Reports from the Historical Field

WALTER H. CUSHING, Editor.

HISTORY TEACHERS’ ASSOCIATIONS.

For the convenience of its readers and to stimulate the work of organization, The Magazine will print each month a list of the associations, with the names and addresses of the secretaries. The following list is admittedly incomplete. Will our readers help us fill in the gaps, and keep us informed of changes in the secretarial offices?

American Historical Association.—W. G. Leland, Carnegie Institution, Washington, D. C., secretary.

American Historical Association, Pacific Coast Branch.—J. N. Bowman, University of California, Berkeley, secretary.

California.—Professor J. N. Bowman, Berkeley, secretary.

Indiana.—Professor Harriet Palmer, Franklin, secretary.

Maryland.—Mr. Robert H. Wright, Baltimore, secretary.

Middle States.—Professor Henry Johnson, Teachers’ College, New York City, secretary.

Mississippi.—Mr. H. M. Ivy, Flora, secretary.

Missouri.—Professor Eugene Fair, Kirksville, secretary.

Nebraska.—Professor C. N. Anderson, Kearney, president.

New England.—Mr. W. H. Cushing, South Framingham, Mass., secretary.

New York (N. Y.) Conference.—L. R. Schuyler, City College, New York, secretary.

North Central.—Mr. G. H. Gaston. Wendell Phillips High School, Chicago, secretary.

Trenton (N. J.) Conference.—Sarah A. Dynes, State Normal School, secretary.

Wisconsin.—Gertrude Hull, West Division High School, Milwaukee, chairman.

In Colorado, Professor James G. Willard is chairman of the Committee on Organization. In Louisiana, Professor Walter L. Fleming is most in touch with the movement. In North Dakota, Professor John M. Gillette, of the University of North Dakota, writes of steps taken to organize. The Washington teachers will organize at their next annual meeting.

WISCONSIN ASSOCIATION.

At the meeting of the Wisconsin State Teachers’ Association, held at Milwaukee on November 4, 5, 6, it was voted to organize a Wisconsin History Teachers’ Association, to meet at the same time and city as the State Teachers’ Association. The following committee was appointed to draw up a plan for the organization and to prepare the programme for the next meeting:

Miss Gertrude Hull, chairman, head of History Department, West Division High School, Milwaukee.

Professor George C. Sellery, professor of History, University of Wisconsin, Madison.

Professor Carl E. Pray, History Department, State Normal School, Milwaukee.

Teachers of the State who are interested are invited to correspond with the chairman.

INDIANA ASSOCIATION.

The Indiana History Teachers’ Association meets annually, jointly with the Indiana Historical Society. The next meeting will be held at Indianapolis on April 29 and 30, 1910. The officers for the present year are as follows:

President, Harlow Lindley, professor of History, Earlham College.

Vice-president, J. Walter Dunn, Indianapolis.

Secretary-Treasurer, Miss Harriet Palmer, Franklin College, Franklin, Ind.

AIDS TO VISUALIZATION.

A feature of the coming meeting of the American Historical Association in New York will be an exhibit, at Teachers’ College, of special aids to visualization in the teaching of history. The exhibit will consist of casts, models, pictures, historical albums, visualization charts, maps, plans, and other similar material, and of such apparatus as the stereoscope, the ordinary lantern, the “reflectroscope,” the “microscope,” and the motion picture lantern. The interesting and inexpensive models found in Germany and the French and German charts and albums will have a prominent place. A few types of recent foreign text-books will also be included. In the main, only such aids as are now actually available for school use will be shown. The names of dealers and the cost of material will in each case be indicated. The aim of the exhibit is to answer as specifically as possible the questions usually asked by teachers who feel the need of greater emphasis upon this aspect of historical instruction.

NEW YORK SYLLABUS IN CIVICS.

A revision of the New York State Syllabus in Civics is under way, in charge of a committee consisting of Dr. William Fairley, of the High School of Commerce, Brooklyn; Superintendent Frank D. Boynton, of Ithaca, and Principal John L. Tildsley, of the De Witt Clinton High School.

RATINGS IN HISTORY.

The following figures are taken from the Secretary’s Report of the June, 1909, examinations of the College Entrance Board:

KEY: A: Number of Candidates B: % Ratings 90-100 C: % Ratings 75-89 D: % Ratings 60-74 E: % Ratings 50-59 F: % Ratings 40-49 G: % Ratings 0-39 H: % Ratings 40-100 I: % Ratings 50-100 J: % Ratings 60-100

ABCDEFGHIJ

History

a. Ancient7840.47.533.112.017.829.241.053.070.8

b. Medieval & Modern390.02.617.912.810.356.420.533.343.6

c. English3940.87.331.710.916.832.539.850.867.5

d. American5441.88.328.711.018.232.038.849.868.0

17110.97.631.011.517.531.439.651.068.6

NEW ENGLAND ASSOCIATION.

The annual meeting of the New England History Teachers’ Association was held in Boston on Saturday, October 16, 1909, Professor W. B. Munro, of Harvard, presiding. The Massachusetts Historical Society again generously placed at the Association’s disposal Ellis Hall and its rich and interesting collections.

The subject of the morning session was “The Extent to Which Teachers Should Emphasize the Ethical Side in History Teaching.” The phase of the subject selected by Professor Henry Jones Ford, of Princeton University, was “Militarism and the Peace Movement.”

After adverting to Herbert Spencer’s dictum that an industrial society and militarism are incompatible, Professor Ford demonstrated the falsity of that statement by instancing the cases of Switzerland and of Germany, where the harmonious development of both types is in progress. In Great Britain there is a movement to promote military efficiency for the very purpose of promoting industrial efficiency. While many details of wars may with profit be omitted from our teaching, we cannot afford to ignore those great forces in the development of national life and character.

The Association was also fortunate in having present Professor Eduard Meyer, of the University of Berlin, who, in continuing the discussion, heartily-endorsed Professor Ford’s views, at the same time wondering how the question of eliminating the study of wars could ever have become so general in this country. We must not confound sentimentalism with ethics. The great responsibility laid on statesmen in a country of universal compulsory military service is a guarantee of no war except for good and unavoidable causes. The danger of war is less, he believed, than in a country with voluntary military service or in one with an army recruited from the lower orders of society. Germany’s militarism is a guarantee of peace, as was shown by her attitude last year in the acute stage of the Austro-Servian controversy.

Professor William MacDonald, of Brown University, taking up Professor Meyer’s question, how the movement against militarism has come about, suggested that it was owing in part to a movement to make things easy and agreeable, resulting, in the case of history teaching, in eliminating dates, memorizing, hard study of facts. Furthermore, the growth of emphasis on economic and social elements has tended to lessen the attention to political and military events. It is due, also, to a tendency to carry reform movements to extremes.

Still, there is a question of what shall be done with the ethical side of history. Professor MacDonald doubted the value of singling out any study and making it the basis of ethical instruction. In teaching civil government, for instance, for “good citizenship,” we may fail to teach civil government. How shall the teacher deal with cases of the “lie direct” in history, followed by highly beneficial results? Or characters who have violated the laws of personal morality and the results have apparently not been injurious to public welfare? These and similar questions the teacher would better leave untouched. History, except in advance work, does not afford a good field for ethical instruction as such.

The discussion was continued by Dr. Jessie M. Law, of Springfield, and Mr. J. C. S. Andrew, of Lynn, the last speaker strongly combatting the views of Professors Ford and Meyer.

The guest of the Association at the luncheon was Professor Albert Bushnell Hart, of Harvard University, who spoke of the educational systems of certain places which he had visited in his recent trip around the world, especially speaking of the northwestern United States, the Philippines and Japan.

The following officers for the ensuing year were chosen: President, Professor L. B. Evans, of Tufts College; vice-president, Professor Susan Kingsbury, of Simmons College; secretary, Mr. W. H. Cushing, of the high school, South Framingham, Mass. These, with Miss Margaret McGill, of the Newton High School; Miss Harriet Tuell, of the Somerville High School; Professor W. S. Ferguson, of Harvard University, and Mr. Arthur C. Boyden, of the Bridgewater Normal School, constitute the council.

The next meeting of the Association will be held on April 16, 1910. In all probability the meeting will be held outside of Boston, some place in New Hampshire being under consideration.

MODIFICATIONS IN THE REPORT OF THE COMMITTEE OF SEVEN RECOMMENDED BY THE N. E. ASSOCIATION.

In response to the request of the Committee of Five of the American Historical Association for recommendations of changes in the report of the Committee of Seven, the New England Association undertook a careful study of the situation in its section. Miss Blanche Evans Hazard was chairman of the committee, whose finding is ably summed up by Professor Kingsbury, of Simmons College, in a report of which the following are excerpts:—

“1. It seems to be the general opinion that a modification of the report of the Committee of Seven, making more definite recommendations as to the work to be accomplished in ancient history, is most desirable. Contrary to the spirit of the Committee of Seven, the college entrance board examinations have presupposed, and the teachers have attempted an intensified study of the entire field of ancient history down to the time of Charlemagne. That this field of ancient history should be curtailed at the beginning, that topics be selected to be given at the end, and that certain periods should be treated less thoroughly, are illustrations of solutions submitted.

“2. The question of a limitation of the course in medieval and modern history is practically answered by the statement that comparatively few of the schools do cover the entire field, and the printed report will reveal the changes actually made, some schools emphasizing medieval history, others modern or nineteenth century history. Furthermore, English history is often omitted altogether. It would seem desirable, therefore, that some more definite division and limitation of courses might be outlined than is now given in the report of the Committee of Seven.

“3. The appointment by this organization of a committee to prepare an outline for the study of American civil government in secondary schools shows that this association favors the separation of the study of American history and of American civil government, and this committee, therefore, submits to the national committee the printed pamphlet containing sample chapters of this outline, as evidence of the endeavor it is making to improve the instruction in this subject.

“4. The college entrance examinations seem to render the work of the secondary schools burdensome and to force two years’ work in ancient history upon college preparatory classes, the second year being given in the third or fourth year of the high school as a review or more intensified study of the subject, thus precluding the opportunity for work in any other field of history. But this hindrance should not be credited to the system of college entrance examinations. This association suggests that the difficulty is rather in the diversity of college entrance examination questions than in the fact that such an institution exists, and seems to favor uniform examinations and to approve a type of question which shall occupy middle ground between the character of the present Harvard entrance examinations and those of the College Entrance Examination Board.

“5. In general, the critics of the recommendations of the Committee of Seven complain of the length of the field covered, and to it attribute the apparent present failure of the teacher of history to impress upon the student a knowledge of fact, and do not feel that such a weakness is due to the emphasis placed by that report upon the value of generalized knowledge, but rather believe it has been of especial value in leading our teachers of history to develop power in our pupils.

“Two suggestions are made by this committee which may be considered constructive rather than critical. It is proposed that a modification of the work given in the second and third years of the high school might be made along the following lines: that the entire treatment of medieval and modern history to the close of the eighteenth century should be based on English history, at the same time developing such important medieval institutions as feudalism and the Church, but with English history in the foreground rather than, as heretofore, with continental history in the foreground; and that the third year should be devoted to a study of nineteenth century history with continental history in the foreground, English history being treated incidentally. Such a suggestion is made not as having the unanimous approval of the Association, nor of the majority of the members of the association, for such a ballot has been impossible, but is presented to the National Committee by a vote of the October meeting as worthy of its consideration.

“It is quite proper, and in fact to be expected, that the Association of New England History Teachers should raise the question of industrial history. Since the report of the Committee of Seven was drafted a new type of school, the industrial school, has come to the front, and is at the present moment being urged in Massachusetts and in New Jersey by State commissions, and is being favored also by city and State boards of education in various parts of the United States. The New England Association, therefore, raises the question as to what history should be given in such schools.”

DIRECTIONS FOR WRITTEN WORK AS USED IN THE HISTORY DEPARTMENT OF MEREDITH COLLEGE, RALEIGH, NORTH CAROLINA.

The purpose of these directions is to save time and strength from so many oral explanations—half of which are forgotten; to save the time and nerves of the teacher in correcting papers; and to help the English work, as it is assumed that correct technical form is largely a matter of habit, and when once acquired needs so little attention that the entire thought of the student may be given to the subject matter.

Each set of directions is mimeographed, and every student given a copy to keep in her history notebook.

To make them a success takes time and persistent effort for the first few weeks, but the results yield large dividends for the remainder of the year. While, if one is so fortunate as to have the same students for more than one year, the results are even greater.

Mary Shannon Smith.

Directions for Special College History Papers.

I. Make a bibliography of your subject on cards and arrange by authors alphabetically, indicating source and secondary material.

A. Make as complete a list of available material as possible before taking any notes.

B. Copy this later with annotations, leaving a line between each reference, and hand in with paper.

II. In taking notes keep in mind what you will use.

A. Follow directions for note-book work.

B. Put notes at the end of the paper.

III. Before writing, look over a copy of the “American Historical Review” for form.

IV. Make an outline of what you are to write, leaving a line between each large topic. Hand this in with completed paper.

V. In writing, try to know your subject so that you will be able to express yourself with ease.

VI. Be careful for margins and paragraphs. Write on one side of the sheet only.

VII. Leave the last four lines on each page for footnotes.

Note.—In writing footnotes, skip one line and use the last three. Make the references as definite as in note-book work. Number your footnotes from “1” on each new page.

VIII. Use ruled paper and fasten all your work together with a brass fastener.

Directions for History Papers.

Preparatory Department.

I. Do not crowd the top of the page or begin to write before the first ruled line.

II. The first page should contain:—

A. The subject of the paper.

B. Books consulted.

1. These should be arranged alphabetically with a line between each reference giving:— Author. Book. Pages read.

2. The student will need to read many more pages than she intends to write in order to get enough good material for the paper.

III. The second page should contain an outline of the paper, with important points in large topics and minor points in sub-topics.

A. Leave a line between each large topic.

B. Have each sub-topic indented and equally distant from the margin.

IV. Try to know your subject so that you will be able to express yourself with ease.

A. Write a brief paragraph of introduction.

B. Get your facts from books, but tell them in your own words.

C. Give most space to what is most important.

V. After writing your paper, add definite references in the margin to the sources from which you gained your material, giving author, title of book underlined, and pages cited.

Directions for History Note-Books.

I. All history students must use loose leaf note-books.

II. All notes in and out of class must be taken in ink. Do not take notes with pencil and then copy—it wastes time! The book is for use.

III. Outline your work.

A. Put the heading of each new chapter at the top of a fresh sheet and begin each distinct subject on a new page.

B. Leave a margin of an inch and a half, and indent each paragraph one inch more.

C. Leave a line between each large topic and allow several lines after each subject for note-taking in the class.

IV. Take most of your notes in “abstract” form. Take only important points in exact words, and then use quotation marks.

A. When taking “reading notes,” put in the margin author, title of book underlined, and pages cited.

B. When quoting from a compiled “source book” give the real author and work from which the extract is taken, then the “source book” and pages.

C. Every history student should be familiar with Perry’s “A Punctuation Primer, with Notes on the Preparation of Manuscript.” Am. Book Co. Thirty cents.

Note.—Pages 24-47 and 73-93 required.

Proportion of time to be spent in note-taking:— Preparatory Courses, one-third of the time. College Courses, one-half of the time.

Note.—This does not apply to specially-prepared history papers.

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.