made solution at hand; he must work without the author's aid. Without discussing the educational value of this sort of work, it is apparent at a glance that a wide difference separates the direct study of the Mayflower Compact from the study of a school text's statements about this document. 2. This direct study brings immediate contact with the source of truth concerning the content of the Compact. It is possible that texts have been written, whose authors did not have first-hand access to the material of history, but have written from another's interpretation of that material. But what of it? Simply this: the student of such a text will be still farther removed from the real source of truth, and like the author, not knowing all the concrete facts, or not knowing them exactly as they were, may make erroneous interpretations. 3. Even if the facts obtained in the above way are correctly interpreted, there is yet something lacking in the effect produced, which can only be supplied by applying the process of interpretation to original material. In no other way, in the study of historical material, may the student get deep and realistic conceptions of the life he studies ideas and passions, motives and prejudices, and all those subtle influences that go to make up concrete public sentiment. Take the examples of interpretation given above: how much more easily and correctly could the student put the right content into the events connected with founding

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Jamestown if he could read the motives of king and company in the charters granted, and could add to these the opinions of the settlers. Even the writings. of John Smith, with all their exaggerations, would give meaning and reality to these events, such as could come in no other way. Again, how can the student get most easily and fully into the minds and hearts of the colonial merchants, the motives and passions that swayed them when organizing the non-importation associations? Evidently by reading the addresses sent to king and Parliament and to the colonial legislatures; by reading the resolutions of town meetings in pledging support; by studying the correspondence between the associations of different towns, and by following the newspaper and pamphlet war that arose over these organizations and their work. Likewise with the struggle over state sovereignty, or any other phase of thought which the student tries to reach through events. Depth of impression and richness of content will always come from this sort of face-to-face contact with a people." 1

No part of our history shows a closer or more many-sided relation of the best literary works to historical events than the seventh-grade material. Many of the most familiar ballads, orations, and poems of American literature deal with Revolutionary persons and scenes. We should bring the 1" Method in History," Mace, p. 44.

history of this epoch into hand-and-glove companionship with the best American literature of the period. In the reading lessons, which are parallel with the history in the seventh grade, we should read “Paul Revere's Ride," "Song of Marion's Men," "Under the Old Elm," "Grandmother's Story of Bunker Hill," Webster's Orations at Bunker Hill, Warren's Address, Declaration of Independence, Speech of John Adams (Webster), Burke's Speech on the American War, Washington's Letters, Farewell Address, etc.; "The Green Mountain Boys," "A Ballad of the Boston Tea Party," "Lexington," "Lexington," "Old Ticonderoga,' Everett's Oration on Washington, etc. The strong, true spirit of the Revolutionary patriots nowhere finds better expression than in the graphic word of the poet, which leaves a lasting impress upon young minds. It is the spirit of our best American history that we wish to see live again in the hearts and convictions of the young. In literature this spirit finds the culmination of its influence and the living and lasting form which it creates for itself. History and literature, therefore, should travel together, and reënforce each other's teaching. Reading lessons in historical masterpieces will be strongly helped by previous historical studies, and the ideas gained in history will find themselves intensified and reënforced by the energy and imagery of poet and orator. Our aim is no less than to unite the influences of American literature and history in setting into prominence those personal

and national ideals which are the richest heritage of American culture. History furnishes the plain, crude material which literature works up into a finer fabric. The biography, history, literature, and geography of our native land are studies powerful to stimulate our youth. On this broad, geographical theatre, men of high purpose and strong wills have met the great problems of history and politics, and have solved them with such wisdom and energy that the world has resounded with their names and deeds. Within the last fifty years have risen in our land also half a dozen poets who have interpreted the lessons of our past history, and the hopes and responsibilities of our future with such measured strength and kindling imagery, that every generous youth must feel the spell and awake to the enthusiasm of patriotism. These rich sources of culture and character in our own American history and literature have been but meagrely used in the common schools. They possess untold power to impress the best ideals of country and of home upon the young.

CHAPTER VI

EIGHTH-GRADE HISTORY

THE topics assigned to European history in the first term of the eighth grade will be interesting and instructive to eighth-year pupils, if handled orally. The previous studies in the geography, history, and literature of Europe will prepare the way for a better understanding. We have no single textbook that would cover this ground, and long and difficult readings should not be required of the children. Large maps of Europe and of the world will be constantly needed, and these topics will furnish a fine opportunity for a review of the geography of Europe and of the world.

Nothing approaching a deeper historical study of these topics can be made, and yet an important significant idea in each case can be worked out.

In studying American history since the adoption of the Constitution, eighth-grade pupils will meet some problems too difficult for them to solve. The web of our history becomes more complex and intricate. Eighth-grade pupils are from thirteen to fifteen years of age, and not yet capable of deep