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Waterloo. 2d edition. Washington, D. C.; Neale. pp. $1.50. 157 Wood, Eric. Famous Voyages of the Great Discoverers. New York; T. Y. Crowell & Sons. 270 pp. $1.50. Making of a Nation. New York; Cassell & Co. $1.75. Martindale, C. C. (editor). Lectures on the History of Religion. 4 vols. St. Louis; B. Herder. 252, 248, 256, 256 pp. Each, 60 cents. Noll, Arthur H., and McMahon, A. Philip. An Historical and Descriptive Account of Persia from the Earliest Ages to the Present Time, Including Afghanistan and Beloochistan. 4th edition, revised. Philadelphia; S. K. Nweeya. 352 pp. $2.00. CIVICS AND GOVERNMENT: American Civil Government. An Outline Study for Secondary Schools. Prepared by the Committee of the New England History Teachers' Association. New York; Macmillan Co. 102 pp. Bds., 50 cents. Coker, F. W. Organismic Theories of the State. New York; Longmans, Green & Co. 209 pp. $1.50. Hilkey, C. J. Legal Development in Colonial Massachusetts, 1630-1686. 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Macmillan Books An Outline for the Study of American Civil Government Prepared by the Committee of the New England An outline for the Study of American Secondary Schools. Prepared for the New You will favor advertisers and publishers by mentioning this magazine in answering advertisements. (Outline) Chicago AMERICAN HISTORY LEAFLETS COLONIAL AND CONSTITUTIONAL Edited by ALBERT BUSHNELL HART and EDWARD CHANNING, of Harvard University These Leaflets are designed to promote the scientific method of studying history from its documents and furnish in convenient form and at a moderate price copies of original documents that have become famous in our colonial and constitutional history as the outcome of some important crisis, or as exponents of the theories underlying our form of government. Each Leaflet contains a brief historical introduction and bibliography to aid further investigation by the student. PRICE PER COPY, 10 CENTS 17.-Documents relating to the Kansas-Nebraska Act. 1854. 18. Lincoln's Inaugural and First Message to Congress. 1861. 19. Extracts from the Navigation Acts. 1645-1696. 20.--The Exact Text of the Articles of Confederation; with the Franklin and Dickinson Drafts. From the Original Manuscripts. 1776-1781. 1. The Letter of Columbus to Louis de Sant Angel announc- 4. Extracts from Official Declarations of the United States 6. Extracts from Official Papers relating to the Behring Sea 7. The Articles of Confederation of the United Colonies of 8. Exact Text of the Constitution of the United States. 11.-Jefferson's Proposed Instructions to the Virginia Dele- 12. Ordinances of Secession and other Documents, 1860-1861. 13.-Coronado's Journey to New Mexico and the Great Plains. 1540-42. 23. Extracts from the Dred Scott Decision. 1857. 24. Documents relative to the Bank Controversy, 1829-1833. 25.-Extracts from the Massachusetts Body of Liberties. 1641. 26.-Extracts from Lincoln's State Papers. Dec., 1861March, 1865. 27. The Early History of Virginia. Extracts from John Smith's True Relation, etc. 1 28.--Proposals to Amend the Articles of Confederation. 17801787. 29.-The Early History of Plymouth. Extracts from Bradford and Mont. 30.-Constitutional Doctrines of Webster, Hayne and Calhoun. 31. Extracts from John Winthrop's History of New England. 34. Extracts from Official Documents embodying the Canal 36. The Founding of Jamestown. Correspondence PARKER P. SIMMONS, Publisher, 3 East Fourteenth Street, NEW YORK Magazine Volume II. PHILADELPHIA, FEBRUARY, 1911. $1.00 a year 15 cents a copy Most Serene, Serene, most puissant, puissant, high, illustrious, noble, honorable, venerable, wise and prudent Emperors, Kings, Republicks, Tunces, Dukes. Earls Barons, Lords, Burgomasters, Counallers, as also Judges. Ofreers, Justiciaries & Argents of all the good Eitues and places wh •ther eclesiastical or secular, who shall see these patents or hear them read We the United States of America in Congress Assembled marke known that John Green Gition of the Ship call'd the Enytress of China is a Citizen of the United States of America and that the Shipwhich, he commands belongs to Gilzens of the said United States and us we wish to see the said John Green prosper in his lawful affeurs, our prayer is to all the beforementioned, and to each of them seperately, where the said John Green shallunive with his Vessel & Cargo that they may please to receive him with goodnes, and to treat him in a becoming, manner, permitting him upon the usual tollo fexpences in pasings Crepassing, to puys, neurugate and frequent the ports passes and teritories to the end to transact his business where and in what man ner the stall judge proper? where of ur shall be willingly indebted The Mifflix Chu Thomsonfor In Testimony whereof are have aused the Seal of the United States to be hereunto athard - Mitness His Excellency Thomas Mifflin President this thuruth day of January in the year of our Lord one thousand feven hundred & Eighty four anut in the Eighth year of the Sovereignty & Independence of the Verited States of Americy. Passport given by the Continental Congress to Captain John Green of the For details of the voyage see McMaster, "History of the People of the United States," I, p. 259-262. Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa. Copyright, 1911, McKinley Publishing Co. Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 3, 1879. HISTORY IN STORY FORM Explorers and Founders of America Makers and Defenders of America Two volumes. Price, 60 cents each. By Anna Elizabeth Foote, Department of History, Training School for Teachers, Jamaica, N. Y., and Avery Warner Skinner, State Inspector of Schools, Education Department, Albany, N. Y. These books for the fourth, fifth and sixth years present attractive biographical sketches of prominent characters in the history of America, from the days of the earliest adventurers down to the present time. Each character portrayed is a representative type of a period of activity or a phase of our country. Each sketch gives details that are sure to interest children, while the books as a whole present all the most important events of our history. The authors draw clear and interesting pictures of the customs and manners of the times, and give the children a good knowledge of home life and industrial progress. Each sketch is followed by suggestive topics for oral or written composition. Numerous attractive illustrations are included. AMERICAN BOOK COMPANY LONDON NEW YORK ATLANTA DALLAS COLUMBUS SAN FRANCISCO You will favor advertisers and publishers by mentioning this magazine in answering advertisements. 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: ARTHUR M. WOLFSON, Ph.D., DeWitt Clinton High School, New York. DANIEL C. KNOWLTON, Ph.D., Barringer High School, Newark, N. J. 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, Balto., Answers to Inquiries: CHARLES A. COULOMB, Ph.D. CORRESPONDING EDITORS. Md. HENRY JOHNSON, Teachers' College, Columbia Univ., N. Y. WALTER L. FLEMING, Louisiana State Univ., Baton Rouge. E. BRUCE FORREST, London, England. JAMES F. WILLARD, University of Colorado, Boulder, Col. Volume II. PHILADELPHIA, FEBRUARY, 1911. $1.00 a year 15 cents a copy Reference Work In High School History Courses BY CLARENCE PERKINS, PH.D., ASSISTANT PROFESSOR OF EUROPEAN HISTORY IN OHIO STATE UNIVERSITY. One of the great difficulties which the progressive history teacher has to meet both in high schools and colleges is to induce his students to do regular, thorough, and systematic reading in reference books. The colleges and universities are insisting more and more vigorously that high school history courses be broader than any single text-book; but, owing to various difficulties, in many schools history is still taught almost wholly from a single text-book. It is true that far better books are to be had now than a decade or two ago, but even such excellent books as Robinson's Western Europe leave somewhat to be desired, and the study of these alone can give only a superficial knowledge of history and inferior training if not accompanied by a reasonable amount of systematic collateral reading. It is hardly necessary to present any brief to prove this. much. Many a high school student can hardly paraphrase accurately a few pages of simple prose and the minimum assignments should be proportioned to his abilities and then the reading be strictly required of him. The teacher may object, however, that first-year high school students are so immature that they do well if they get the main outlines of Greek and Roman History without attempting to master the intricacies of Athenian Constitutional History from Draco to Demosthenes or the checks and balances of the Roman constitution as told by Polybius. Moreover the ground to be covered in the first two years of high school history with these young students is very extensive, from the ancient Egyptians to present-day European conditions. Owing to the pressure of a variety of subjects in the curriculum, the time spent on the history of Continental Europe is often too short to admit of much reference reading being required. Even if time were available, there is the great difficulty of securing enough duplicate copies even of a few standard reference books to enable all the students to do their reading. Some of these difficulties confront even the college teacher, especially in the large freshman course; but they do not warrant any teacher in refusing to insist on collateral reading being done. The high school freshman is immature, but surely he is capable of doing some reading, if it is brought down nearly to his level. The teacher can well afford to slur rapidly over the details of Egyptian, Chaldean, and Assyrian History, giving merely a clear picture of the life under these ancient monarchies and an outline of their contributions to world civilization. The student need not be compelled to master all the details of the constitutional changes of Athens from Homeric times to Cleisthenes and the details of early Greek History, if the teacher will only insist on the thorough mastery of some outside reading on the history of Athens and Sparta after the fifth century. Use the biographical method as much as possible. Dry institutional history does not interest the high school student, but he can be vitally interested in the personality and deeds of ~reat men, and that sort of reading should be assigned. Excessive emphasis on biography may well tend to give somewhat of a false prospective, but the teacher will have at least aroused interest and shown the student that all the facts of Ancient History are not contained in one single volume. The teacher should take care, however, not to assign too The difficulty offered by the amount of material to be dealt with in the first two years of high school history can best be met by going rapidly over the earlier portion of each historical subject, such as the early parts of Greek and Roman History which are largely mythical, the medieval period in the history of Continental Europe and England, and the colonial period of American History. The teacher should never forget that high school pupils are not likely to be interested in or benefited by antiquarian research, that the most of them will never go beyond the high school if they complete that course, and that the prime object of high school history should not be preparation for college, but preparation for life, to give the student knowledge of the past century or two of the history of England and Europe, and to form in him the habit of correct thinking concerning the political and social problems which he will meet in the complex modern world. This will also be found to be the line of least resistance in the case of the average boy or girl. Interest can be stimulated by the introduction of material about very recent and contemporary European events. Back files of standard reviews and magazines can be very effectively used for this purpose by assigning reports on special topics of current interest to individual students. In dealing with topics as far back as the Renaissance and Protestant Revolt the teacher can continually bring out the connection between these movements and modern conditions and thus show the practical importance of the subject matter under discussion. Even in Greek and Roman History the same method should be followed. The modern period of Greece, that following Alexander's conquests, is more like the present time in events and especially in its political, social, economic, and intellectual conditions than the earlier periods and should receive more emphasis than it usually does. Likewise due emphasis should be placed on the Roman Empire and its influence on the Middle Ages. Even after going rapidly over the medieval portion of European or English History, it may well be advisable not to require very extensive collateral reading on all the following periods. It is better to do thoroughly what is attempted than to do a large amount superficially. In his plan for the course as a whole, the teacher should fix his students' attention on two or three central ideas, the development of which it is the business of the course to trace. For England there might be the growth of religious liberty and democracy; and for Medieval and Modern History, the growth of the modern nations and their unification under single governments, and the rise and spread of constitutional liberty. The great epochs in history such as the Protestant Revolt and the French Revolution should be made to stand out in bold relief, and every event previous to either which can be connected casually to the great epoch-making movement should |