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The History Teacher’s Magazine


  Volume I.
  Number 5.

  PHILADELPHIA, JANUARY, 1910.

  $1.00 a year
  15 cents a copy




CONTENTS.


                                                                  PAGE.

  INTRODUCTORY COURSE IN HISTORY IN HARVARD COLLEGE,
    by Prof. Charles H. Haskins                                      95

  IMPRESSIONS OF AMERICAN HISTORY TEACHING, by Sara A. Burstall      96

  “THE OLD SOUTH LEAFLETS” CLASSIFIED, by Rex W. Wells               98

  MUNICIPAL CIVICS, by Dr. James J. Sheppard                         99

  HAS HISTORY A PRACTICAL VALUE? by Prof. J. N. Bowman              103

  CALDWELL AND PERSINGER’S “A SOURCE HISTORY OF THE UNITED STATES”  105

  EDITORIAL                                                         106

  AMERICAN HISTORY IN THE SECONDARY SCHOOL,
    by Arthur M. Wolfson, Ph.D.                                     107

  ASHLEY’S “AMERICAN HISTORY,” reviewed by H. R. Tucker             108

  ANCIENT HISTORY IN THE SECONDARY SCHOOL,
    by William Fairley, Ph.D.                                       109

  EUROPEAN HISTORY IN THE SECONDARY SCHOOL,
    by D. C. Knowlton, Ph.D.                                        110

  HISTORY IN THE GRADES, by Armand J. Gerson                        112

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

  The English Historical Association; California Association;
  New York City Conference; Missouri Society; Bibliography of
  History for Schools                                               113

  CORRESPONDENCE:

  Source Methods; School Libraries                                  114

       *       *       *       *       *

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Copyright, 1909, McKinley Publishing Co.

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The History Teacher’s Magazine

  Volume I.
  Number 5.

  PHILADELPHIA, JANUARY, 1910.

  $1.00 a year
  15 cents a copy




Introductory Course in History[1] In Harvard College


BY PROFESSOR CHARLES H. HASKINS.

Perhaps the most difficult question which now confronts the college
teacher of history is the work of the first year of the college course.
The problem is comparatively new, and becomes each year more serious.
Twenty-five or thirty years ago the small amount of history taught
in American colleges came in the junior or senior year, and was not
organized into any regular curriculum. With the recent development
of historical courses, however, the teaching of history has worked
down into the sophomore and often into the freshman year, so that
the teacher of the first course in history is not only charged with
introducing students to college work in history, but must also take
his share of the task of introducing them to college work in general.
At the same time the enlargement of the curriculum and the improvement
of instruction in history in many of our secondary schools result
in sending to the colleges a body of students who have already some
familiarity with history and cannot be treated in the same way as the
great mass of freshmen. Moreover, the first college course in history
in all our larger institutions attracts a considerable number of
students, in some cases as many as four hundred, so that the management
of a large class adds another element to the problem; and matters are
further complicated by the fact that while some of these will continue
their historical studies in later years, others must get from this
course all the historical training which they will receive in college.
I take it that no one pretends to have found the solution of these
difficulties, and that what is at present likely to prove helpful is
not dogmatic discussion so much as a comparison of the experience of
different institutions.

The introductory course at Harvard, History 1, is designed to be useful
to those whose historical studies are to stop at this point, as well as
to serve as a basis for further study. A period of the world’s history
is chosen which is sufficiently large to give an idea of the growth
of institutions and the nature of historical evolution, yet not so
extensive as to render impossible an acquaintance at close range with
some of the characteristic personalities and conditions of the age; and
an effort is made to stimulate interest in history and to give some
idea of the nature and purposes of historical study. The field covered
is the history of Europe, including England, from the fourth to the
fifteenth centuries. This period has generally received little or no
attention in school, so that students come to it with a freshness which
they could not bring to ancient history or American history, and are
introduced to a new world of action and movement and color which easily
rouses their interest. The year devoted to the Middle Ages bridges the
gap between their ancient and modern studies, and not only gives a
feeling of historical continuity, but by showing the remote origin of
modern institutions and culture it deepens the sense of indebtedness to
the past and furnishes something of the background so much needed in
our American life.

Most introductory courses now give considerable attention to the Middle
Ages; the point of difference is whether the attempt should be made to
cover something of the modern period as well. Where a longer period
has been chosen, it has been quite generally found impracticable in
a single year to bring the course down to the present time, and such
courses have ordinarily stopped somewhere in the eighteenth century,
leaving to a subsequent year the study of the more recent period.
Thus the course which was given at Harvard until 1903 stopped at the
Treaty of Utrecht. Assuming that two years are necessary for the
satisfactory treatment of mediæval and modern history for the purposes
of the general student, the question then becomes one as to the point
where the break shall come, and we believe that experience is in
favor of placing this point fairly early. The pace should be slower
in the first year than in the second, so that students may not be
confused and hurried while they are learning new methods of work and
being emancipated from habits of close dependence on the text-book.
There should be time for reading and assimilation, as well as for
thorough drill, in a way that is not possible when too much ground
is gone over. Good training in the first year makes it easier to
cover a considerable period in the second. Such at least has been the
experience at Harvard, where about half of the students in History 1 go
on to the survey of modern history given in History 2 in the following
year, while most of the others go directly to modern English history or
American history. It ought to be added that while about nine-tenths of
the class of three hundred who elect History 1 are freshmen, students
who have given a good deal of attention to history in school are
permitted to go on immediately to more advanced courses; and for those
who take only American history in their later years, the introductory
course in government is accepted as sufficient preparation.

The class meets three times a week, twice in a body for lectures,
and the third hour in sections of about twenty. The lectures do not
attempt to give a narrative, but seek to bind together the students’
reading, comment upon it, clarify it, reënforce the significant
points, and discuss special aspects of the subject. The processes of
historical interpretation and criticism are illustrated by a few simple
examples, and from time to time the work is vivified by the use of
lantern slides. The reading is divided into two parts, prescribed and
collateral, and indicated on a printed “List of References” which each
member of the class is required to buy. The prescribed reading, from
seventy-five to one hundred pages a week, is made, as far as possible,
the central part of the student’s work. At first this is selected
largely from text-books and illustrative sources; later in the year
text-books drop into the background, and narrative and descriptive
works are taken up, although the student is urged to have at hand a
manual for consultation and for securing a connected view of events.
The effort is made to break away from high school methods of study
and to teach students to use intelligently larger historical books.
Stubb’s “Early Plantagenets,” Jessopp’s “Coming of the Friars,” Bryce’s
“Holy Roman Empire,” Brown’s “Venetian Republic,” Day’s “History of
Commerce,” Reinach’s “Apollo,” and Robinson and Rolfe’s “Petrarch,”
are examples of the kind of books from which the required reading
is chosen. Some sources are given in their entirety, such as the
“Germania,” the “Life of St. Columban,” and Einhard’s “Charlemagne”;
but reliance is placed mainly upon the extracts given in Ogg’s “Source
Book” and Robinson’s “Readings.” It is found that the proper use and
appreciation of sources is one of the hardest things for beginners
to learn, and careful and explicit teaching is required both at the
lectures and at the meetings of the sections. Each student is required
to provide himself with two or three texts, a source book, and an
historical atlas, and many buy a number of the other books used in
the course. The books in which the reading is assigned are kept in a
special reading-room, where the supply is sufficient to provide one
copy of each for every ten men in the course. Duplicates of the works
recommended for collateral reading are also furnished.

At the weekly section meetings the students are held responsible for
the required reading and the lectures for the week. There is always a
short written paper about twenty minutes in length, including usually
an exercise on the outline map, and the rest of the hour is spent in
explanation, review and discussion. No attempt is made at systematic
quizzing, as the work of the week is much more effectively tested by
the written paper. These sections are held by the assistants, four in
number, who are chosen from men who have had two or three years of
graduate study and generally some experience in teaching.

For the collateral reading certain topics are suggested each week,
and every month each member of the class is required to read the
references under at least one of the assigned topics. These topics
have considerable range, and students are encouraged to select those
which have special interest for them and to read freely upon them.
Thus if a student takes the Northmen as his topic, he will read the
greater part of Keary’s “Vikings,” and translated extracts from Norse
poetry or sagas; if he chooses Henry II, he will have Mrs. Green’s
biography and Stubb’s characterization in the introduction to Benedict
of Peterborough; if he reads on monasticism, he will compare different
views of the subject as found in specified chapters of Montalembert,
Lecky, Taylor’s “Classical Heritage of the Middle Ages,” and in
Harnack’s “Monasticism”; on castles and castle life he will read
portions of Miss Bateson’s “Mediæval England,” and Viollet-le-Duc’s
“Annals of a Fortress,” and examine the illustrations in Enlart’s
“Manuel” and Schultz’s “Höfisches Leben”; on St. Louis he will have
Joinville, certain pages of Langlois, and William Stearns Davis’s
novel, “Falaise of the Blessed Voices.” A certain fixed minimum of such
reading is set for each one in the course, and a higher minimum for
those who expect distinction, and ambitious students will read from
1,500 to 2,000 pages in the course of the year.

The effort is constantly made to develop individual aptitudes and
stimulate the better men. Every student has at least eight individual
conferences with the assistant during the year. The conference is
devoted mainly to a discussion of the collateral reading, but it
also serves as an opportunity for examining note books, talking over
difficulties, and in general for closer personal acquaintance between
assistant and student. Sometimes small voluntary groups of men have
been formed which meet the assistant weekly at his room for the reading
and discussion of short historical papers written by students.

Considerable attention is given to well-reasoned note-taking upon both
lectures and required reading, a matter respecting which the freshman
is at first likely to be quite helpless. Here the personal supervision
of the assistant is of the greatest value, and is often exercised
weekly.

Special emphasis is put upon historical geography, not only by constant
reference to wall maps and by special exercises involving the use of
the principal historical atlases, but also by means of the regular use
of blank outline maps. Members of the class are required to bring such
a map to all meetings of the sections, and to be able to locate upon it
important places and boundaries. The mid-year and final examinations
also include a regular test of such geographical knowledge. More time
than should be necessary is devoted to this work, but experience
has shown that college students have at the outset only the vaguest
ideas of European geography, and in this and in some other respects
it is necessary to do in college, work that ought to have been done
in the secondary or grammar school. If the ordinary freshman brought
with him an elementary knowledge of geography and the ability to read
intelligently, the task of the college teacher of history would be
greatly lightened.

No attempt is made to require theses or formal written reports,
as such work is useful rather for those who are to continue their
historical studies, and as regular training of this sort is given in
the second-year courses. Some attempts have, however, been made to
coördinate the student’s work in history and in English composition by
having the results of reading upon an historical topic embodied in a
brief essay which is read and graded both by the instructor in history
and the instructor in English. Such coöperative efforts are still in
the experimental stage, but they are regarded favorably by those who
believe that the occasion for writing good English is not confined to
courses in English composition, and that a broader policy with regard
to the student’s work is necessary if the American college is to give
an education as well as to teach particular subjects.

FOOTNOTE:

[1] Some use has here been made of material contained in a paper
on “The Historical Curriculum in Colleges,” in the Minutes of the
Association of History Teachers of the Middle States and Maryland for
1904; and in the Report of the Conference on the First Year of College
Work in History, in Report of the American Historical Association for
1905, I, pp. 147-174.




Impressions of American History Teaching[2]

EXTRACTS FROM MISS BURSTALL’S RECENT WORK, “IMPRESSIONS OF AMERICAN
EDUCATION.”


Miss Sara A. Burstall, head mistress of the Manchester (England) High
School for Girls, traveled in the United States during the year 1908,
studying and inspecting American educational systems. Miss Burstall has
written out her experiences in America in a book entitled “Impressions
of American Education in 1908.” The author was particularly interested
in the teaching of history in American schools. The following extracts
are printed in the belief that American teachers would desire “to see
themselves as others see them.” In the chapter on “Method” occur the
following statements:

“Recitation is indeed an accurate description of what one hears,
sitting in an American class-room; the pupil stands up and recites
what he has learnt, whether from the standard text-book or from other
sources. The teacher may question some statement in order to make
sure that the pupil understands what he has said, other pupils will
also question it. A girl will put up her hand and (the teacher giving
permission by looking in her direction) will say, ‘But I thought
that I read in----’ and will proceed to give some other view of the
subject. A general discussion will follow which the teacher will not
authoritatively close by giving her correct opinion; she will pass
on to another part of the subject and ask another pupil to recite
what he or she has learnt about it. If the reciter makes an error the
teacher will call upon another pupil to correct it; very rarely does
the teacher make a correction herself, and still more rarely does
she express her opinion. We were not struck by the good English or
excellence of oral composition which we heard. The American boys and
girls did not do any better in this respect than the English girls
we know. One can hardly expect fluent, elegant oral descriptions and
accounts except from practiced speakers. With a class of thirty or
forty and a lesson period of forty-five minutes obviously not all in
the class recite; quite half may take no share except as listeners.
The presumption is that they have learnt up their work, that they
are interested in listening to what others say about it; their turn
will come next day, and in any case it is to their interest to follow
carefully what goes on.

“Three criticisms must occur to even a sympathetic English teacher:
first, the possibility of what in England would be a probable waste
of time to the listeners. Americans say that these, though they often
look indifferent and inattentive, are really attending; they are
used to the method and they play the game, so to speak, by listening
attentively as well as by reciting readily when their turn comes.
Second, the whole thing is very dull and slow; each pupil speaks very
slowly, with very little grace of delivery or beauty of language, such
as might be expected from the teacher, and nothing like the same amount
of ground is covered as is the case in a lesson on the oral method.
With the recitation method in England we should not arouse sufficient
interest to get the best out of our pupils; we could not get through
the work we have to do in the time, nor would English boys and girls
be sufficiently quick and clever to understand the difficulties in
geometry, for example, or in Latin or French grammar, unless they
had clear and skilful explanations from the teacher, who presumably
understands the art of making things clear. Americans would probably
say that their students are quick enough and earnest enough to make
progress without this careful exposition and without this atmosphere of
interest and intellectual stimulus, and there is probably some truth
in the reply. Our pupils too often do not want to work, and their
minds do move more slowly. We have been obliged to find ways of making
class-work attractive, either by intellectual stimulus and interest,
or by rewards and punishments, since we have not that strong outside
belief in education which makes the task of the American teacher much
more easy. It is also true that the examination demand has forced us to
explain clearly to the duller pupils in the class difficulties which
the cleverer ones could see through for themselves. Probably here
Americans are right and we are wrong; we make the work too easy by,
as it were, peptonizing the lesson material, before giving it to the
hungry sheep who look up to us to be fed. Our aim has been to help them
to assimilate the knowledge required, not to develop in them the power
to grapple with new material. This aim the American recitation system
undoubtedly develops, and this is one of its great merits.

“Our third criticism is that the teacher appears to do too little; her
share in the lesson is at a minimum; the new ideas do not come from
her, her influence is indirect. Here, again, the American would say, so
much the better. The democratic ideal is undoubtedly one cause for the
existence and the popularity of the recitation method. The teacher and
the pupils are very much on a level. She is not teaching them; she acts
rather as chairman of the meeting, the object of which is to ascertain
whether they have studied for themselves in a text-book, and what they
think about the material they have been studying. Clearly, then, the
master is the text-book, and here we strike on a vital peculiarity of
American education. Its aim has been intellectually the mastery of
books; with us education has always been very much more, always and
everywhere, a personal relation. The children learn from the master or
mistress with or without the aid of a book.”

“The rise of the method can be explained from historical causes;
in the old ungraded rural school of America, meeting perhaps only
for a few months in the year, taught, it may be, by a woman in the
summer, and a man in the winter, there could be no classification
or organization. Each pupil worked through an authorized text-book,
much as in the old Scottish rural school, when a plowman might come
back for a couple of months to rub up his arithmetic or English in
the book if he did not finish before leaving school. The teacher went
around and helped individual pupils over difficulties, or heard them
‘recite’ the lesson they had each learnt, while the others went on with
their own tasks. Then when the schools came to be graded, a number
of pupils at about the same stage could recite together out of the
book, and so the recitation method developed, evolved by the American
genius for invention to fit the necessities of the position. Among
these conditions was the absence of a body of experienced and skilled
teachers; much of the work was done by all sorts of people, many with
very scanty qualifications, who would ‘teach school’ for a few months
to earn enough to go on with some other occupation. Such people could
not be in the true sense of the word teachers; they could ‘conduct
recitations’ and engage in the friendly questioning and discussion as
an equal, which the American method implies. When first-rate, highly
qualified, skilled teachers come to play on this instrument they bring
forth from it a wonderful result.

“The writer was fortunate enough to see some very fine work by a woman
teacher, brilliant, systematized, full of interest and fire, the pupils
really taking part and bringing their material which the teacher
skillfully percussed so that it kindled. Indeed, the recitation method
at its best and our own oral method are almost identical in effect;
and far excel as educational instruments anything that can be attained
by lectures. But how rarely is it seen at its best? At its worst, of
course, it becomes mere memoriter repetition out of the text-book with
very little intelligence anywhere; any teacher would do this who could
keep order.

“It is hoped that this imperfect sketch may at least afford some idea
of what is to be seen in the United States by a teacher of history,
and of what we can learn from them. Probably there is more to be
learnt in this subject by English students of American education than
in any other, and the study is the more interesting and profitable
since the evolution of the present condition of history teaching
there is so recent. The present writer can only say that she has
heard finer history teaching in more than one American institution
than she ever heard in England, though her experiences here have been
fortunate, and that such teaching has set for her an ideal standard of
professional skill in our difficult art. England might learn, too, from
the life and vigor of the subject in the common schools, the breadth
and thoughtfulness and the self-reliance in the history classes of
secondary schools, and the volume and power of the historical work in
the colleges and technological institutes.

“The equipment is well worth our imitation if only we could get the
money for it. Every good high school has a room or rooms for the
history lessons; cases of maps to be drawn down when required--a
product of the American skill in mechanical appliances--are universal,
and an average high school has a better supply of these maps than some
of our colleges. Pictures of every sort abound.

“It is the opinion of one of the leading American authorities on the
teaching of history, herself a distinguished teacher, that there is
a very real increase of intellectual interest; some of it may be
superficial, but it is at least widespread. A nidus has been formed and
there is a real advance in the subject.

“In England we have, as things are, the tradition of public service and
the inner instinct of patriotism; formal teaching of civic duty is not
so much needed among the wealthier and more cultivated classes, though
more ought to be done than is done in the public elementary schools,
and in some of the new secondary schools. In America this sociological
teaching given in connection with history is the one thing they have
to train citizens for citizenship; religious instruction has been
excluded from their school system, personal influence and corporate
life play but little part compared with the powerful one they play
here. There is no universal military service as in Germany and France
to teach by hard experience the duty and the need of patriotism; the
tradition of unpaid public work so strong in England is not known in
the United States. The teaching of history and of patriotism through
history is the one force which America has in her schools and colleges
to stimulate and train the sense of civic duty. One cannot but conclude
that to a half-conscious conviction of this truth is due the system,
the earnestness, the concentration, and the excellence that America
achieves in the teaching of history throughout every grade of her
education.”

FOOTNOTE:

[2] Impressions of American Education in 1908, by Sara A. Burstall, pp.
xii, 829, Longmans, Green & Co.




“The Old South Leaflets” Classified


BY REX W. WELLS, TEACHER OF HISTORY, EAST HIGH SCHOOL, TOLEDO, OHIO.

  English History.

                                                          Vol. No.
  Augustine in England                                      V  113
  King Alfred’s Description of Europe                       V  112
  Magna Charta (1215)                                       I    5
  Passages from Wyclif’s Bible (1382)                       V  125
  Passages from More’s “Utopia” (1516)                      V  124
  Letters of Hooper to Bullinger (“The First Puritan”)    III   58
  The Invention of Ships, Raleigh                         VII  166
  The Petition of Right (1628)                              I   23
  Sir John Eliot’s “Apologie for Socrates”                III   59
  Ship Money Papers                                       III   60
  The Scottish National Covenant (1638)                     I   25
  Pym’s Speech against Strafford (1641)                   III   61
  The Grand Remonstrance (1641)                             I   24
  The Agreement of the People (1648-9)                     II   26
  Cromwell’s First Speech to his Parliament (1653)         II   28
  The Instrument of Government (1653)                      II   27
  Vane’s “Healing Question” (1656)                          I    6
  Milton’s “Free Commonwealth” (1660)                     III   63
  Sir Henry Vane’s Defense (1662)                         III   64
  The Bill of Rights (1689)                                 I   18
  Old Jersey (Island of)                                   VI  150

  Miscellaneous Subjects.

  Strabo’s Introduction to Geography (10 B. C.)            II   30
  Dante’s “De Monarchia”                                    V  123
  Grotius’s “The Rights of War and Peace” (1625)            V  101
  Marco Polo’s Account of Japan and Java                   II   32
  Penn’s Plan for the Peace of Europe                     III   75
  The Law of Nature in Government, John Wise (1717)       VII  165
  The Swiss Constitution (1874)                             I   18
  The Hague Arbitration Treaty (1899)                       V  114

  America--(Unclassified).

  Boston in