II. Materials for Source Study

NY well-chosen set of extracts, each long enough to be characteristic, and all together broad enough to cover the main episodes of American history, will serve to illuminate the study; but schools should have at least a small library of complete volumes, both to extend the interest that may be raised by extracts, and to give material for topical work. Many people are startled at the idea that pupils can safely be trusted with " 'original sources," just as the same good people were startled at the idea of laboratories in chemistry or physics, or of sight reading in classics. There is nothing dangerous in sources if used for purposes which are within the abilities of pupils. Topics can well be prepared from secondary books which are fresh to the pupil; but they can also be prepared from sources if you have them, and the quaintness and liveliness of much of this material make it more interesting to dig down through the crust of secondary works. The point of view must always be that the pupil's result is incomplete, because he has not time, material, or judgment to come to any final conclusion; but that he learns what, but for use of sources, neither he nor his friends could know. A pupil cannot be expected to weigh conflicting evidence or to reconcile disagreements, but he can state things as he finds them. However simple his work and small his result, however far it may be from "original research," it is nevertheless to him a voyage of discovery; and the statement of his results, if he really puts his mind upon it, is a creative act. To aid in such work a short list of desirable books may be suggested, containing only a few of the most important works in each field.

Bibliographies of Sources

as

Lists of select sources are to be found in various small books, William E. Foster's little pamphlet, References to the History of Presidential Administrations, 1789-1885 (New York, 1885), containing excellent classified references to biographies. Channing and Hart's Guide to the Study of American History (Boston, 1896) includes long classified

lists of sources, with exact titles. The editor of this book has prefixed lists of sources to each of the four volumes of American History told by Contemporaries. Good characterizations of the writers of sources may be found in H. T. Tuckerman's America and her Commentators (New York, 1864); and Justin Winsor's Narrative and Critical History of America (8 volumes, Boston, 1886-89) is the greatest work of American historical bibliography. Sources may often be reached through the footnotes and lists of works cited in the standard secondary historians, especially Doyle, English in America, Bancroft (early edition), Frothingham, Rise of the Republic, Henry Adams, History, Von Holst, Rhodes; and in the more detailed biographies.

Collections of Reprints available for Schools

There are now four collections of related reprints in American history, besides five series of leaflets, obtainable in single numbers or in quantities. Full sets of the nine works mentioned below, complete to the end of 1899, should cost all together about $45.

American Colonial Tracts. Edited by George P. Humphrey (Rochester, 1897-). — A monthly series of reprints, taken chiefly from the rare and expensive Force Tracts, and not collated with the originals.

American History Leaflets. Edited by Albert Bushnell Hart and Edward Channing (New York, 1892-96). Thirty numbers, chiefly documents; some complete, others made up of short related pieces. American History Studies: Selections made from the Sources. Edited by H. W. Caldwell (Lincoln, Nebraska, 1897-).-Chiefly short related extracts illustrating some general subject.

American History told by Contemporaries. Edited by Albert Bushnell Hart (4 volumes, New York, 1897-). Made up substantially on the same plan as the Source Book, except that the extracts are longer, and include many more subjects and authors.

American Orations: Studies in American Political History. Edited by Alexander Johnston, reëdited by James Albert Woodburn (4 volumes, 2d ed., New York, 1898).

Select Documents illustrative of the History of the United States.

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 (II 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, Crevecoeur, 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

HE last decade has witnessed a marked change in the teaching

TH

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