Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa. Copyright, 1910, McKinley Publishing Co. Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 3, 1879. EY. 7612484 Reading References for English History E BY HENRY LEWIN CANNON Price $2.50 XACT references to some fifteen hundred of the most useful and accessible works on English History will be found in this book. With these it is possible for anyone to make the most of the library facilities at hand, or for the instructor to direct the collateral reading of his students with the maximum amount of efficiency, and the minimum amount of personal attention. The plan of the work includes: first, a bibliography of all the books referred to; and second, topics and references covering the whole field of English History, chronologically divided into sections, with special sections for colonial history. Each section contains a summary of sub-topics and references to accessible sources. The book is intended for college students, to direct them in their reading; for teachers; for librarians; and for general readers, who wish to secure suitable reading on definite topics. Lewis's Pupil's Notebook and Study Outline in Oriental McKinley's Pupil's Notebook and Study Outline in Roman History T PRICE, 25 CENTS EACH HESE books help the pupil to understand the relations between cause and result and to distinguish the landmarks of history from the minor details They thus combine the topical and library methods of studying history. They are meant to train the pupil to co-ordinate and subordinate properly the various events, and also to insure a stated amount of thought and work in each day's assignment. Each Study Outline is a skeleton of topics, with indications of subdivisions, and blank spaces in which the student may write the sub topics and other brief notes to complete the outline. Space is left for numerous drawings and plans which he can readily make after consulting the books referred to. Fourteen outline maps are provided to be filled in with the essential geographical data. Many Special Topics are suggested for collateral reading, with copious page and chapter references to important books. You will favor advertisers and publishers by mentioning this magazine in answering advertisements. CONTENTS. BOSTON The History Teacher's Magazine Managing Editor, ALBERT E. MCKINLEY, PH.D. PROF. ARTHUR C. HOWLAND, University of Pennsylvania. History and Civics in Secondary Schools: DANIEL C. KNOWLTON, Ph.D., Barringer High School, Newark, N. J. 13 ARTHUR M. WOLFSON, Ph.D., DeWitt Clinton High School, New York. June Examination Papers in History History in the Grades-Indian Treaties History in the Secondary Schools: WILLIAM FAIRLEY, Ph.D., Commercial High School, Brooklyn, N. Y. C. B. NEWTON, Lawrenceville School, New Jersey. ALBERT H. SANFORD, State Normal School, La Cross, Wis. Current History: JOHN HAYNES, Ph.D., Dorchester High School, Boston. Reports from the Historical Field: WALTER H. CUSHING, Secretary New England History Teachers' Association, South Framingham, Mass. History in the Grades: ARMAND J. GERSON, Ph.D., Robert Morris Public School, Philadelphia. SARAH A. DYNES, State Normal School, Trenton, N. J. LIDA LEE TALL, Supervisor of Grammar Grades, Baltimore, Md. CORRESPONDING EDITORS. H. W. EDWARDS, High School, Oakland, Cal. E. BRUCE FORREST, London, England. JAMES F. WILLARD, University of Colorado, Boulder, Col. Volume II. PHILADELPHIA, SEPTEMBER, 1910. $1.00 a year 15 cents a copy The Use of a History Time Chart BY E. BRUCE-FORREST, M.A., WILLIAM ELLIS SCHOOL, LONDON. History deals with events in the categories of time and place. For the representation of place relations we have an invaluable instrument in the map. If history in a sense “bodies forth the form of things unknown," geography and the map give them "a local habitation." But it is necessary to add that the above statement does not mean that the history teacher can feel any satisfaction with the present supply of maps for his work. In England, at any rate, there is serious cause for complaint. Apart from the facts that no solution has been found of the problem of adequately combining a representation of physical and historical phenomena and that the supply of wall maps is so scanty, one has to comment especially on the narrow limitation in the TYPE of map produced. In respect of history there is no parallel to the remarkable progress of our generation in geographical cartography. This is natural, perhaps. The graphic representation of present-day conditions has a practical utility which cannot be claimed for the past. The data for our own day are, moreover, far more complete and relia 100 A.D perpendicular lines into sections of equal size. Each represents a century, and in this way twenty-four centuries are depicted, from 500 B.C. to A.D. 1900. Conditions of space in this particular room prevent an earlier date for the beginning of the chart. For to narrow down the century divisions would take much away from the teaching value of the chart. They should be as large as possible, since boldness and clearness are essential. Figures denoting the particular century to which it applies are painted clearly at the head of each section. A groove has been cut in the wooden moulding, which forms the lower edge of the chart. This is to allow of the insertion of tin sockets, which contain large cardboard tablets (Fig. 2). On each of these is printed in Roman type (Fig. 3) the date and title of one of the most important events in the century to which it refers. These sockets are not fixed perpendicularly, but are inclined so that the printing and date can be read from a greater distance. The tablets can at any time be easily removed from the tin holders if it is desired to alter the selection of dates. Maps have Fig1 A.D. B.C. ble. Still the disparity is too great. For Upper edge tribution of Wealth in England" at different dates. Thus Yet it is a far more difficult matter to devise a satisfactory method for the visualization of time relations and conceptions. But there are devices, and we must use, experiment with, and improve them. There are two forms of time charts in use in the room which I have fitted up at the William Ellis School, especially for the teaching of history. WALL TIME CHART (Fig. 1). Running round two of the walls of the room is a light frame, made of thin boards, papered in white, sized and varnished. It is about two feet in depth, and the lower edge is about four and one-half feet from the ground. The frame is divided by narrow black 100 B.C. Map Date Tablets in tin Sockets been hung upon the century divisions to represent some typical territorial distribution during the century in question. Above the chart the two walls mentioned have been practically covered with framed copies of authentic portraits, pictures of buildings, ships and other characteristic products of the time represented. For example, the portraits begin with the well-known bust of Pericles in the British Museum in London and end with pictures of Bismarck and Gladstone; the buildings range from the great temple at Paestum to the London Houses of Parliament, rebuilt in the nineteenth century; the ships start with a photograph of the cast of a trireme, in the British Museum, and end with a picture of H.M.S. Dreadnought. Altogether there are close upon 200 framed subjects, including a series upon a third wall of the room, which is confined to local history, i. e., London. The pictures are, of course, so hung that they lie above that section of the Time Chart appropriated to the age to which they belong. Thus the sequence of time is represented horizontally and a particular age perpendicularly in a sort of panel, starting from the date tablets and going up the wall of the room, and including a section of the chart, a map, and a selection of authentic pictures. Fig.2 Fig.3 B.C.490.BATTLE OF MARATHON Fig.4 The wall time chart is supplemented by time chart notebooks, constructed on a similar plan. (Fig. 4.) In these the pupils themselves set down their notes, of course, in much greater detail than on the wall chart, representing the sequence of events horizontally, and contemporaneous events perpendicularly. Each page of the notebook represents five years, and one is issued for each term's work. The books are so constructed that they can be unfolded and stretched out flat like a pocket map. The history room contains also a number of lantern slides, wall maps, facsimiles of documents, such as letters and proclamations, a small selection of Acts of Parliament, etc., etc. Need anything be said about the value of a Time Chart, amplified as has been described? Its almost unlimited possibilities as a source of inspiration, of comparison, and illustration will appeal at once to the imagination of every teacher. As he speaks, for example, of Napoleon, he can point to his picture; and so of Charlemagne, Constantine, Augustus, Julius Caesar, and Pericles. Each of these should suggest a background and an epoch, in its proper time relations. The cost is in no way prohibitive to the average school, although a great deal of care and labor are involved in finding out the sources of reliable supply. Introductory Courses, University of Wisconsin BY PROFESSOR WAYLAND J. CHASE. It is a pertinent question to ask what it is that the Department of History of the University of Wisconsin purposes to have the student gain from the introductory courses in that subject. The answer would be, the habit of doing things on time; the gaining acquaintance with his tools, namely, the books in the field of history, and the learning how to use them; the ability to single out the material on a particular topic and collect, arrange, and report it accurately; the learning correctly and precisely a body of essential facts; some understanding of the meaning that lies behind the terms of history; and, for some students, the developing of an interest in the reading and study of history. Inevitably with us as with other large universities, the accompaniment of these aims is the endeavor to keep in touch with each individual student, so that the unit shall not be lost in the whole, for our aggregate enrollment last fall for the preliminary work in history was more than seven hundred students. Our introductory courses are three in number, all full year courses: Ancient history twice a week, medieval three times a week, and English history three times a week. The last named is required of freshmen in the course in commerce; otherwise the subject of history may be elected or omitted according to the freshman's preference. Though some upper classmen take these courses each year, the majority of those enrolled are first-year students. In all three courses the work is alike in being based on text-books, collateral reading, lectures, conferences, and quiz meetings. Consequently the description of the use of these devices in one of these will be practically true for all except as to collateral reading, which is managed differently in each course. In our History 1, medieval history, the whole class group meets together twice a week, Mondays and Wednesdays, for lectures, for which each student provides himself with a printed syllabus, and for the third weekly meeting the class is divided into sections of twelve to eighteen each, the upperclassmen being grouped in sections by themselves. The sections meet separately at various hours of Friday and Satur day, and the time devoted to this meeting is given up to questioning and discussion on the subject matter of the lectures of the week and the text-book assignments, except when the collateral reading constitutes the assigned work of the week. Those who have charge of these quiz sections are the professor who gives the lectures, two other men of professorial rank, one instructor and five assistants. In connection with this quiz work written tests of ten to fifteen minutes are resorted to for drill and incentive and the usual requirements as to map drawing are made. Written examinations are held twice in each semester. Of the total amount of the collateral reading required of the class about one-third, that is, six hundred pages, is done by all in the same material. Since very many college students need to be taught how to read history, especially how to glean from the pages of history, very definite direction is given in this portion of the collateral reading, especially to show how the rest should be done. Often the weekly assignment of work is directed to this end and several questions are given at the Monday's lecture, the answers to which are to be obtained from this collateral reading material. These answers are reported at the quiz meetings and this collateral reading is made there the basis of discussion and questioning, both oral and written. For the rest of the collateral reading there are posted at the library ten lists of books, each list being related to some special topic or section of the course, and each student is required to read at least sixty pages from each list and take notes which are to be handed in with the lecture notes at the end of the semester. The books of these lists are on the open shelves of the general reading room at the library, ready at the hand of the student, and are numerous enough to supply all the members of the class. At the beginning of the year the matters of notetaking and collateral reading are given especial attention at office conferences between instructor and student. Once in each semester a written report is required from each member of the class upon an assigned topic. One of these reports this year has been based upon original source material and the other on secondary material. Before the report has been written out, each student is required to have a conference with his quiz section instructor relative to his method of collecting his material and the plan or outline of his report. To make such a conference plan practicable it is arranged that some one of the instructional force shall be at the history office at the library a part of each week-day evening except Saturday. Of course daytime conferences are arranged for respecting both this and other features of the work, as noted above; nor is this conference feature left entirely to the initiative or the volition of each student, or to the contingency of a low grade, but is periodically required of all. The students in English history do a part of their collateral reading in connection with reports on topics but their first report requirement takes the following form: "Write a short report of a total of not more than 1,000 words on four of the following books. Observe the following directions carefully: 1. Give in due order the name of the author, title of the book, place and date of publication (if shown). 2. Write briefly on the general subject of each book, describing its general character, using the table of contents and index (if given), and reading a few pages here and there to get a general notion as to what sort of book it is. 3. State whether in your opinion the book is an original or a secondary source; if a secondary source, whether the author gives authorities for his statements either in footnotes or by lists of books for each chapter. 4. If you can find out anything about the author by use of the Dictionary of National Biography (in the case of living writers by "Who's Who "), or by any other means, state the chief facts." A lecture on "The Study of English History," explaining the materials of history, preceded this topic requirement. The second topic is reported upon practically in the same. fashion as in the medieval history course. The other part of the collateral reading requirement in English history is done in this way: About twice a month as a part of the assigned work of the week every student is required to choose one from a dozen or more references, each covering sixty to eighty pages, and to be prepared to write for twenty minutes at that week's quiz, reporting what he recalls of what he read. In ancient history the quiz occurs every other week, being preceded by three lectures. In this course all the collateral reading is directed to the preparation of reports on topics and three of these are required in each semester. These are broad in their scope so that the reading required may cover a considerable part of the field. For the current semester the topics are as follows: 1. The power of the Roman Senate and its decay, from the time of the Hortensian Law (287 B.C.) to Julius Caesar. 2. Imperial organization as established by Augustus Caesar. 3. An optional topic drawn from either of these fields: (a) Græco-Roman Life. (b) Christianity. It is not desired that these reports shall be presented in written form, but when the student has completed his reading and taken his notes he is called into conference with the professor giving the course or with one of his assistants and his material is carefully scrutinized and made the basis of questioning and comment. It is understood that one or more of the topics will appear in the semester examination to be written upon from memory. As to the content of these courses, experience seems to show the advisability of keeping the field of study in this introductory work relatively narrow, and thus the tendency with us is to draw in the limits of the subjects and to teach the smaller field more intensively. Preparation of the High School History Teacher BY HAVEN W. EDWARDS, OAKLAND (CAL.) HIGH SCHOOL. History, as an academic study, is a child of yesterday. While the sacred Tripos, Greek, Latin, Mathematics, held sway, history had no place in the curriculum save as an appendage to Natural Philosophy or the Classics. Not until 1839 was a separate chair of history established in any American college. In that year Jared Sparks was appointed Professor of History at Harvard. At Columbia Francis Lieber was Professor of History from 1857 to 1865; but in the latter year the work in history was turned over to the professor of English and Philosophy. Not until the seventies did historical study secure an established footing in the colleges. In the lower schools the only history usually studied was American history in the grades. Occasionally general history was given in the secondary schools, and sometimes Greek and Roman history was taught to those who were going on to college. In 1876, a committee of the National Educational Association reported a "Course of Study from Primary School to University," which made no advance, except to urge that "universal" history be required of all students in the secondary schools.* The real advance in secondary history dates from the report of the Committee of Ten (1893), which advocated a broadening of the * Bourne, "Teaching of History and Civics," p. 56 et seq. instruction in history, and a reform of the methods of teaching. It is not necessary to sketch the wonderful progress of the last three decades. To-day, history has an established place in all our schools, and its value is recognized as second to none. Chairs of history are multiplying all over the land, the presses are pouring forth floods of books, and the best thought of many minds is devoted to history and historical study. The fact remains, however, that, as compared with the older subjects, history is still in its infancy. This is particularly true of history in the secondary schools. The curriculum is still the subject of vigorous dispute, despite the Committee of Seven. History methods are still in the making. History teachers are even yet acquiring too much of their training by costly experimentation in the class-room. But this discussion, this experimentation, this fumbling in the dark, all spell progress. The educational world has at last awakened to a realization that history teaching is an especial art, requiring a particular preparation. There is no agreement, indeed little discussion, as to what that preparation should be. Is it safe to predict that the next forward step in the pedagogy of history will be the solution of this problem? The preparation of the High School teacher is the func |