Edited by William Macdonald (New York, 1898). This volume covers the period 1776-1861, and is made up chiefly of constitutional and political documents. A second volume, from 1861 down, is in preparation.

Liberty Bell Leaflets. (Philadelphia, 1899-.) - Recently begun; thus far the numbers include only the history of the middle colonies. Library of American Literature from the Earliest Settlement to the Present Time. Edited by Edmund Clarence Stedman and Ellen Mackay Hutchinson (11 volumes, New York, 1888-90).- Extracts selected rather for their literary value than for their historical contents, but containing some of the choicest work of American statesmen and worthies; an excellent set for a school library.

Old South Leaflets. Edited by Edwin D. Mead (Boston, 1883-).— The earliest in the field; now about ninety numbers; texts not carefully collated.

Additional Sources desirable for. Schools

To go beyond the sets of reprints leads one into a great mass of material, most of which is of so much interest and value that it is hard to discriminate and select. What any particular school can buy and profitably use depends on its means and its geographical situation. In making up a school library it is very desirable to have good sets of material on the local and State history, including the history of any colony of which the territory or the State was at any time a part.

1. Local Records. — Printed town or city records, of the place in which the school is situated, and of the most important places in the State; where there are no local records, among the best of their kind are the Boston, Providence, New Amsterdam, Upland, Albany, Newark. 2. State Records. - If none for the State in which the school is situated, the best for general use are those of Plymouth, Massachusetts, New Hampshire, Connecticut, Pennsylvania, Maryland, North Carolina; most useful of all are the Documents relative to the Colonial History of the State of New-York (15 vols.).

3. National Records. —Journals of the Continental Congress (three editions); Secret Journals. On the Constitutional Conventions, Elliot's Debates (5 vols.) is indispensable and easy to get. Under the Constitutional government, at least one set of congressional documents for a Congress (two years); any part of the printed debates is valuable, but especially for the years 1789-93, 1797-99, 1811-13, 1819-21, 1835-37, 1849-51, 1853-55, 1859-61, 1863-65, 1867-69. A set or a partial set of the Statutes at Large is desirable. The folio American State Papers (38 vols.) is rather common, and would be a mine for topical work on the period 1789-1840.

4. Publications of Learned Societies. Every school ought to have a set of the publications of its local and state historical societies if possible, or at least a partial set. The most valuable issues (nearly all relating to the period before 1789) are those of the societies of Maine, New Hampshire, Connecticut, New Haven, New York, New Jersey, Maryland, Virginia, South Carolina, Louisiana, and especially of Massachusetts, Pennsylvania, and Wisconsin.

5. Works of Public Men. — Out of hundreds of statesmen the most important are Franklin, John Adams, John Jay, Hamilton, Jefferson, Madison, Gallatin, Monroe, Calhoun, Clay, Webster, Seward, Garfield, Sumner; especially Washington, and Correspondence of the American Revolution (letters to Washington), and Lincoln (Works).

6. Autobiographies and Reminiscences. Any local author: John Quincy Adams, Benton, Hutchinson, Kemble, McCullough; especially Samuel Sewall, Franklin, William Maclay, Josiah Quincy, U. S. Grant, John and W. T. Sherman.

7. Travels. Those who have visited the locality or neighborhood: W. Bartram, Burnaby, Chambers, Chastellux, Crevecœur, James Hall; especially Dankers and Sluyter, Josselyn, Kalm, Olmstead, Bryce.

8. Newspapers. Difficult to handle and early worn out; hence hardly suitable for a school library. The most serviceable for historical work are Niles's Weekly Register, the National Intelligencer, and the Nation, covering in succession the period from 1815 to 1899; reprints of extracts from colonial newspapers make up several volumes of the New Jersey Archives.

III. The Sources in Secondary Schools

BY RAY GREENE HULING, SC.D.

HEADMASTER OF THE CAMBRIDGE ENGLISH HIGH SCHOOL

THE

HE last decade has witnessed a marked change in the teaching of history in secondary schools. What before was characteristic of a few favored localities has now become widespread both in theoretic acceptance and in actual practice. In aims and in methods the advance, though later in point of time, has been quite comparable as to quality with the changes that have given our pupils "originals" in geometry, and have introduced them to laboratory practice in the physical and biological sciences. The rapid growth of the movement is largely due to the open-mindedness of the teachers; for, seeing the superior value to their pupils of the more strenuous work, they have eagerly welcomed methods which materially add to their own labors. Therefore the newer conceptions have caused the growth of associations of teachers; and by the initiative of college instructors in this field have taken form in new requirements for admission to college. The interest aroused has also produced a considerable body of literature, and especially has led to a demand for more abundant and adequate material to be used in daily work. To this demand the present volume is a direct and competent response.

The most important element in the change is doubtless the emphasis now laid on the disciplinary aims of the study of history. It has always been held, and is yet held, that a body of well selected historical facts should be acquired. It is now believed, however, that these facts are not really acquired by children and youth merely by reading and memoriter work, and that a more effective way to train both memory and reason is so to organize these facts in the process of acquisition as to set up in the pupils' minds by repeated practice accurate and persistent intellectual habits,—in the secondary school the processes which are grouped under the terms, imagination, memory, judgment, and reasoning. It is also held that in these schools history should yield

ethical ideals, stimulate right emotions, and thus train moral character; that by means of it the pupil should become more facile and precise with tongue and pen; and that when school ends for him, he should step forth the possessor of sufficient knowledge, sufficient interest, and sufficient power to warrant a continuance of historical study by private effort. It is hoped that the final outcome of the pursuit of history, even in the secondary schools, may be a constant application of the lessons of the past to the problems of the present, the tendency to see all things in historical perspective. Certainly there are few richer gifts which these schools have to bestow.

A natural result of this enlargement of purpose is a change to methods more adequate and more varied. A text-book is used, as before, to give a thread of continuity to the whole work, but it is no longer the exclusive reliance. Collateral reading is added in some variety. Atlases and maps are studied and reproduced. Objective illustrations, pictures, weapons, specimens of dress, household utensils, and other realia,are utilized as in the natural sciences. Then, in the class-room, tests are applied to determine the reaction of the pupil's mind on this material : intelligent application is stimulated in a variety of ways, by requiring written summaries of assigned collateral reading, by calling for continuous oral statements of the course of events within a particular period, by short, sharp questions about definite facts, by impromptu or prepared discussions upon debatable questions. Skill in selection is trained by topical work, skill in judgment by instituting comparisons and searching for causes, skill in expression by the acceptance of none but wellwritten papers or recitations made in correct form.

Inasmuch as there are differences of mental power among children in the secondary school, ranging in age as they do from thirteen to nineteen years, some care must be taken to adapt our aims and methods to the order of mental growth established by nature; otherwise we shall be found demanding bricks without straw, or failing to utilize the full capacity of the learner. Obviously with the younger classes stress should be laid on the cultivation of the memory and the imagination, and with the older increasingly upon the logical processes; but during the whole period an appeal can be made by a discriminating

teacher with safety and with hope of profit to all the activities which have been mentioned.

But the teacher who welcomes the enlarged hopes concerning the study of history and values aright the more modern methods, finds certain difficulties confronting him as soon as he essays the broader instruction. Not to enumerate them all, let us mention one that is obvious. A well selected working library should be provided, wherein quality is of even more importance than quantity, desirable as is the latter; and even a well chosen library is seen to be a bewildering field into which to turn boys and girls, to say nothing of some bewildered teachers. But so great is the advantage that may be derived from collateral reading, and from the ability to use books wisely as to contents and economically as to time, that no difficulties ought to be regarded as insurmountable until enough books of a suitable kind are obtained and efficient guides to their use have been found.

Such a book and such a guide, combining a double office of helpfulness, teachers of the history of our own land will henceforth have in this Source Book of American History. It is a compilation, to be sure, but the judgment displayed in the character, the length, the order, and the annotation of the selections reveals an unusual understanding of the needs of teachers and pupils in the secondary schools. The extracts are above all interesting in themselves, and for their liveliness will attract the attention of many who care more for literature than for history as such. They also throw a flood of light on the setting of historical episodes, helping us to see with the eyes of our forbears, and making the times of which they speak living scenes, almost visible before our faces. They come to our consciousness with the force of fresh testimony from eye-witnesses, and therefore imbed themselves within the memory and move the emotions as no narrative at second hand can possibly do. The stories they have to tell are often quaint in style, but they are easy to comprehend, and never so long in any case as to be tedious. The hard thing, indeed, will be not to read them all at a sitting, and so to diminish the freshness of their force when we desire them, on closer study, to yield their full aid in mental discipline. They whet our appetite and at the same time point to laden tables, whither we may turn at