Chapter IV: Section 8: of the Enabling Act embodies the Missouri Compromise, and

is of great importance on that account. As far, however, as the mere question of the admission of new states is concerned, this section cannot be considered pertinent. If the teacher’s aim is to present the admission of Missouri and the Missouri Compromise as one general topic, full consideration of this section must here be given. Otherwise passing reference will suffice.

The people of Missouri acting under authority of their enabling act, at once proceeded to frame a state constitution. Beyond the fact that state constitutions are framed by conventions chosen by the people, and are usually submitted to the people themselves for ratification, the intimate details of the process will serve rather to confuse than to clarify the idea we are seeking to develop. Suffice it to say that a pro-slavery constitution was finally adopted in July, 1820, and transmitted to Congress later in that year.

Let me repeat at this point that it is of the utmost importance in all our history work that we shall emphasize essentials and omit entirely the discussion of intricate points which, while of some constitutional importance, and frequently of great interest to the mature student, can only work harm if introduced into the work of the grades. It is in accordance with this principle that I would advocate reducing to a minimum any discussion of the contest which occurred in Congress over the question of the Missouri constitution. The class should of course understand that there was such a contest, and that Henry Clay did more than any other one man to bring it to an amicable conclusion. On March 2, 1821, the resolution to admit Missouri as a state was approved, and on August 10th a proclamation announced the addition of another star to the flag.

FOOTNOTE:

[8] The text of sections 1, 2, and 8 of the Missouri Enabling Act can be found in MacDonald’s “Select Documents,” pp. 223-224.

Reports from the Historical Field

WALTER H. CUSHING, Editor.

THE HISTORICAL ASSOCIATION (ENGLISH).[9]

English teachers of history organized an association about three years ago, in May, 1906. At a preliminary meeting held at University College, London, it was resolved to form an Historical Association. On June 30th of the same year a constitution and by-laws were adopted and officers of the Association were elected. All persons are eligible for membership who are engaged or interested in the teaching of history. The annual subscription to the Association is five shillings, payable on July 1st. The president is Professor C. H. Firth, Oxford. The treasurer is J. E. Morris, and the secretary Miss M. B. Curran, 6 South Square, Gray’s Inn, London, W. C. There are 15 vice-presidents, including men and women connected with college and school life of the kingdom, many of whom are well-known in America. In addition to these officers there is a council of 29 persons. The association has established a number of local branches which in March, 1909, numbered 13. The activities of the Association are the holding of annual meetings, the encouragement of local centers and the study of local history, and the publication of a series of leaflets. Up to June, 1909, these leaflets numbered 17. The topics treated are as follows:

No. 1. Source-books.

No. 2. Some Books on the Teaching of History in Schools.

No. 3. A Summary of Historical Examinations, including Matriculation Examinations and Entrance Scholarships.

No. 4. Address by the Right Hon. James Bryce, on the “Teaching of History in Schools.”

No. 5. A Brief Bibliography of British History for the use of teachers.

No. 6. Books upon General History, Ancient History and European History.

No. 7. Supplementary Reading.

No. 8. Books on Colonial History and The History of the British Empire.

No. 9. Bibliography of Exeter.

No. 10. Address by Thomas Hodgkin, Esq., on the “Teaching of History in Schools.”

No. 11. The Teaching of Local History.

No. 12. Illustrations, Portraits and Lantern Slides Chiefly for British and Modern History.

No. 13. Historical Maps and Atlases.

No. 14. Bibliography of London.

No. 15. The Teaching of Civics in Public Schools.

No. 16. The Revolutionary and Napoleonic Era.

No. 17. An Experiment in the Teaching of History.

CALIFORNIA ASSOCIATION.

The program for the History Section of the California Teachers’ Association is:

WEDNESDAY, DECEMBER 29TH, 1909.

Topic: “The Correlation of Grade and High School History Teaching.”

Papers: I. D. Steele, San Jose High School; Miss Minnie Maher, Girls’ High School, San Francisco. Discussion opened by Miss Lucy R. Watkins, Watsonville High School; R. D. Faulkner, Horace Mann Grammar School, San Francisco.

Topic: “The Correlation of History with Other Subjects in the Teaching of History in the High School.”

Papers: E. D. Adams, Stanford University; T. M. Marshall, Alameda High School.

Discussion opened by Miss Eleanor Johnson, Oakland High School; F. H. Clark, Lowell High School, San Francisco.

Officers: President, J. N. Bowman; secretary, H. W. Edwards.

On the principle of history being a continuous subject from grade to university, grade and high school teachers were united in the same section. This plan has been adopted by the English section also, and others are thinking of it.

NEW YORK CITY CONFERENCE.

The New York Conference of History Teachers held its meeting on Saturday, December 11, 1909, at the College of the City of New York. After the opening address, Professor Henry Johnson, of Teachers’ College of Columbia University, gave the principal paper upon “Special Aids to Visualization in the Teaching of History.” This was followed by a discussion upon “The Solution of Some Practical Difficulties.” Miss Francis E. Chapman, of the Flushing High School, spoke upon “Lack of Judgment”; Miss Clara Byrnes, of the Normal College, on the “Lack of Vocabulary”; Miss Edith M. Tufts, of the Speyer School, upon the “Failure to Understand Alien Morals,” and Mr. James G. Croswell, of the Brearley School, upon “Lack of Imagination.” At the close of the meeting a luncheon was held in a neighboring hotel.

The report of the committee on nomination for officers for 1909-10 was adopted as follows: For chairman, Livingston Rowe Schuyler; secretary, Daniel C. Knowlton; treasurer, W. Franklin Brush. For members of the executive committee: Miss Clara Byrnes, Arthur P. Butler, William Fairley, James G. Croswell.

This New York Conference was organized in response to an unanimous vote of the third annual convention of the Association of History Teachers of the Middle States and Maryland, which authorized the formation of local conferences of history teachers. The announcement of the conference meeting states that “The primary purpose of the conference is the same as that of the association--‘to advance the study and teaching of history and government through discussion,’ and ‘to promote personal acquaintance among teachers and students of history.’ In these meetings a large number of teachers can be reached whose duties and location prevent them from attending conventions at a distance. Such conferences also afford opportunities for wider discussion than is possible at the meetings of the association. Free statement of opinion indicates lines of work of great worth and interest. The constitution and organization are of the simplest type, and the fee a nominal one of one dollar a year.”

MISSOURI SOCIETY.

The Missouri Society of Teachers of History and Government will meet on December 28th and 29th in the Central High School Building, St. Louis. The following program has been arranged:

TUESDAY AFTERNOON, DECEMBER 28TH.

1.45--Address: “The Eternity of Rome,” William Schuyler, McKinley High School, St. Louis.

“What Topics in Ancient and Mediæval History Need Special Emphasis to Prepare the Pupil for the Modern Period?” Miss Ellen B. Atwater, Central High School, St. Louis. Discussion.

“Recent Books,” Professor N. M. Trenholme, Columbia.

WEDNESDAY AFTERNOON, DECEMBER 29TH.

1.45--History in the Grades: “Geographic Influences in American History,” Miss Grace Graves, Hannibal; “Victories of War vs. Victories of Peace,” Miss Fannie Bennett, Eighth Grade, Siegel School, St. Louis. Discussion.

“The Future Citizen and Civics Instruction in the High School,” Principal S. A. Baker, Joplin. Discussion.

Collection of papers for General Secretary and for Society Secretary.

Business meeting. Preliminary reports of committees: 1. “On History Instruction in the High Schools of Missouri,” E. M. Violette, State Normal, Kirksville. 2. “On History Instruction in the Grades.”

A cordial invitation is extended to all to visit the valuable collection of the Missouri Historical Society, 1600 Locust Street, hours 9 a.m. to 5 p.m.

The officers are: President, H. R. Tucker, St. Louis; vice-president, Jesse Lewis, Maryville; secretary and treasurer, Eugene Fair, Kirksville; editor, N. M. Trenholme, Columbia.

A BIBLIOGRAPHY OF HISTORY FOR SCHOOLS.

The bibliography of history for schools which was published serially last year in the “Atlantic Educational Quarterly,” is about to be issued in more elaborate form by Longmans, Green & Co. The work seems to meet a need among teachers who find it difficult to keep abreast of available historical literature in English, and who are often in doubt as to the relative merits of various standard works. The bibliography, as enlarged and revised, will contain selected lists of the most approved historical works in English, covering the whole field of history, with separate sections devoted to historical reading for children. The portions relating to American history will be worked out with unusual fullness and care. Works on aids to history, method, universal history, biography, ecclesiastical, constitutional and economic history will also be included, and a specially prepared list of books on American government will be given. Every work mentioned whether in one volume or many volumes, will be carefully annotated in a criticism of from two to twenty lines, and in the case of larger works at even greater length. Each entry will contain the name of the author, the title of the work in full, year of publication, price and name of the publisher. The bibliography has been prepared by a committee of the Maryland History Teachers’ Association, consisting of Professor Charles M. Andrews, of the Johns Hopkins University; Mr. J. Montgomery Gambrill, head of the department of history and civics of the Baltimore Polytechnic Institute, and Miss Lida Lee Tall, supervisor of grammar grades, Baltimore county, Maryland. It will be issued under the auspices of the Association of History Teachers of the Middle States and Maryland.

FOOTNOTE:

[9] Editor’s Note.--The list of history teachers’ associations, published in the December number, will be reprinted in the February issue.

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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.

Correspondence

USE OF SOURCES.

Saint Louis, Nov. 29, 1909.

Editor HISTORY TEACHER’S MAGAZINE:

Kindly permit me to write a word in regard to Professor Fay’s criticism of Professor Fling’s article in the September number of your excellent magazine.

Professor Fling some years ago blazed the trail for a reform in history instruction throughout the country. Like every pedagogical reformer, he advanced a theory which many--perhaps, only few--were willing to carry out in its entirety. But what man who is a reformer does have his whole scheme adopted? Professor Fling did certainly arouse history teachers from their lethargy and from the “one-book” method of teaching; at least, he contributed in no small part to this result.

I can find nothing in Professor Fling’s article at variance with modern educational thought. It does not argue, I take it, that we shall make trained historical scholars out of our high school pupils; but it does argue--and rightly so, it seems to me--that we give them a glimpse of the material out of which history is written. What better way to get them to practice the critical attitude towards the printed page? Professor Fay says that the sources should not be in the hands of the pupils, “being unsuited to their mental capacity.” I have used them with first year and with fourth year pupils, and in all periods of history. The use of them requires more work by the teacher. They should generally be accompanied by questions or topics; or they can profitably be made a source of class study. What an excellent opportunity of teaching the pupils how to study,--a thing in which but few high school students are entirely proficient.

I will admit that I am not prepared to go the extent that Professor Fling advocates, and apply “internal” and “external” criticism to references twice a week. But because we cannot endorse his method entirely, should we reject it entirely? There are many ideas which he advances in the “Salamis” study which can easily be followed in many other periods. The use of sources will be very imperfectly handled in the hands of an unskilled teacher, but that is no criticism on the use of them. What better reference for 1789 in France than the source, Arthur Young’s “Travels.” In using such an attractive work, must we not raise the very questions which Professor Fling suggests in the “Salamis” study? A study of one page of the expense account of the South Carolina Legislature during reconstruction days will mean more than a whole chapter of secondary authority on reconstruction expenses. By the way, could civics be taught without the sources? History instruction is to furnish information; but it is also to develop discriminating judgment. In the use of the sources--to what extent, will depend on the teacher,--these results will be attained, and the subject vitalized, more than in any other way.

The fact that we cannot afford two recitations a week when only four are given to history is no argument against the method. Professor Fling’s statements as to allotment of time were made with reference to five hours a week for history. And, anyway, it is immaterial whether we can follow Professor Fling’s method according to the letter; we certainly, in our high school instruction, need to follow the spirit of his method. In fact, from one paragraph of Professor Fay’s article, where he says he would arouse the pupils’ interest “in scenes and countries removed by time and space from themselves,” it would seem that he would use the source. The difference is one of degree, not of kind; one of how to use them, not whether to use them or no.

H. R. TUCKER, Wm. McKinley H. S., St. Louis.

SCHOOL LIBRARIES.

Editor HISTORY TEACHER’S MAGAZINE:

The question raised by Mr. Parham, Librarian of the Little Rock High School in the November number, concerning the supply of reference books in history, is a very vital one. I should like to make one or two remarks by way of relating some things concerning the making of the library in the State Normal School with which I am connected.

Our library has been created practically within the last six years. Prior to that time it consisted of a few hundred volumes, indifferently selected and poorly adapted to class-room needs. From the beginning of its reorganization every instructor who has had anything to do with the ordering of books has sought first to purchase duplicate copies of those books which his classes will use in their class work from day to day. The aim has been to make it possible for every member of the class to read the same references, hence duplicates ranging from three to twenty have been purchased. The general plan has been to have one copy for about every three members in the class. As a result we have numerous duplicates of those titles that are used as references for general class work. Of course these books will wear out pretty rapidly--some are already well worn out--and in a short time they will all have to be replaced. But this will give us an opportunity to put other books that have been more recently written in their place, and thus keep abreast of the times.

But all our purchases have not been made in this manner. We have been ordering many other books in single copies which are used chiefly for theme or thesis work, though there are occasions when an entire class will be sent to several different books for a given subject.

So successful has this plan of buying duplicate copies in large numbers been, that we are constantly advising those who consult us to do the same thing. Just the other day a High School teacher wrote me she had $35 to spend for library books on Ancient History for a class of 70. I immediately wrote her, recommending that she put practically all of that precious $35 in just two titles, Tucker’s “Life of the Ancient Greeks” and Johnstone’s “Private Life of the Romans.” I estimated that she could get about ten copies of each of these titles, and perhaps have enough left to buy Oman’s or Bury’s “History of Greece,” and How and Leigh’s or Pelham’s “History of Rome.” I am sure that the results she will get from this scheme will be far more satisfactory than they would be if she spent all of her money for single copies of a great many more titles.

There may be objections to giving the same assignment of reading to the entire class, but I have found in my own work here that the students in the history courses of high school rank and those also of college rank do better work and get better results if they are, most of the time, given identically the same assignments of reading. I believe most firmly in the definite assignment of pages in a book for the day-after-day work. The student may be left to his own devices in some instances, but not in many. And the only way to make this plan work is to buy numerous duplicate titles of at least a few books, and to keep this up until all the books for general class work have been purchased. When that is done, then attention can be given to stocking up the library with those books that will be needed in single copies only.

If there is anything fundamentally wrong with this method of doing things I should like to have it pointed out. So far it has been the way of salvation to us here and to many others around us.

E. M. VIOLETTE.

Department of History, State Normal School, Kirksville, Mo.

Editor HISTORY TEACHER’S MAGAZINE.

We have recently placed in our history and other classes a series of Underwood and Underwood stereographs. Will you kindly publish in THE HISTORY TEACHER’S MAGAZINE some suggestions as to how they may be used with profit? Among others we have placed one of the complete Italian tours. We shall have about 60 in Roman history next semester. Any suggestions you may see fit to publish will be highly appreciated.

I cannot stop without telling you how much I enjoy the MAGAZINE. It grows better each month. The suggestions are very helpful. I have worked a number of them out, and find them exceedingly practical. It is always with considerable pleasure that I look forward to the delivery of the MAGAZINE. It is a timely publication, and will do much for the history teaching throughout the nation.

C. R. G.

Have our readers any suggestions to offer for such work?

PACIFIC COAST BRANCH.

The Pacific Coast Branch of the American Historical Association held its annual meeting at Stanford University, November 19-20. The afternoon session of Saturday, the 20th, was devoted to History in the Secondary Schools, the topic being “Ancient History in the First Year of the High School.” A very practical paper was read by W. C. Westergaard, of the Alameda High School, on the subject, “Points of Contact between Ancient History and the Present.”

The discussion that followed brought out several points. Ancient History has been the object of attack by several critics of the high schools, and if it is to retain its place it must justify itself. It is the weak point in our secondary history work, chiefly for two reasons: 1. It is the most remote of the four “fields,” and yet is put before beginners, whose mental power is undeveloped. 2. It is usually placed in charge of less experienced teachers than are the other courses. The method set forth in the essay is well calculated to overcome the first of these conditions. Children enjoy discussing historical “problems” of a simple sort: e. g., the conduct of the Romans after Caudine Forks; the wisdom of Cæsar’s clemency. Anything that will make the men of the past real is useful; value of letters (Pliny’s, etc.).

After the discussion was closed, the election of officers resulted in the choice of Professor E. D. Adams, Stanford University, president; Prof. J. N. Bowman, University of California, secretary-treasurer.

H. W. E.

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Transcriber’s Notes:

Footnotes have been moved to the end of each article and relabeled consecutively through the document.

Advertisements have been moved to the end of the article where they appear in the original text.

Punctuation has been made consistent.

Variations in spelling and hyphenation were retained as they appear in the original publication, except that obvious typographical errors have been corrected.

The following changes were made:

p. 102: Collection changed to Correction (of Correction.--Its)

p. 113: Footnote anchor added (HISTORICAL ASSOCIATION (ENGLISH).[9])