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University of Wisconsin

SUMMER SESSION, 1917

June 25 to August 3

Graduate

350 COURSES. 200 INSTRUCTORS. and undergraduate work in all departments leading to all academic degrees. Letters and Science, Medicine, Engineering, Law, and Agriculture (including Home Economics).

TEACHERS' COURSES in high-school subjects. Strong programs in all academic departments. Exceptional research facilities.

NEWER FEATURES. Art, Agricultural Extension, Athletic Coaching, Aesthetic and Folk Dancing, College Administration for Women, Community and Public School Music, Farm Credits, Festivals, Geology and Geography, German House, Journalism, Library Organization, Manual Arts, Moral Education, Norse, Physical Education and Play, Psychology of Public Speaking, Rural Sociology, School Administration, Speech Clinic, Zoology Field Course.

Favorable Climate. Lakeside Advantages. One fee for all courses, $15, except Law (10 wks.), $25

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Magazine

EDITED UNDER THE SUPERVISION OF A COMMITTEE OF THE AMERICAN HISTORICAL ASSOCIATION.

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The War and History Teaching in Europe, by A. E. McKinley

Minnesota History Teachers' Syllabus, by C. B. Kuhlmann

Periodical Literature, edited by Dr. G. B. Richards

143

147

149, 161

Historical Light on the League to Enforce Peace

150

The Outline Map - How to Use It, by W. L. Wallace

159

Use of Magazines in History Teaching, by Prof. D. S. Duncan

160

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

Copyright, 1917, McKinley Publishing Co. Entered as second-class matter, Oct. 26, 1909, at Post-office at Phila., Pa., under Act of March 3, 1879

"WE

E shall never again regard history quite as may have been our wont. We shall see everything in a new light. We shall see the story of man to be more wonderful than we once thought, the path which he has followed to be longer and more toilsome than we before imagined. But our interest in the traveler will have deepened."

So writes Professor Myers in his

ANCIENT HISTORY

Second Revised Edition, $1.50

striking the keynote of this wonderful book. To its students, history, in this book, has ever been interesting, ever provocative of thought, and ever worth following. The revision adds further excellences to a widely used and well-known book.

GINN AND COMPANY

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For College Classes and High School Teachers

Syllabus of United States
History 1492-1916

By H. C. HOCKETT and A. M. SCHLESINGER
Ohio State University

Based on Bassett's Short History of United States.
Contains parallel readings and other
helpful features.

"I have found the Syllabus a constant and invaluable aid to students and instructor. The Syllabus provides an excellent outline for class preparation and class discussion, simplifying the work of both student and instructor in analyzing the content of the text book."

-Prof. Wallace Carson, of DePauw University

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Volume VIII. Number 5.

PHILADELPHIA, MAY, 1917.

$2.00 a year. 20 cents a copy.

The War and History Teaching in Europe

BY ALBERT E. MCKINLEY.

It is a commonplace to say that the war has had a great influence upon the schools of Europe. We are all familiar with the destruction of school and university property in the actual field of battle; we know, too, that school property has frequently been put to military uses, and that university laboratories have been turned over to semi-military experimentation. There has been a withholding of funds from many educational enterprises; London's educational budget was reduced by four and a half million dollars, and Mr. Carnegie's United States Steel bonds given to Scottish foundations, have been exchanged for British national bonds.

The student body has been drawn upon heavily for war purposes. The universities throughout Europe have lost by far the greater part of their students, in some cases those in attendance equalling only onefifth or one-tenth of the normal attendance. The great English public schools, the French lycées, the German gymnasia, and secondary schools throughout Europe have in some cases given all their upper class students to the war. Even in the elementary schools, laws for compulsory school attendance and prohibiting child labor, have been almost universally ignored; in England alone between 150,000 and 200,000 children, who should by law be in attendance at school, have been released for war purposes. Boys and girls are receiving four or five times the wages before the war, they are spending freely, and succumbing to the temptations of their new freedom. Statistics of juvenile crime from Germany and England show an alarming increase in the number of young culprits.

School and college faculties have been depleted even more than the student body. Able English and French scholars of Greek, have been sent around to Salonica to act as interpreters. Educational journals print long lists of the names of teachers and professors who have fallen in the war, one number of a German periodical containing over six hundred names of educational workers who had met the "Heldentod." Perhaps a more serious loss than that from actual death among teachers, has come about by the withdrawal of thousands of teachers from their life-occupation to fill administrative, clerical and military positions. As a result of these drafts upon the teaching force, the schools and higher institutions are poorly and inadequately manned.

Not only have the educational systems of Europe suffered in material equipment, and in the numbers and character of the students and teachers, but these

systems also have been subjected to a severe popular and administrative criticism. In England the loudest attack has been made upon the so-called impractical purely cultural character of the educational system. The German methods of teaching science and encouraging research have been held up as models. Objection has been made, too, to the disjointed character of the educational system of England. Many suggestions have appeared looking to securing greater co-operation between the elementary schools, the public schools, the private institutions, the universities and governmental training schools. Proposals for changes and reconstruction of school curricula have been common in all the countries at war. Such

changes almost always look toward the strengthening of the work in science and technical training; while the classical languages, ancient history and liberal branches are called upon to surrender part or all of the time previously given to them. The English universities accept six months military service in lieu of compulsory Greek; the same language has lost its position in the Russian higher institutions; and a strong demand exists in Germany for its curtailment. Teachers of the classics and of cultural branches have been compelled to take united action to protect the position of their subjects. European school systems, especially in England and Germany, are becoming more democratic under the influence of the reformers. The education of girls receives more attention, and children from poor families will have more opportunity to enter institutions of higher learning.

History has occupied a large place both in the changed education of war times, and in the plans for reconstruction after the war. Looking now at the actual effects of the war on history teaching in foreign schools, we may note three principal influences: First, the teaching of the war itself; second, the emphasis in schools upon patriotism and national sentiment; and third, the shifting of interest from ancient to modern, particularly, nineteenth century, history. A most interesting account of the study of the war, its causes, incidents, and possible results, is to be found in the report of a French educational inspector who writes in the Revue Pédagogique (June, 1915).

The writer of this article had abundant opportunity while on his journeys of inspection in the Department of Finistère and from reports made directly to him, to learn the actual facts. He arranges these facts under the several subjects of instruction showing how the war is being made use of a educational ma

terial for almost all subjects in the curriculum, from formal morals, on one hand, to arithmetic on the other.

With enthusiasm he says teachers and scholars enter into the class in morals. There is no longer need of books, the material of the subject lies all about them; it is in the trenches at the front; it is found in these Breton villages in the departing regiments, in the armies where they are equipped, in the vacant fireplaces, in the works of charity performed by all. A letter comes from a teacher in the army; it is read, and forms a lesson in morals. A young Belgian girl joins the class, the little martyr must tell her story of suffering. A scholar's uncle has been named for a military decoration; again material for a lesson. A soldier's funeral takes place in the village; the school children attend and sing patriotic songs. A wounded soldier comes to the school on an errand while the pupils are at recess. At a signal from the teacher they form in double line at the entrance, salute the soldier, who seriously returns it. Then he gives an account of his campaign, taking the children to Belgium, retreating with the French army, and suddenly exclaims "We have come near to Paris, my children, and one great morning we said to the Germans, Halt! You shall not advance farther!' This is the glorious battle of the Marne where the French soldiers conducted themselves as heroes. In that battle I was wounded." He raises his cloak, opens his clothing and shows the wound in his chest. That is why I walk as an old man, carrying a cane, and salute with my left hand." No wonder that the next morning's lesson in morals was spirited, that all wished to take part in it, and that the teacher scarcely recognized his class. Formal arrangements of lessons based on such material have been presented to the teachers, who have responded enthusiastically. In visiting one school, the inspector found apples, pears, nuts, and tidbits in a corner of the hall. The pupils had saved their daily lunches, and on Sunday the teacher and a delegation of pupils visited the hospitals and distributed to the soldiers these dainties of which they had deprived themselves.

Similar means have been taken to rejuvenate the study of civics, although this inspector cannot report as yet satisfactory results in all cases.

In the work in history there have been two new movements, both of which have been encouraged by official action. The first of these is the formal study of the war itself. This has been carried on in many ways and with varying success according to the ability of the teacher and equipment of the school. Daily newspapers and illustrated weeklies as well as official documents are used to familiarize the pupils with the progress of events. Outline maps and charts furnish a background for marking each change of battle scene. M. Duval has worked out plans for the consecutive study of the war from its opening causes down to the most recent events.

Instruction in history has been influenced also by the desire to explain to the pupils the development of politics and industry in the nineteenth century and

to show how the present situation came into being. To accomplish this we are told there must be frequent comparisons between the past and the present; all the happenings of the past must be used to make plain the present. The trench warfare of Cæsar against Vercingetorix at Alesia is compared with modern trench warfare; the barbarian invasions of the fifth century with that of 1914; the campaign of Attila and the German campaign of 1914; the feudalism of old France with the modern feudalism of Germany; English enmity toward France in the Hundred Years' War with the present Entente; early artillery with that of the present; and so on. One principal writes that the history of France shows that she has always been menaced by foreign invasion, yet has always found her Du Guesclins, her Joan of Arcs, her Bayards-brave Frenchmen and brave Frenchwomen to save the country from danger. "This idea," says our inspector, is excellent. It ought to be carried out as a crusade."

In his latest instructions to his subordinates the inspector urges also the study of the history of France's allies and of her enemies that the students may realize how England, the former enemy has become a friend; and how Prussia has always been antagonistic. Finally for the history teacher comes the advice to encourage students to keep notebooks upon the war, containing on the left hand pages extracts from letters, general accounts, and contemporary poetry, while on the right hand pages a connected narrative of the war would be constructed. Such scrap books and notebooks would be read, reread, and consulted not only by pupils but by all the members of their family.

In geography classes the war areas are studied in detail, particularly those within the French boundaries. Maps and pictures are used extensively and also multigraphed maps and other material.

It is, however, in classes in the French language and composition that the instructions of the supervisors respecting the teaching of the war, have been carried out by the teachers most faithfully. Here, in dictation and composition, current events are used most successfully; and students are taught to recite the best and most stirring examples of current literature on the war. Among the topics so treated are: How the Prussian Guard Was Decimated; An Heroic Peasant; The Life of Our Soldiers in the Trenches; To the Soldiers of France; A Convoy of German Prisoners in Britanny; The Two Patriotisms; Appeal to the Children of France; A Letter to One Who Has Not Received It. There has been, too, a revival of interest in older patriotic writings, such as: The French Soldier (by Voltaire); The Death of Turenne (by Serigne); Yes, My Colonel (by Chevert a Prague); France in Danger (by E. About); The Cavalry Charge at Waterloo (by V. Hugo); Patriotism and Humanity" (by Bersot). Pupils are encouraged to write about everything which happens in the home, the school, and the village; it may be grandmother's remarks on the newspaper, or father's letter from the front, or a visit to a wounded soldier, or a

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