credit at least
four courses, each of three hours a week for a year, and one of them a
course of research; and I should be glad did conditions in the schools
make it possible to raise, as they do make it increasingly easy to
enforce this minimum requirement.

A second crying need is for better equipment of the historical
department. The development of school libraries has not yet made
much progress, and the use of public libraries by large classes has
obvious practical limitations. Schools which willingly spend money
for scientific apparatus decline to spend money for books, pictures,
and other illustrative material. The equipment of wall-maps is often
exceedingly poor, historical maps being often lacking altogether
except in the field of ancient history. Until this lack is supplied,
we must expect that the teacher will from necessity rely mainly upon
the textbook, at the cost of failing to meet the most fundamental
condition of the newer methods of history teaching.

Perhaps the most serious charge that is lodged against the new
method is that it fails to give the pupil exact knowledge, and even
discriminates against exactness and precision. My observation as an
examiner of applicants for admission to college leads me to believe
that there is force in this charge. Undoubtedly the amount of ground
which is expected to be covered by those who take any one of the four
fields recommended by the Committee of Seven is very great, in the
field of medieval and modern European history quite too great. Where
the time allotted to the course in the curriculum is insufficient,
as it often is, or where the teacher is incompetent, or where the
facilities of the department are inadequate, it is inevitable that
the work should be slighted and the results upon examination appear
unsatisfactory. Undoubtedly, also, in our zeal for the broad view and
the vivifying treatment, we have tended unconsciously to depreciate
the value of exact knowledge, and have allowed ourselves to think that
because the function of memorizing may easily be overworked, the memory
has no place in the study of history at all.

The examiners in history for the College Entrance Examination Board
have learned that, unless they ask for dates, no dates will be
given; that the treatment of specific questions of limited scope is
prevailingly slovenly, indicative of loose thinking and tolerated
looseness of expression; and that the simplest questions will often be
carelessly misread. I am sure that we have not yet solved the problem
of examining in history either in school or in college, but I am also
compelled to think that the greatest weakness of history teaching at
present, in those schools in which the new program is being applied,
is that it so often fails to give the pupil a definite knowledge of
anything. I do not despair, however. There are signs of improvement,
growing in number and significance every year; and with the increased
employment of skilled teachers, the provision of better facilities for
teaching, and the more generous recognition of the importance of the
subject, we may, I think, confidently look for results commensurate
with those admittedly attained in other branches of the school
curriculum.




Training the History Teacher

The Organization of His Field of Study

  BY NORMAN MACLAREN TRENHOLME, PROFESSOR OF THE TEACHING OF HISTORY,
  SCHOOL OF EDUCATION, UNIVERSITY OF MISSOURI.


Provided that the text-books have been selected and the courses to be
given arranged for by some higher power, the first problem that faces
the history teacher in the fall is that of properly organizing the
field or fields of study. Now we all know that many teachers do not
realize this problem or that if they do they shirk it and adopt a sort
of go-as-you-please plan of so many pages each day, irrespective of
topical or any other sort of unity, that usually results in careless
recitation work and an incomplete course. In some cases the teacher
seeks aid and guidance from a printed syllabus or outline of the course
to be covered, and if these are available and properly constructed in
connection with the text-books used, they can be of great service,
but they cannot wholly relieve the teacher of responsibility as to
the length and character of topics to be considered.[1] Even the best
teachers are inclined to adopt a day-to-day plan of organization and so
work blindly, not knowing how much of the text-book will, in the end
be left unstudied. Such unsatisfactory conditions as are here referred
to are totally unnecessary if history teachers will only learn to
organize their courses in advance of giving them and thus be able to
round out their work in a thoroughly satisfactory manner. The reason
that this is not done is that most of our high school teachers of
history have had little or no training in the teaching of their subject
and have not learned how to handle and interpret the subject matter
to the best advantage. What some lack in training they make up for in
enthusiasm and interest in their work, but there are, unfortunately
for the profession, many teachers of history who have neither training
nor enthusiasm. On the other hand, the number of trained, earnest
and enthusiastic teachers of history is constantly increasing, and
there are opportunities offered for every teacher to improve his or
her methods and enter more understandingly and more successfully into
the work of teaching the subject. The greatest danger in history
work in schools is the prevalence of matter over spirit, of facts
over thoughts and ideas, of mechanical memory work over constructive
thinking and reasoning. If teachers of history will learn to enter
into their work with more spirit and understanding the subject will
soon be regarded with respect on account of the vital interest that the
development of the present out of the past must always have. One way of
emphasizing historical unity or continuity is by a well-planned series
of recitation or discussion topics based on the text-book used in the
course, and it is the question of such organization of the field of
study that I wish to discuss in this article.


General Suggestions as to the Organization.

The history teacher who wishes to make a success of the courses given
must plan the work in advance according to certain common sense rules
and conditions. In the first place, the extent of the subject matter
to be covered must be carefully considered in connection with the time
allotted for its completion, and the relative emphasis to be placed
on the different portions of the period to be covered. Instead of a
haphazard assignment of so many pages each day irrespective of time
and subject matter, the length and character of the lesson assignments
should be plotted out in advance. If the number of pages of text-book
subject matter be accurately ascertained (many text-books have pages
of outlines, review questions, references, and so forth), and compared
with the number of recitation hours available, from which it is well
to deduct one-third or one-fourth for reviews, a mechanical basis of
assignments can be had. But a mechanical basis is not alone sufficient,
a topical one is necessary also. This is the most difficult and at the
same time the most vital part of organization and the part in which
most teachers fail on account of poor perspective as to important
and unimportant topics and a failure to realize the inner meaning
and significance of the external events with which they are dealing.
Fortunately most history text-books have been constructed on a skeleton
of topics, and even a poorly-trained teacher can, with a little care,
discover the proper lesson divisions. Some of the newer text-books go
so far, indeed