Correspondence

Editor History Teacher’s Magazine.

I am very much pleased with the Magazine. I hope that there may be a chance in it for discussion of the course of study of history for the secondary school. This will not transgress the work of any committee, as the Committee of Five was to deal with Ancient History for admission to college. A. E. D.

Editor History Teacher’s Magazine.

What reasons would you give to a beginner in history for studying the subject? What reasons would you give to an advanced pupil? S. S. F.

Ans.—Answers to this question will be found in any of the manuals upon the teaching of history, such as those by Bourne, McMurray, Hinsdale, and in the Report of the Committee of Seven. An excellent summary of the reasons, together with references to extended treatment of the subject, will be found in Professor Franklin L. Riley’s “Syllabus on the Teaching of History,” privately printed by himself at University, Miss. (price 25c.).

Editor History Teacher’s Magazine.

We are studying the history of Greece, and I want little maps on leaflets so that each one can be familiar with the geographical location of each country, city, or town, as we study it. Can you refer me to any such series? D. C. A.

Ans.—Murray’s classical maps will be found serviceable for such purposes. They can be bought at a low price, and will amply repay the cost.

Editor History Teacher’s Magazine.

I have just been examining The History Teacher’s Magazine. Would like to ask if you know of a similar magazine for the grades. Can you also advise me as to the best reference books for the grades in that subject? A. V.

Ans.—(1) There is no magazine devoted solely to the teaching of history in the grades. History, as well as other subjects, is treated in “The Teacher’s Magazine” and in the “School Review.” History in the grades will be given an increasingly important position in our own magazine.

(2) The best reference book upon the teaching of history in the grades is the report of the Committee of Eight, mentioned in several places in this issue of the Magazine. Miss Sarah A. Dynes has in preparation a book upon the subject.

Editor History Teacher’s Magazine.

I would like to add my tribute to the remarkable value of the new Magazine for us history teachers. I am delighted that you recognize the importance of American government as worthy of a place of its own in your paper. We teachers of civics, who have been struggling for years to give this valuable subject a place in the curriculum just because a certain group of colleges and universities have persisted in refusing it college entrance credit, rejoice when public recognition is thus bestowed upon our subject. We return with fresh interest and courage to our efforts to teach the principles of citizenship to the boys and girls under our charge. As the basic idea of our course is citizenship, I confess I much prefer the term “Civics” to “American Government,” in spite of Professor Schaper’s contempt for such designation. It gives me a much broader basis for my work than the narrower term. M. L. C.

HISTORICAL SOURCES IN PUBLIC HIGH SCHOOLS.

Editor History Teacher’s Magazine:

The article in the September issue of The History Teacher’s Magazine entitled “One Use of Sources in the Teaching of History” is interesting both in its point of view and in the concrete illustration of the method presented by Professor Fling. The “methods” pursued by different teachers of history will vary largely and chiefly in consonance with the respectively dissimilar aims held in mind by the teachers. I must own that an experience of ten years in teaching history in the high schools of New York City has engendered a more modest purpose than that avowed by Professor Fling; my own aim is less ambitious than his and at the same time, perhaps, more comprehensive; it may not be, like his, based upon “my conception of educational theory and of the logic of historical science”; it is, however, based upon a first-hand knowledge of the intellectual attainments and limitations of girls and boys of high school age.

There is, of course, a great difference in mental power between pupils during the time devoted to Greek history and during that in which they are studying American history and civics; there are, too, great disparities in the children of the same grades and in different schools, and yet I think it is a safe generalization to declare that broadly speaking, our pupils are surprisingly immature and undeveloped mentally, even when, as “sweet girl graduates,” or their brothers, they leave us for the struggle of life, or for college.

The public high school, supported as it is by the money of the people, must necessarily adapt itself to the needs of the children sent to it; the vast majority of our pupils receive from us the “finishing touches” of their formal education, as they do not go to college, but plunge at once into “the world.” Such being the fact, what then should be the aim of the history teacher? Should it be to inculcate “the methodical search for truth,” using the phrase in the sense evidently intended by both M. Lanson and Professor Fling?

Remembering the specific task set before us, viz.: insofar as we are able, to fit our charges to grapple with the practical problems of life, I am compelled to say that such a training in the study of history as Professor Fling thinks desirable for high school pupils would be woefully one-sided and inadequate.

We are not expected to train historians nor historical specialists; we leave to the colleges to discover unusual natural aptitudes for investigation and research, and we consider that in the universities the post-graduate school finds its sphere in the training of the historical expert; on the other hand, to the high school is given the privilege of introducing these younger minds into the domain of history. And while enforcing the importance of accuracy and exactness in thinking and in forming judgments of men and of events, it is not only our task to inculcate “the methodical search for truth,” but to throw open to the pupils the literature of the subject, to show them how to use books to arouse their interest in scenes and countries removed by time and space from themselves, to create, too, an interest in the social life of times present and past, and to inspire a sane spirit of pride in our country and loyalty to it.

The proper use of “Sources” for the accomplishment of these results is not, then, as I have come to think, in setting such lessons as Professor Fling suggests in the instance of the Battle of Salamis; personally I rarely place in the hands of pupils any sources. I have had few classes of sufficient maturity of mind to profit by such a course. I do, however, read and explain to them such sources as I think will serve to add reality, freshness and life to the text. Contrary to Professor Fling, I think that the only place for the “Sources” is in the hands of the teacher and not in those of the pupils; I do not believe in the so-called “Source Method” of history teaching in secondary schools; it is unsuited to the mental capacity of the pupils and contributes only indirectly to what I consider the aims that should control our teaching of history.

One remark made by Professor Fling is almost naïve. He says: “Two exercises a week would be enough for intensive critical work.” Yes, it probably would be; especially in Greek and Roman history, which in our New York high schools is taught but three times a week; it certainly would be sufficient in English history in those of our schools in which it is taught but twice a week; and probably it would be sufficient in American history and civics, which is taught four times a week!

Charles R. Fay, Erasmus Hall High School, Borough of Brooklyn, New York City.

Editor History Teacher’s Magazine:

The library or the laboratory method of teaching history and literature has been generally adopted. This method has some difficulties that need to be overcome or the method will fail and consequently be abandoned. I believe that the method must be a failure in many schools. Dr. MacDonald has written a letter to the “Nation,” October 7, about the inadequate equipment for teaching history and literature in universities and colleges. In teaching science, suitable apparatus must be made for every four pupils. In teaching history and literature in a high school, reference books ought to be provided every four pupils in the same subject. The difficulty in teaching history in the high school is greater than in teaching science, as pupils pursuing different subjects, as ancient history, medieval history and modern history, often need the same reference books. If pupils are required to read four hundred pages, more or less, in some history other than the school text, a pupil may average about fifty pages a month. But not more than ten per cent. of the number can get the books required for this reading.

I think the whole system is wrong. No definite number of pages should be required. Instead of this plan, topics should be assigned to be gotten up and written in note-books. Suppose the topic should be, “Trace the course of the Visigoths from Adrianople till they blend with the Spanish people”; or, “Give a narrative account of Napoleon’s Russian campaign, accompanied with suitable maps.” The preparation of these topics may require the reading of two hundred or more pages. Each pupil, during the year, should prepare not less than four such topics. This work for all our pupils will fill twenty-five thousand pages of note-book work. This is too much reading and correcting for our teachers. Therefore, the teachers ought not to undertake to read and correct the note-books. They ought, however, to inspect them. Each topic should he headed with a summary, and with a statement of authorities used. I think that an oral narration of the written work should be made by some pupil or by more than one pupil, and a criticism or discussion by members of the class should be made.

I shall be glad to have the views of others on this important subject. I have confined what I have written to teaching history. The teaching of literature will require a different plan.

R. H. Parham. Librarian, High School, Little Rock, Ark.

FOOTNOTES:

Translations and Reprints

Original source material for ancient, medieval and modern history in pamphlet or bound form. Pamphlets cost from 10 to 25 cents.

SYLLABUSES

H. V. AMES: American Colonial History. (Revised and enlarged edition, 1908) $1.00

D. C. MUNRO and G. SELLERY: Syllabus of Medieval History, 395 to 1500 (1909) $1.00

In two parts: Pt. I, by Prof. Munro, Syllabus of Medieval History, 395 to 1300. Pt. II, by Prof. Sellery, Syllabus of Later Medieval History, 1300 to 1500. Parts published separately.

W. E. LINGELBACH: Syllabus of the History of the Nineteenth Century. 60 cents

Combined Source Book of the Renaissance. M. WHITCOMB $1.50

State Documents on Federal Relations. H. V. AMES $1.75

Published by Department of History, University of Pennsylvania, Philadelphia, and by Longmans, Green & Co.

A New Book on American History

By PROF. H. W. CALDWELL Of the University of Nebraska

For a number of years we have published Professor Caldwell’s books, “Survey of American History,” “Great American Legislators” and “American Territorial Development,” which were originally issued in the form of leaflets consisting practically of lectures delivered by the author. In the making of the new book we propose to make it as nearly perfect as possible, typographically and mechanically. It has been decided to insert maps, the book being intended for advanced work in high schools and for students taking a special course in American History. It is proposed to divide the book into four chapters as follows:

CHAPTER I.—The Making of Colonial America, 1492-1763

CHAPTER II.—The Revolution and Independence, 1763-1786

CHAPTER III.—The Making of a Democratic Nation, 1786-1841

CHAPTER IV.—The Slavery and Sectional Struggle, 1841-1877

The tentative plan of the book as proposed is given above and includes the material as now prepared. It is estimated the book will contain about 600 pages.

Price, $1.25

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