Correspondence

Editor History Teachers’ Magazine.

Let me express the pleasure which at least one California teacher finds in the new History Teachers’ Magazine. It certainly satisfies a long-felt need. In the October number I noticed the repeated statements of the lack of organization in history work, all of which is lamentably true; but I do believe we are improving here, due to the persistent and intelligent efforts of a wise and enthusiastic History Department in the University of California. Our school authorities are demanding trained history teachers, even though they have to handle some other subject.

Miss Elizabeth Briggs’s remarks regarding the weakness in geography and biography are, alas, the instructors’ fault, and I am sending you a couple of suggestions that I have found valuable in those lines, in case you have opportunity or inclination to pass them on. I have found that pupils become interested in these two “eyes of history.” They usually have a hazy memory of seemingly endless drill in grammar school, and consider geography as one of those childish things which they have put away, but when their attention is called to the geographical causes for location of cities, its influence on the development of a country, plans of campaigns, strategic boundaries, they grow interested, and enjoy indicating these things, as well as treaties and territorial growth on outline maps. I use a McKinley wall map for Roman history, and we “paint it red” as we progress in the study of the Roman conquests. The members of the class become enthusiastic, and are able to appreciate the growth of the great empire, with its military roads and administrative system.

Miss Mary North’s Ancient History Social reminded me of something that I have found good for arousing a class, and aiding in the biographical work,—the old-fashioned game of “Who Am I?” We send a pupil from the room, and the class chooses some person whom he is to represent. Then he is re-called, and from my seat behind the desk begins to quiz the class, up and down the rows, asking questions that must be answered by “Yes” or “No.” Sometimes they have to appeal to me for information, or consult books, but in the end they know considerably more than when they began. When given warning of the exercise, they study well. They enjoy it, and ever after seem to feel a personal friendship for the characters we have studied in this fashion. They develop quickly a wonderful capacity for finding leading questions.

Occasionally I try another scheme,—charades. This gives a wider range, as it may include places, persons, or events. Each pupil must be ready to explain the importance of that place, person, or events which he presents.

Minds worked quickly, originality was encouraged, and solid facts were assimilated. I have found that such things stimulate and interest, and give new life to a class, often attaining results that I could not get in any other way.

With best wishes for the cause, and for a great future for the new magazine,

Respectfully, Lou Irene DeYo.

Ventura, Cal., Oct. 30, 1909.

Editor History Teacher’s Magazine.

I wish to express my appreciation of the value of your new magazine. It is brimful of good things for Civics and History teachers, and I can hardly see how we got along without a magazine of our own for so long. I am glad you are devoting so much space to the problems of the elementary and secondary schools. Since they furnish the material for the colleges, it seems but just that they should receive the generous consideration you are giving them.

Will you please publish (1) the membership requirements, fees, etc., of the History Teachers’ Association of the Middle States; also (2) publishers and price of Cheyney’s “European Background of American History”?

Wishing your magazine abundant success,

Respectfully, M. E. C.

(1) Membership in the History Teachers’ Association of the Middle States and Maryland is open to any person teaching history in a school or college within the territory. The membership fee is one dollar a year. Members receive not only the reports of the Middle States Association, but also those of the New England and North Central Associations. Application for membership should be made to the secretary, Professor Henry Johnson, Teachers’ College, New York City.

(2) Cheyney’s “European Background” is the first volume of Hart’s “American Nation”; the volume retails for about two dollars.

Editor History Teacher’s Magazine.

The History Teacher’s Magazine has given me new inspiration in my work in history, and I find it a great pleasure and help. Please give me the following information:

(1) Where to obtain Murray’s Classical Maps, (2) the American History Leaflets, (3) is there a book or series of leaflets giving sketches of early explorers and chief men in American history? H. B. N.

Ans.—(1) Murray’s Classical Maps can be obtained from the Oxford University Press, American Branch, New York City; (2) The American History Leaflets are published by A. Lovell & Co., New York; (3) We know of no series of leaflets giving sketches of early explorers. There are, however, several books giving such sketches and among them are: Tappan, “American Hero Series”; Gordy, “American Leaders”; Southworth, “Builders of Our Country”; Bass, “Stories of Pioneer Life”; Sparks, “Men Who Have Made the Nation.”

FOOTNOTES:

Make Your Own Series

Of Historical Wall Maps for any period of history, or your own series of maps for commercial or political geography by using colored pencil, crayon, or water-colors, and the

McKinley Wall Outline Maps

The cost is merely nominal, and the teacher or pupil will benefit much by studying out in detail the significant facts from maps in atlases or text-books.

For UNITED STATES HISTORY there are maps of the country as a whole, of the Eastern Section, the Upper and Lower Mississippi Valley, the Pacific Coast, New England, the Middle Atlantic and the South Atlantic States, of North America and the World.

For ENGLISH HISTORY there are maps of England, the British Isles, France and England, Europe and the World.

For ANCIENT HISTORY there are maps of the Eastern World, Palestine, Greece, Italy, the Roman Empire, and Gaul.

For EUROPEAN HISTORY there are maps of Europe as a whole, the Mediterranean World, Central Europe, France, Italy, England, the British Isles, and of the several Continents for the study of European colonization.

For GEOGRAPHY there are maps of the world, of each of the Continents, and of many subdivisions of the Continents of Europe, Asia, and North America.

For ECONOMICS, HISTORY, AND GEOGRAPHY, there is the new cross-ruled Coördinate Paper for depicting lines of growth and development.

Price, 20 cents each

Postage extra, 10 cents for one map; 2 cents for each additional map.

Ten or more copies, 17 cents each; twenty-five or more copies, 15 cents each; carriage extra.

McKINLEY PUBLISHING CO.

5805 Germantown Avenue

PHILADELPHIA, PA.

AN IDEAL AND ITS ATTAINMENT

What the Editors of the Magazine Have Done and What They Hope to Do

FOUR MONTHS OLD TO-DAY, DECEMBER FIRST, is The History Teacher’s Magazine. Not backed financially by any teachers’ organization, as are many pedagogical papers, it was planned and put forth upon their personal responsibility by a representative board of editors and by the publishers, acting upon the belief that the time was ripe for such a publication. They believed that the awakening consciousness of history teachers needed a national spokesman. They felt that the renaissance in history teaching, already showing itself in many schools, in a few books on methods, and in the activities of teachers’ associations, should be presented to a wider constituency. They believed that there was a vast amount of good experience in teaching which was not as fruitful as it should be, because it could not be brought to the attention of other teachers.

HAS THE EVENT JUSTIFIED THIS BELIEF? The subscribers to the paper have answered the question in no uncertain language. Extracts from a few congratulatory letters have been published in the last three numbers of the Magazine; many more have been received, which it has been impossible to print, or even to answer in all cases. The subscription lists of the Magazine have grown rapidly, until to-day the circulation of the paper is larger than that of educational magazines of many years’ standing. It is safe to say that no pedagogical paper has been received so warmly, and from the outset been supported so loyally as has The History Teacher’s Magazine. Founded by private enterprise, with a prospect, said many advisers, of ultimate failure, its success to-day is assured.

HAS THE PAPER BEEN AS GOOD AS IT SHOULD BE? Of course not. Four months of labor has educated the editors more than their product has benefited the subscribers. They have seen their mistakes, they have found fields of usefulness which they did not know existed when their plans were first laid. It was not flattery, but a failure to appreciate the widening field of the Magazine, which led a friend to caution the editors about a recent number, saying “You have made it too good; you cannot maintain the standard you have established.” The reply was that we had not yet reached our ideal and that we had faith enough in the future to believe we could at least equal what had already been done. It may be said frankly, however, that whatever other defects the paper may have shown, it has not been padded; the articles printed have been pithy, practical presentations of the best thought of the profession.

FUTURE NUMBERS OF THE PAPER will contain articles of the same practical character, together with many additional features. It is hoped to make it the forum for the discussion of current professional problems. There will be round-table papers upon college and school questions. College subjects to be so treated will be: the best course for the freshman year; the place of American history in undergraduate work; a college course in current topics; seminar methods, etc. Among school questions there will be: the relation of the school to the college; changes in the report of the Committee of Seven; the effect of the report of the Committee of Eight upon the elementary schools; civics and current topics in the schools; entrance examinations, etc. Among articles of interest to all teachers of history will be papers upon the use of maps, of lantern slides, of syllabi, and of other aids to the visualization of history. Current events will be summarized; public documents reviewed and valued; history meetings chronicled, and new books criticized.

A TEACHERS’ PAPER, FIRST OF ALL, is our ideal. The editors want the advice and suggestions of their readers. The columns will be open at all times. Practical questions will be answered. It is hoped that teachers will see the opportunity of using the paper in many ways, not only in the purely professional field, but also as a clearing-house for personal wants. Even the advertising columns, with their reasonable rates, may be made the means of procuring desired books or magazines, of disposing of second-hand books and libraries, of procuring better positions, or of securing teachers for vacancies.

WILL YOU HELP IN THIS WORK? We cannot succeed without the coöperation of our readers. Will you tell, through our paper, your experiences for the benefit of others? Will you seek, through our questions and answers, the advice which others may give you? Will you send to the departmental editors news items relating to their several subjects, particularly announcements of and accounts of association meetings? Will you keep us informed of changes in the personnel in the schools and colleges, and give notice of competitive examinations for history positions? The paper is our paper in a legal sense only. It really belongs to the history teachers of the country, and it is for them to put it to the full test of usefulness and service.

ARE YOUR FRIENDS SUBSCRIBING? Do you know other teachers who would be benefited by the Magazine, or who would help in its work? Let us have their names and addresses and we shall be glad to send them sample copies.

Letters respecting the editorial policy of the Magazine, news items, articles for publication, etc., should be addressed to the respective department editors, or to the Managing Editor, care of McKinley Publishing Co., Philadelphia, Pa.

Letters relating to advertising, and to special subscription rates to agents, should be addressed to the Business Manager, History Teacher’s Magazine, Philadelphia, Pa.

ADVERTISING RATES VERY REASONABLE. LIBERAL INDUCEMENTS TO AGENTS.