BULLETIN 
 
 OF 
 
 THE UNIVERSITY OF TEXAS 
 
 NO. 201 
 
 FOUR TIMES A MONTH 
 
 GENERAL SERIES 22 OCTOBER 1, 1911 
 
 SUGGESTIONS FOR THE TEACHING OF HISTORY 
 AND CIVICS IN THE HIGH SCHOOL 
 
 BY 
 
 A. C. KREY, M. A., 
 
 INSTRUCTOR IN MEDIEVAL HISTORY 
 THE UNIVERSITY OF TEXAS 
 
 PUBLISHED BY THE UNIVERSITY OF TEXAS 
 
 AUSTIN. TEXAS 
 
 Entered as second-class mail matter at the postoffice at Austin, Texas 
 
 MtTWlptlpn 
 
PUBLICATIONS 
 
 OF THE 
 
 UNIVERSITY OF TEXAS 
 
 Committee on University Publications — Deans Battle, Townea, Professors 
 Campbell, Simonds, Barker (Business Mgr.), Ellis, Law, Terrill; Secretary 
 Lomax; Instructor Rail. 
 
 The publications of the University of Texas are Issued four times a month. 
 They are arranged in the following series: Record, Mnntaux. Subvet, Qcir* 
 
 EBAL, HuldLiJTISTIO, MKDICiX, SdENTiriO, RePBINT, UnIVEBSITT EXTENSION, 
 
 Otficiai., Psess. For postal purposes they are numbered consecutively mm 
 Bulletins without regard to the arrangement in series. With the exception of 
 the special numbers any Bulletin will be sent to citizens of Texas free on r»> 
 quest Communications from other Institutions in reference to exchans* 
 of publications should be addressed to the University of Texas Library. 
 
 The UNivEBsrrr or Texas Recobo has been issued from two to four times 
 a year since December, 1898, and is now in its 10th volume. Its purpose is 
 to preserve a record of the life and progress of the University, and for 
 that reason it is of special interest to alumni, ex-students, and friends of 
 the University. Upon request it will be regularly mailed, free, to any cltl- 
 ■en of Texas. Address The Univebsitt of Texas Recobo, Austin, Texas. 
 
 The bulletins of the Univebsitt Extension and Official series, consist- 
 ing of Announcements of Courses, Catalogues, Regents' Reports, and ad- 
 ministrative matter, will be mailed free to any one upon request. 
 
 The University still has for distribution copies of ths following bulletins: 
 
 Genebal Sebies 
 
 4. Courses of Btudy in Lata Pursued in the University of Texas, by J. C. 
 
 Townes, 16 pp. March, 1904. 
 ?. The Consolidation of Rural Schools, by Una Bedichek and G. T. Baskett, 
 New edition, enlarged by A. C. Ellis. 85 p., illus. November, 1907. 
 26 cents. 
 11. What Should be Done "by Universities to Foster the Professional Edu- 
 cation of Teachers? by W. S. Sutton. 24 p. 1905. 15 cents. 
 IC. li. Study in School Supervision, by Carl Hartman. 180 p. 1907. 50 cents. 
 17. Religious Activities at the University of Texas. 61 p.. Was. Ansost, IfOf . 
 
 Humanistic Sebies 
 
 •. T7ie Grotesque in the Poetry of Robert Brouming, by Lily B. Campbell 
 
 41 p. April, 1907. 25 cents. 
 9. Th« Beginnings of Texas, by R. C. Clark. 94 p., tcmq. December, ItOT 
 
 7S eents. 
 
 (Continued •» inside hack cover) 
 
BULLETIN 
 
 OF 
 
 THE UNIVERSITY OF TEXAS 
 
 NO. 201 
 
 FOUR TIMES A MONTH 
 
 GENERAL SERIES 22 OCTOBER 1, 1911 
 
 SUGGESTIONS K)R THE TEACHING OF HISTORY 
 AND CIVICS IN THE HIGH SCHOOL 
 
 BY 
 
 A. C. KREY, M. A., 
 
 INSTRUCTOR IN MEDIEVAL HISTORY 
 THE UNIVERSITY OF TPXAS 
 
 PUBLISHED BY F'l f- UNIVERSITY OF TFXAS^ 
 
 AUSTIN, TEXAS 
 
 KiirercH a- second-class mail niattf r at the po.Mdffire at Ai stir, Te> 
 
yb 
 
 ^ v.* 
 
 ,<A^ 
 
 ( ultivated iiiiiul is the ftuaidian 
 genius of democracy ... It 
 is the only dictator tliat freemen 
 acknowledge and the (nily security 
 that freemen desire. 
 
 President Mirabeau B. Lamar. 
 
 m 1 'c-t7 
 
SUGGESTIONS FOR THE TEACHING OF HISTORY 
 AND CIVICS IN THE HIGH SCHOOL. 
 
 The High School Course. — -Where only two years are given in 
 history in the high school, it is thought that those years shoiilcl 
 be given to General History (Ancient and Medieval and Modern). 
 When a third course is added, it should be devoted to United 
 States History or to a combination of United States History and 
 Civics, the history being given in the first half with the civics in 
 the second half of the year. English Histoiy should be the last 
 subject added to the history curriculum, but the course should 
 then be readjusted so that it may precede United States His- 
 tory.^ 
 
 The Duty of the J list or ij Teacher to the High School. — The 
 problem of teaching history in the hii>h school is not alone one 
 of meeting rec[uirements for affiliation with the State Univer- 
 sity. The first duty of the high school teacher is to the majority 
 of the students. If this, obligation is fully discharged there 
 can be little cpiestion of affiliation with the University, for that 
 will come as a matter of course. In view of the fact that a 
 majority of the high school students never go to college, the 
 task is rather one of equipping them with a certain amount of 
 training which will be of direct benefit to them in understand- 
 ing and meeting the problems of daily life. Under these cir- 
 cumstances, it is necessary to throw the pupils into contact with 
 problems which they might otherwise better attack at a later date. 
 This is an unfortunate situation; Init neither university nor high 
 school can ignore it. The public welfare demands a hearty co- 
 operation between both institutions in order to accomplish as 
 much as possible for the high school student. 
 
 The Aim of the Teacher. — If the teacher can say at the end 
 of four years that his students are able to think intelligently con- 
 cerning the facts of ordinary life, his duty has been fairly done. 
 
 'The following units may be offered for affiliation in the Univer- 
 sity : Ancient History. 1 unit; Mfdievfl and Modern Historv, i 
 unit; English Histof-y, 1 unit; American History, ^ or 1 unit; Civics, 
 i unit. But no more than four units may be counted in History and 
 Civics combined. 
 
4 The University of Texas Bulletin 
 
 To do this the student ought to be able to read any ordinary rec- 
 ord of common events in such a way as to understand what the 
 writer really intended to convey. He ought to be able to ap- 
 proach a public problem with an historical desire to know the 
 truth, to apply to it all reasonable points of view and to come to 
 an independent conclusion based upon earnest conviction. This 
 is an aim. To expect its complete attainment from an immature 
 high school graduate is scarcely wise. Yet, though he cannot 
 reach this goal until he is more mature, he can and ought to be 
 firmly trained in this direction. He can be made familiar with 
 the elementary steps of the journey, and can even be led a re- 
 spectable distance along the right path. It is his journey, but 
 the teacher must start him on it. This should be the conscious 
 aim of the teacher from the first year through the last. 
 
 Aids to the Teacher. — The main aids to the teacher consist, of 
 course, in his training and personality. The teacher who is lib- 
 erally supplied with these will not find it difficult to put into 
 practice such of the suggestions embodied in this bulletin as com- 
 mend themselves to him — he will probably improve on them. 
 One who lacks these elements will find it most profitable to try 
 to make up at least the want of training, and to follow as many 
 of these suggestions as possible. In the meantime there are some 
 books on the teaching of history which will be found very help- 
 ful. The best are : 
 
 Committee of Seven, History in the Schools. Maemillan Com- 
 pany, 1904. — This little book, which embodies the report of a 
 committee of the American Historical Association, represents the 
 opinions of the authorities in the field, and ought to be a part of 
 every history teacher's equipment. It can be obtained from the 
 publishers for 50 cents. 
 
 Committee of Five, History in the Schools. Maemillan Com- 
 pany, 1910. — Like the preceding, this is the report of a commit- 
 mittee of the American Historical Association, and is intended 
 to consider questions which have arisen since the earlier report 
 was issued. It is mainly useful in calling the earnest attention 
 of teachers to the relation of the various history courses in sec- 
 ondary schools to each other. It can be obtained from the pub- 
 lishers for 25 cents. 
 
Teaching of History and Civics 5 
 
 Bourne, H. E., The Teaching of History and Civics in the Ele- 
 mentary and Secondary Schools. Longmans, Green and Com- 
 pany, 1910. — This is probably the most serviceable work on the 
 pedagogy of history which has thus far appeared. The latest 
 edition (1910) is up-to-date and every teacher ought to have a 
 copy. It gives a bibliography of other works of advantage to the 
 teacher. 
 
 The History Teachers' Magazine. — This monthly publication 
 has been issued by the McKinley Publishing Company since Sep- 
 tember, 1909. An increasing deficit forced them to discontinue it 
 temporarily with the September issue of 1911, but the American 
 Historical Association, at its Christmas meeting, decided to 
 guarantee its further publication, in view of the general satis- 
 faction which it gave to history teachers. If the former policy 
 of taking up specific problems as treated by teachers of recog- 
 nided ability and long experience is continued, it will be more 
 than worth its price to every teacher of history. The former 
 price was $1.00 per year by subscription, and this price is con- 
 tinued to members of Teachers' Associations. 
 
 Other works of possible advantage are: Hinsdale, How to 
 Study and Teach History, Appleton, 1894 ; Mace, Method in His- 
 tory, Ginn and Company, 1897 ; McMurray, Special Method in 
 History, Macmillan, 1910. 
 
 The Plan of This Bulletin. — The suggestions w^hich follow are 
 grouped under the titles. Text, Assignment of Lesson, Outline, 
 Chronology, Geography, Illustrative Material, Historical Fic- 
 tion, the Source Method, the Library Problem, and the Topic. 
 All have been draM'n from the actual practice in secondary 
 schools of this and other states and the utmost suggested under 
 any of these titles is being actually accomplished by some high 
 schools of our own state. Local exigencies, such as inadequate 
 library facilities, straitened finances, and the absence of illustra- 
 tive material, as well as lack of training, will make it difficult for 
 some teachers to adopt all of the suggestions here laid do^^^l. The 
 first three subjects, however, on the text-book, assignment of 
 lesion, and the outline, are so important that thej' ought to be 
 followed by every school. Chronology and geography are also 
 very important elements, and it is hoped that the teacher may 
 be aided by the paragraphs on those subjects. Illustrative ma- 
 
6 The University of Texas Bulletin 
 
 terial and historical fiction assist the teacher in his execution of 
 the routine work, and the value of the present suggestions will 
 depend largely upon the resources available in each school. Those 
 on the library problem ought to be helpful to every teacher — 
 more where there are no reference books, less where there is al- 
 ready a well stocked library. Successful use of the source- 
 method requires a considerable degree of historical preparation 
 in the teacher, and the remarks on that subject are directed, pri- 
 marily, to such teachers as have this. The discussion of the 
 topic suggests a desirable aim, which the better equipped schools 
 are actually realizing, but schools which lack many of the facil- 
 ities will have to satisfy themselves with less. Something, how- 
 ever, in this direction can and ouglit to ])e done by all the schools. 
 
 TEXTH 
 
 The choice of the {)roper text-book is (me of the most 
 important elements in the course. There are quite a num- 
 ber of texts in each field which ai-e (|uite satisfactory in general, 
 but even among these there is a wide choice to be made by the 
 individual teacher. The previous prei)aration of the students, 
 the presence or absence of adequate^ library and illustrative fa- 
 cilities, and the special pi-eparation of the teacher are considera- 
 tions M^hich ought to weigh heavily in the final selection. Where- 
 as little more than a dry outline of important facts might do 
 very well in one place and with a certain teacher, another might 
 require a text heavily laden with illusti-ations and fascinating 
 phraseology. It is therefore well for the teacher to consider 
 all the factors carefully, and. after looking over all the usable 
 texts, to select the most suitalile one. 
 
 Among the books which are used with more or less satisfac- 
 tion by competent teachers are the following: 
 
 (a) For Ancient History: Botsford, A llisloiy of ilic Ancient 
 World (The Macinillan Company), 1011 ; Morey, Outlines of An- 
 cient History (American Book Company) ; ]\Iyers, Ancient His- 
 tory, Revised (Oinn and Company) ; AVest, Ancieni History 
 ^Allyn and Bacon). A forthcoming text on Ancient History an- 
 nounced with great promise is Westerman's (Appleton). 
 
Teaching op History and Civics 7 
 
 (b) For Medieval and Modern History: Harding, Essen- 
 tials of Medieval and Modern History (American Book Com- 
 pany) ; Munro and Whiteomb, Medieval and Modern History 
 (Appleton) ; Myers, Medieval and Modern History, Revised 
 (Ginn and Company) ; Robinson, History of Western Europe 
 (Ginn and Company) ; West, Medieval and Modern History 
 (Allyn and Bacon). 
 
 (c) For English History: Cheyney, A Short History of 
 England (Ginn and Company) ; Andrews, A History of Eng- 
 land {AWyvL and Bacon). 
 
 (d) For American History, it is more difficult to find a sat- 
 isfactory treatment. The available texts for high schools are 
 generally marked by one of three defects: inaccuracy, want of 
 proper proportion and organization, and sectional prejudice. 
 Some that are, on the whole, and with these reservations, most 
 available are Adams and Trent's History of the United States, 
 Johnston's The United States; its History and Constitution, 
 and Hart's Essentials of American History. 
 
 assignjmp:nt of lesson 
 
 Many teachers just beginning their work find this one of 
 their chief problems. With first year students it is Ykvy profit- 
 able to devote as much as ten, or even fifteen, minutes to the 
 assignment of the next lessen. The teacher ought to explain 
 any difficult passages, point out what is to be emphasized and 
 what may be omitted, pronounce difficult names, and make clear 
 what places are to be located on maps by the students. Such 
 consideration usually saves much time on the part of the stu- 
 dents, and is the means of avoiding numerous unnecessary mis- 
 takes. In the course of the explanation the teacher ought to 
 suggest questions which will involve not mere repetition of the 
 words of the text, but individual thought. This will help greatly 
 in giving the students the proper idea that their course in his- 
 tory is not only reading, but actual study of the past. Some 
 teachers make such question a regular part of the day's work 
 and place the questions on the blackboard, so that the students 
 may copy them into note-books. But always, especially in the 
 
8 The University of Texas Bulletin 
 
 first year, the assignment ought to be both clear and definite, 
 not only as to what the students shall study, but also what they 
 shall omit. In the more advanced w'ork less indulgence ought to 
 be practiced, so as to cultivate a certain amount of initiative 
 on the part of the students. By the senior year, little more than 
 a definite assignment of the subject of the next lesson, without 
 much explanation, ought to be sufficient, but this state of inde- 
 pendence should be the fruit of gradual training. 
 
 THE OUTLINE 
 
 Its Importance to the Teacher. — In the first place, it can- 
 not be too emphatically stated that an outline is indis- 
 pensable to the teacher. Good teachers of history today do not 
 think of undertaking the year's work without having prepared a 
 complete outline of the whole course — not only of the text-book, 
 but of all the auxiliary work as well. In this way the task be- 
 comes a unified development in which each recitation is a defi- 
 nite step, instead of one of a series of disjointed entities which 
 may land teacher and class, at the end of the year, a whole cen- 
 tury behind their point of destination. It enables the teacher to 
 meet unforeseen delays by hastening over some less important 
 matter, or to adapt himself to unexpected progress of the class 
 by working more intensively on some important period. "With 
 such an outline carefully prepared, English history wall ex- 
 tend from the earliest times to the very present ; modern his- 
 tory will not end with Napoleon, and the student will learn, 
 in American history, that the events of the past are the direct 
 explanation of the life with which he is in actual contact. This 
 is a psychological advantage which the careless teacher loses 
 almost entirely, and his students leave the schoolroom, feeling 
 that history is a memory, pleasant or otherwise, as the case 
 may be, of something which happened in the past, but which 
 is of no direct concern to them. Such a condition is pathetic, 
 and need not occur even where the exigences of the high school 
 administration place a teacher in charge of history who is not 
 especially prepared in the subject, for there are a great many 
 excellent syllabi now available at slight expense. A careful 
 
Teaching of History and Civics 9 
 
 adaptation of one or more of these can be used wtih profit 
 xintil a trained teacher is procured. 
 
 A History Syllabus for Secondary Schools (D. C. Heath and 
 Company, 1904), issued by the New England History Teachers' 
 Association, contains careful outlines of the history work of a 
 four-year high school course, besides selected bibliographies, sug- 
 gestions as to topics, and good advice to teachers. 
 
 The Syllahus for Secondary Schools, issued as a bulletin of the 
 Education Department of the University of the State of New 
 York, 1910, largely repeats the outlines of the New England 
 Syllabus, but has in addition an outline of Civics and Eco- 
 nomics. 
 
 A Syllahus of European History, including ancient, medieval 
 and modern history, issued by Professor Laurence M. Larson 
 and a committee of the Illinois State History Teachers' Associa- 
 tion, contains, in addition, topic references, suggestions as to 
 map work, and a select bibliography. A more detailed list of 
 syllabi may be found in the History Teachers' Magazine of De- 
 cember, 1909. 
 
 The Importance of the Outline for the Students. — Careful 
 and logical analysis of the sub.ject is of fundamental impor- 
 tance. History study can give its students few things of greater 
 importance than the abiltiy to see clearly the seciuence of cause 
 and effect in human aft'airs, and nothing so surely develops this 
 as continuous training in outline making. The teacher will find 
 it advantageous to proceed gradually in teaching the students 
 to outline. In the first year he may place on the blackboard 
 a brief outline of the text-book assignment for the day, or as 
 he gives the class some additional material, put a simple out- 
 line of that on the board as he proceeds. After the class has 
 become accustomed to the consideration of an outline along 
 with the recitation, he should have the students themselves out- 
 line simple assignments in the text, or have a student present 
 orally some additional, interesting information, on the basis of 
 an outline on the board. The outlines ought to be carefully con- 
 sidered in class, and the corrections should be clearly explained. 
 Thus the work should continue, the teacher doing the bulk of 
 the outlining, the students doing the more simple parts of the 
 work under the careful correction of the instructor and of each 
 
10 The University of Texas Bulletin 
 
 other. As their ability develops, more difficult tasks can be as- 
 signed. By the end of the second year the pupils ought to be 
 able to analyze and outline almost any chapter in the text as 
 well as of the simpler reference readings. Written outlines 
 ought still to be the rule in the third year, with the teacher 
 still doing the most difficult parts of the work. 
 
 A simple device, used by some teachers, is to have the out- 
 line of the day's lesson written on the blackboard before the 
 recitation. This is copied into note books by the students while 
 the teacher checks up the class roll. In the third year different 
 members of the class are assigned the text outline on succeed- 
 ing days. The outline is placed on the board, and as the recita- 
 tion proceeds is corrected by teacher and students, the correc- 
 tions being duly inscribed in the note-books. As the class be- 
 comes more proficient, the teacher gradually dispenses with 
 blackboard outlines, but each student still keeps his own out- 
 line in his note-book, which the teacher examines from time to 
 time and corrects. Outlines of additional information furnished 
 by the teachei". or of an oral topii- by a pupil, are entered during 
 the recitation. During the senior year this method is gradually 
 changed to one of oral outline — the student being expected to 
 have made a clear analysis of his matei'ial, and to recite accord- 
 ingly — and the students are expet-tcnl to be able to read not only 
 a few pages, but whole chapters without missing a single impor- 
 tant point presented by the writer. 
 
 The Object of the Oullhic. — Leaving aside the value which the 
 outline gives in the matter of perspective and the slight amount 
 of synthetic practice affordcvi by fitting several accounts into 
 a single outline, the student is ti'ying, primarily, in this matter 
 of analysis, to understand a narrative as the author intends that 
 he should, and to guage the relative importance of various facts 
 from the point of view of the writer. This should not be impos- 
 sible of attainment, yet a notable English scholar has criticized 
 the Americans on the ground that they do not get more than a 
 fourth of what they read on the printed page. If his criticism 
 is just, the teachers of history must carry no small amount of 
 the blame, and they can best absolve themselves of the blame by 
 rigid insistence on well-considered outlines. Needless to say, such 
 training is valuable to the student not only for his work in his- 
 
Teaching of History and Civics 11 
 
 tory. The power of logical analysis thus acquired ought to form 
 a basis for logical thinking in dealing with all similar matter, 
 both in school and afterwards. 
 
 CHRONOLOGY 
 
 Importance of Dates. — Perhaps one of the most certain tests of 
 accuracy in history training lies in the student's knowledge of 
 the time and place of historical events. The importance of these 
 needs little emphasis here. The problem is rather one of making 
 their importance clear to the student. Psychology has demon- 
 strated the wastefulness of the old system of memorizing dates 
 for the mnemonic value of the exercise. Each date should be a 
 peg on which to hang historical events. 490 B. C. becomes a con- 
 venient pivot around which to fix the history of the Persian wars. 
 The whole confusing series of the Barbarian Invasions may be 
 grouped around the dates <it which they reached the city of Rome. 
 Wisigoths 410, Huns 452, Vandals 455, Ostrogoths 493 and the 
 Lombards at the end of the sixth century. From these dates each 
 of the invasions may be traced backward to its starting place 
 and forward to the place of final settlement. Numerous other 
 illustrations might be suggested, but by the use of such chrono- 
 logical bases the student will remember the facts and dates be- 
 cause of their relationship, and not each for itself. The associa- 
 tions ought to be so firmly fixed that, given one of a series, the 
 student will readily reconstruct the whole series in its proper 
 time and place. This ought to be rigidly practiced. An ocea- 
 tional rapid fii*e question drill Avill imprss upon the student's 
 mind the fundamental importance of accuracy in these relations. 
 The excitement of the method will make its use both stimulating 
 and profitable. 
 
 Chronological Devices. — Various devices have been invented 
 by ingenious teachers, to fix clearly in the mind of the students 
 numerous historical relationships. Synchronous charts, time 
 maps, graphs, chronological outlines, and blackboard rep- 
 resentations aie used to present the facts of history more 
 graphically. Some of these have been described in various num- 
 bers of the History Teacliers' Magazine, and a careful study of 
 them will suggest many other similar devices to the resourceful 
 
12 The University of Texas Bulletin 
 
 teacher. Among the chronological compendiums, Ploetz, C, 
 Epitome of Universal History (newly revised, Houghton, 1909), 
 is still the moit popular. George W Putnam's Tohular Views of 
 Uinversnl History (Putnam, 1907) is likewise a very convenient 
 collection of dates. 
 
 geography 
 
 The Importance of Geography. — The makers of dictionaries 
 have not yet invented a word to describe the sin of place confu- 
 sion, as they have that of time, but there ought to be one. When 
 a student calmly assures us that the Elbe was a famous Roman 
 general, or that Constantinople is located in the northern part 
 of England, it is, to say the least, discouraging. Such facts are 
 not only historically important, but ought to be matters of gen- 
 eral contemporary information. Most high school freshman, it 
 may be presumed, have had an elementary course in the geog- 
 raphy of the world. AVitli the present larger political divisions 
 of the world they ought to be familiar, and this will offer a con- 
 venient basis for localizing historical names as they occur in the 
 text. There ought to be a few large wall maps in the school, and 
 with the beginning of the first year the teacher ought to set the 
 example of pointing out the locations on the map. This can very 
 soon be varied by letting a student go to the map and point out 
 the location of countries, rivers, mountains, and towns as they are 
 called oif by the teacher. The teacher should supplement this 
 exercise by having the students fill in outline maps. Almost all 
 text-books now have a few excellent maps, and the student ought 
 to be taught as soon as possible to appreciate their significance. 
 He should learn very soon that he is expected to know the loca- 
 tion of every place mentioned in the text. Important physical 
 features ought to be emphasized. 
 
 Geofjrapliy Not a Thing Apart From History. — The great 
 danger in geographical work lies in the possibility that the stu- 
 dent may regard it as something apart from his history — a danger 
 which is invited by setting aside certain days for geographical 
 work alone. It is much better to have the geographical drill as 
 part of the day's lesson, or in connection with the review. "'Tie 
 brief survey of oriental history with which the first year begins 
 could be very effectively reviewed by a map assignment of the 
 
Teaching of History and Civics 13 
 
 Mediterranean basin, including the political divisions of the an- 
 cient empires as well as the more important cities. The use of 
 colors would be an added incentive to the average freshman. 
 "With careful correction of these maps in the class room the stu- 
 dent would obtain very valuable results. The review of the Per- 
 sian wars should be accompanied by a map. Alexander's empire 
 offers another opportunity. It was no accident that made farm- 
 ers of the Egyptians, shepherds of the Assyrians, sailors of the 
 Phoenicians and Greeks. The physical conditions of their re- 
 spective countries left them no choice. 
 
 Influence of Geography on History. — Some beginnings can 
 even be made in explaining the influence of phj^sical geography 
 in history. In connection with Greek history a relief map of the 
 peninsula and the Aegean Sea will simply illuminate the text, 
 showing concretely how the mountains kept the Greek states 
 apart, retarded the development of some, hastened the oppor- 
 tunities of others; and how the remarkable indentations of the 
 eastern coast and the conveniently scattered islands invited the 
 Greeks out to sea. Such an illustration is much more vivid than 
 the words of a text-book can ever be. Military operations can- 
 not be studied intelligently apart from the map ; and they can 
 often be illuminated by a relief map. For example, the stages 
 of the Persian wars in Greece, or the campaigns of Hannibal in 
 Italy take on a new meaning when studied in connection with the 
 topography of the country. 
 
 ^Y]l.at May Be Eeasonably Expected of the Student. — By the 
 end of the first year the student ought to have acquired the habit 
 of looking up the geography of every important point encoun- 
 tered in the reading, and the ability to locate it on an outline 
 map. The second year offers abundant opportunity for map 
 work. In fact, map work becomes an absolute necessity for such 
 a topic as the barbarian invasions. The expansion of the Prank- 
 ish domain from Clovis to Charlemagne on one map is an exer- 
 cise of a different kind. Occasion for map making is offered 
 throughout the second year by the kaleidoscopic changes in po- 
 litical geography. English history offers an opportunity for 
 more intensive work on smaller localities, showing the influence 
 of various physical factors. This is even more true of Amer- 
 ican history, where early settlement trickled inland along river 
 
14 The University of Texas Bulletin 
 
 valleys, where mountain passes become main highways, and cities 
 grew up at the confluence of commercial streams. The increased 
 interest in the recent study of geography has placed numerous 
 aids at the disposal of the teacher. Every school ought to have a 
 set of good wall maps Avhose features are clear to students in 
 their seats. The Kiepert maps (Rand, McNally Company), the 
 Spruner-Bretschneider (Perthes), and the Rand, McNally series 
 are some of the better known of these. For high school use the 
 Rand, McNally maps are perhaps the best, and they have the 
 additional advantage of cheai)ness. Atlases for reference pur- 
 poses are quite numerous. Dow, Atlas of European History 
 (Henry Holt and Company, 1909, $1.30) and Shepherd, Ilis- 
 torical Atlas (Henry Holt and Company, 1911, $2.50), are both 
 extremely useful. For ancient history, Kiepert, Atlas An- 
 tiquus (Sanborn, $2.50) is helpful, while in English history, 
 Gardiner, School Atlas of English Uistory (Longmans, $1.25) 
 is quite adequate. For American history there is no complete 
 atlas, but the Shepherd Atlas, referred to above, devotes a good 
 deal of attention to America. Cheap and very handy atlases of 
 European history — Ancient, Medieval and Modern — are pub- 
 lished in Everyman's Library (E. P. Button, New York, 35 
 cents each). 
 
 Small outline maps useful for work by the students are pub- 
 lished by Atkinson, Mentzer and Grover, D. C. Heath and Com- 
 pany, McKinley Publishing Company, and Rand, McNally and 
 Company. The teacher can usually select from the catalogues 
 the very map he desires. 
 
 On the subject of geographical influence on history, H. B. 
 George, Relations of Geography and History (Clarendon Press), 
 A P. Brigham, Geographic Influences in America (Ginn and 
 Company), and E. C. Semple, American History and its 
 Geographic Conditions (Houghton, Mifflin and Company) will 
 be found of great value to the teacher. 
 
 illustrative material 
 
 Material for Gaining Interest. — The service of the psycholo- 
 gists in analyzing the process whereby the student gains knowl- 
 edge is utilized by the teachers of history to no small extent. The 
 problem of gaining the attention of the student and implanting 
 
Teaching of History and Civics 15 
 
 ideas is rather a complex one. Already text-books have formed 
 the habit of appealing to the student's powers of vizualization by 
 printing numerous pictures and maps. The modern picture pos- 
 tals and cheap prints of historical scenes make the same appeal. 
 Historical landmarks and monuments of the immediate neigh- 
 borhood offer other opportunities. The skill of manual training 
 students might be applied to the manufacture of models — 
 for example, Caeiar's bridge across the Rhine. The local physical 
 geogTaphy can be used to afford illustrations of geographical in- 
 fluences; for example, why is Galveston the second largest ship- 
 ping port in the United States? Why is Houston a great rail- 
 road center? Why are San Antonio and El Paso health re- 
 sorts? Why is rice raised in South Texas, and wheat in North 
 Texas? And the sentiments of local newspapers can be em- 
 ployed to show conereteh^ local jealousies and rivalries of the 
 past. Then there are museums, exhibitions of coins, arms, histori- 
 cal curiosities, and the like to engage the attention of the student. 
 The Use of Such Material. — How to use illustrative material 
 will rest largely with the teacher. There are some classical ex- 
 amples of the use of illustration-, like the one of the teacher in 
 France who used a model of a castle to draw from the students 
 the whole account of chivalry and the life of the twelfth and 
 thirteenth centuries. Many teachers have been able to make 
 clear difficulties in financial history by exhibiting coins of the 
 period. Even the monetary issue of the political campaign of 
 1896 has been somewhat elucidated by the comparison of a gold 
 dollar and the campaign sixteen-to-one dollar. The Ilistorij 
 Teachers' Magazine has from time to time given other examples. 
 The use of illustrative material to arouse the interest of the stu- 
 dent in the study of history, to make clear some otherwise ab- 
 stract fact, and to make real the spirit of past ages offers a wide 
 field for the exercise of individual ingenuity by the teacher. No 
 teacher can use all the devices already invented, and there re- 
 main a great many points yet to be illustrated, leaving ample op- 
 portunity for the teacher's individual ability. 
 
 HISTORICAL fiction 
 
 The Value of Historical Fiction. — The use of historical fiction 
 is of questionable value. It requires no sage to recog- 
 
16 The University of Texas Bulletin 
 
 nize that fiction is not history, even though it uses ma- 
 terials of history. Imagination is a wonderful and valu- 
 able element in history, as well as in other fields, but 
 the historical imagination is strictly limited by fact, and its 
 chief function consists in taking given facts, reconstructing prob- 
 able intermediate facts, and on this basis working out the true 
 explanation of an event, a movement, or a period. The genius 
 among historians is the one who can on the basis of a few estab- 
 lished facts work out the true interpretation of an historical 
 movement. Such interpretation, however, rriust stand the test 
 of every additional fact discovered by later workers. The liter- 
 ary imagination of the fiction writer, on the other hand, may 
 begin like that of the historian, with a few established facts ; but 
 on the basis of these it is not restrained from constructing any 
 creation which the fancy may dictate, and the criterion by which 
 the work is judged is whether it is artfully, deceivingly done. 
 There are a few good historical novels scattered over the four 
 fields of history which seem to have caught the spirit of the times 
 as the historian knows it, and without distorting actual historical' 
 characters to have woven out of it interesting accounts. These 
 may well be used to stimulate interest in the students, but since 
 there is so much of the unusual in real life, and since historians 
 today are writing accurate accounts in an interesting way, it is 
 doubtful whether even these few need be resorted to. 
 
 i ]" THE LIBRARY PROBLEM 
 
 The Importance of the Library.— The time when teachers 
 felt and conveyed to their classes the comfortable assurance that 
 the text-book was the embodiment of all historical knowledge 
 and that perfection in the study of history could be attained by 
 memorizing the words of the book has happily passed. The facts 
 of history, even those which are important, are too numerous to 
 permit of such convenient compression. The books which deal 
 with the past life of man are numerous enough to stock whole 
 libraries. It becomes, therefore, a problem of training the stu- 
 dent to use such books to advantage. The practical character 
 
Teaching of History and Civics 17 
 
 of secondary education demands an elementary training in this 
 problem in the high school. 
 
 Utilization of Puhlic Library. — Where the community is al- 
 ready supplied with a public library the problem is not difficult. 
 The teacher can co-operate with the librarian, suggesting new 
 and excellent books which the library ought to have, selecting 
 from the present stock books which the student ought to read, and 
 assisting generally in getting the books and the students to- 
 gether. The librarian can be of great assistance, too, in suggest- 
 ing to students what books they can read to good advantage. 
 This is an opportunity which arises constantly in the work of the 
 librarian. 
 
 Where There Is No Library. — In many of our communities, 
 however, the school is not so fortunate. Often not even ten books 
 are available for reference purposes, and this imposes a more 
 serious task upon the teacher — that of collecting a library. In 
 this undertaking the teacher can benefit from the experience of 
 others who have met the same difficulties. Of course, the first es- 
 sential is to make the community aware of the need of books. 
 This may be rather slow work, but it can be hastened by activity 
 on the part of both teacher and students. Local patriotic socie- 
 ties are usually willing to apply some funds to the purchase of 
 historical material. Such materials could be made available for 
 the use of the students. In the same way local self -culture clubs, 
 church organizations, and even private libraries might be levied 
 upon. For the course in civics an immense amount of literature 
 can be obtained at practically no cost. The local congressman 
 would usually be willing to get whatever national publications 
 which might be of service. The secretary of state at Austin will 
 send on request the available state publications, while the gov- 
 ernmental publications of county and city may be procured with 
 even less trouble. Determined teachers sometimes conduct 
 bazaars, the proceeds of which are applied to the purchase of 
 historical material. A share of the proceeds of school entertain- 
 ments might often be secured for the same purpose. Other ex- 
 pedients will occur to the teacher who is in earnest. The inter- 
 est of the class can be enthusiastically enlisted in building up 
 
18 The University op Texas Bulletin 
 
 their own library — an achievement whieh will benefit everybody 
 concerned, the community not the least. 
 
 What Books to Buy. — When the teacher has secured funds for 
 rhis purpose, the question usually arises of how to use them most 
 effectively. At the end of this bulletin there is a small list of 
 books which can be purchased by a comparatively small outlay 
 of money. Larger selected lists may be found in some of the 
 syllabi and books on the teaching of history. A good, critical 
 list of books Avill be found in Andrews, Gambrill and Tall, 
 A Bibliography of History for Schools and Libraries (Long- 
 mans, Green and Company, 1910), a book which every history 
 teacher ought to have. The School of History of the University 
 will be glad to furnisli on application more extensive lists.* 
 
 THE SOURCE METHOD 
 
 The Problem of Using /Sources. — There is perhaps no more 
 disputed problem in high school history than that of how far to 
 use the sources. That there is a place for such material in sec- 
 ondary work is almo-t universally admitted, but how much of it is 
 to be used, and in what manner it is to be employed have pro- 
 voked almost diametrically opposite opinions from very excellent 
 teachers. Already the market has been supplied with a variety of 
 source-books representing different views on the subject, and 
 from these the teacher must select according to his individual 
 preference. 
 
 Sources May Stimulate Interest. — To arouse interest, such 
 books are of constant value from the first year to the last. The 
 stories in Plutarch's Lives have led countless boys to a sympa- 
 thetic study and appreciation of Greek history. The stories 
 woven originally by Herodotus for audiences at the Olympic 
 games have lured as many into the spirit of ancient times. By a 
 skillful use of such material, the trained teacher can inveigle 
 even the indifferent beginner into an attitude of interest suffi- 
 cient to tide him over the drearier, though necessary, portions of 
 the work. Classical Latin literature oft'ers many passages which 
 can be wisely used with the first year students. To arouse in- 
 terest, to make a remote past assume a real existence, are val- 
 
 *See page 2 6ff. 
 
Teaching op History and Civics 19 
 
 uable services which source material may be made to perform 
 in the first year. But such material ought to be used mainly in 
 the class room, where the teacher can supply the setting and ex- 
 plain allusions. Such practice may be followed fruitfully even 
 to the last year by selecting gradually more pointed and mean- 
 ingful extracts. 
 
 Sources May Eluddate the Text. — By careful selection the 
 teacher can make the sources elucidate passages in the text 
 which would otherwise escape the understanding of the student. 
 The attitude of the best early Roman emperors toward Christian- 
 ity is made much clearer by the correspondence between Pliny 
 and Trajan. Throughout medieval history the gradual develop- 
 ment of knowledge and ideas can be made clearer from selected 
 sources in a way which a text-book can scarcely accomplish. Ein- 
 hard's account of life at Charlemagne's court, the account of an 
 actual ordeal, the Abbot Martin 's recital of the sack of Constanti- 
 nople in 1204, a contemporary description of Luther at the Diet 
 of Worms, Arthur Young's description of peasant life in France 
 before the Revolution, Bismarck's account of the Ems telegram, 
 extracts from Bede, the letters of Washington, and many other 
 selections given in source-books on medieval, modern, English 
 and American history, clarify and fix firmly in the mind of the 
 student facts which he might otherwise fail to grasp. 
 
 Sources May Train the Critical Faculty, — The use of the 
 Bources to train the critical ability of the student is a much more 
 delicate and difficult problem. Its efficacy depends to a great 
 extent upon the teacher's knowledge of sources and his skill in 
 making the various critical elements apparent. Professor Fling 
 believes that rather advanced work can be done by the student, 
 and laments the unpreparedness of a majority of the teachers to 
 supply them with the training. Certainly something can be 
 done. The student ought to know that history is not the crea- 
 tion of a literary imagination, but, to the contrary, the true ac- 
 count of observed and exact fact, and that the historian 's great- 
 est problem is to find out the exact facts before he can deter- 
 mine their real relationship. He ought to have some apprecia- 
 tion of the nature of the historian's material and of how the 
 
20 The University of Texas Bulletin 
 
 historian must proceed; for the same sort of work is demanded 
 of the student only too soon after he leaves school. 
 
 Method of Using Sources in the First Year. — In the first yeaf 
 as soui-ces are used in the class room for illustrative purposes, 
 the instructor ought to explain who the author was, where and 
 when he wrote, how he got his knowledge — Avhether by actual ob- 
 servation, from oral tradition, or from other written accounts 
 now lost. If possible a few elemental y facts about the author's 
 fitness for his task and his purpose in writing his work might be 
 mentioned. This, of course, must come from the teacher, and 
 must be clearly told. The utmost that may be expected of the 
 student is for him to recall in review some of the teacher's state- 
 ments, with their application. 
 
 Method in the Second Year. — In the second year the teacher 
 may go so far as to assign simple topics which involve the use 
 of sources. A splendid opportunity comes in the consideration 
 of Charlemagne where the student may be given an abstract 
 from one of the romances of the twelfth and thirteenth cen- 
 turies, selections from Einhard, an account from a modern sec- 
 ondary work, and required to construct his own narrative. The 
 value of the first hand observation over oral tradition will at 
 once be apparent. Another opportunity comes with the Chil- 
 dren's Crusade, whose authentic sources are brief and various. 
 All such topics, however, ought to be carefully considered in the 
 classroom, and the teacher ought to supply the necessary infor- 
 mation about the writers not available to the students. 
 
 Method in the Third Year. — In the third year the use of 
 sources for topic work can be extended and here other critical 
 elements beside time and place could be introduced. A compari- 
 son of a French and an English account of the work of Richard 
 the Lion-hearted might be very instructive in illustrating na- 
 tional bias. Even better would be a comparison of the Spanish 
 and the English attitude toward Drake, Frobisher and Raleigh. 
 The various accounts of Henry VIII 's destruction of monas- 
 teries offer a good opportunity for the display of religious bias, 
 while the different English conceptions of Napoleon bring out 
 very well party prejudice. Topics of this kind are valuable 
 enough to warrant the use, occasionally, of a whole hour period. 
 The earlier lessons of time and place of authorship can be re- 
 
Teaching of History and Civics 21 
 
 inforced by applying those tests here as usual, and in addition 
 the new factors entering into the value of statements can be 
 fixed by modern comparisons. In this respect the American stu- 
 dent has a great advantage, for he comes into daily contact with 
 almost all types of historical bias, racial, national, political, re- 
 ligious, sectional, family and personal. These the skillful teacher 
 can make good use of for illustrative purposes. 
 
 In the Fourth Year. — Toward the end of the third and begin- 
 ning of the fourth year source topics might be assigned to bring 
 out family, party, sectional and even glaring examples of per- 
 sonal and idea prejudices. Here more complicated source ma- 
 terial may be used, such as newspapers and legal documents, and 
 in a senior topic the student ought to be able to apply all the 
 rules of criticism which he has acquired as well as to gain per- 
 sonal experience with more subtle tests. 
 
 Difficulties in Using Sources. — Obviously the use of source ma- 
 terial as a basis for training in historical criticism has some very 
 decided handicaps. Students of from eleven to seventeen years 
 of age are scarcely mature enough to sense subtle distinctions of 
 bias on the part of the author or to weigh a great many factors 
 that demand judicious thought, to spend as much as two hours a 
 week throughout the four years of history work might very well 
 be considered a poor pedagogical economy. During the first two 
 years at least the training in criticism ought to be incidental to 
 the class-room work. But at all times the student ought to be 
 made to feel that this is an essential part of his history work, not 
 a formal exercise apart from the regular task. Perhaps the most 
 serious handicap lies in the fact that many teachers know too 
 little of the sources for the various fields of history to select ma- 
 terial wisely. Such teachers should make every effort to remedy 
 this deficiency. 
 
 Source Books. — A more extensive discussion of the source 
 method will be found in Historical Soiirces in the Schools (Mac- 
 millan, 1902, $.50), a report made by a Committee of the New 
 England History Teachers' Association. Useful collections of 
 sources will be found in the following: F, M. Fling, A Source 
 Book of Greek History (Heath, 1907, $1.00) ; D. C. Munro, A 
 Source Book of Roman History (Heath, 1904, $1.00) ; F. A. Ogg, 
 A Source Book of Medieval History (American Book Company, 
 
22 The University op Texas Bulletin 
 
 1908, $1.50) ; J. H. Robinson, Readings in European Ilistory 
 (Ginn, 1906, $1.50) ; Robinson and Beard, Readings in Modern 
 European History (Ginn, 1909, 2 vols. $3.00); E. K. Kendall, 
 Source Book of English History (:\Iaemillan, 1900, $.80) ; C. W. 
 Colby, Selections from the Sources of English History (Long- 
 mans, 1899, $1.50) ; E. P. Cheyney, Readings i)i English History 
 (Ginn, 1908, $1.65) ; A. B. Hart, Source-Book of American His- 
 tory (Macmillan, 1908, $.60) ; Old South Leaflets (Old South 
 Meeting House, Boston). About 200 numbers already issued, 6 
 cents per copy, $4.00 per 100 copies, bound. American History 
 Leaflets (Sorrell and Company, New York) ; over 36 numbers at 
 10 cents per cojy. For local history there is, of course, almost 
 an unlimited amount of source material from which the teacher 
 may make wise selections for use with the students. 
 
 THE TOPIC 
 
 The Importance of Topical Study. — The sj-nthetic process is a 
 no less essential, though more difficult, part of history training. 
 This requires the exercise of personal and independent judgment 
 on the part of the student, and therefore taxes the skill of the 
 trained teacher to lead the student gradually from simple 
 problems involving few factors to the more complex situations 
 with their numerous, often intangible, elements. To inculcate 
 in the student the habit of applying careful reasoning to the 
 affairs of ordinary life so as to arrive at conclusions based upon 
 honest conviction and thorouiih consideration is one of the most 
 important tasks before the history teacher. In this endeavor the 
 topic is perhaps the mo-t eflfective agent. 
 
 Use of the Topic in the First Year. — Here the teacher has to 
 consider the immature age of his pupil as well as, too often, a lack 
 of the best reference books for this work. However, by carefully 
 using what materials he has at hand, he may accomplish worthy 
 results even here. In the first year the teacher can begin by mak- 
 ing simple assignments to single books. Such assignments ought 
 to be primarily interesting or of use to the student in his other 
 work— for example, an Olympic meet, the battle of Marathon, a 
 Roman legion, or one of Caesar's campaigns. The reference 
 ought to be very definite, in order to avoid unnecessary trouble 
 
Teaching op History and Civics 23 
 
 for the student at first. The reports on these topics might 
 best be oral, with an outline on the board and with both teacher 
 and pupils on the alert to ask questions and make corrections. 
 Later in the year the reports might be written and the better 
 ones read in class. Thus the student ought to realize, by the end 
 of the first year, that both additional and interesting material can 
 be obtained outside of the text. 
 
 JJse of the Topic in the Second Year. — In the second year the 
 teacher can safely proceed from the mere digest of a single refer- 
 ence to the combination of several accounts on a given subject. 
 The element of interest or neeessarj'- additional information which 
 they contain ought still to be the guiding motive in the selection 
 of topics; and the assignments ought to be very definite, stating 
 the work, volume and inclusive pages. Gradualh^ the assign- 
 ments could be widened to include not only a single incident, but 
 a series of connected incidents involving judgment in selection 
 and arrangement ; for example, namely, the life of some minor 
 character mentioned in the text-books. By the end of the year 
 some simple criticism of authorities might even be essayed. But 
 every new step in this work ought to be inaugurated by an oral 
 example. A good topic might be read, and the pupils, under 
 guidance of the teacher, might analyze it, the teacher pointing 
 out clearly the new points involved. Differences between older 
 reference books and modern text-books can be placed before the 
 student in such a way as to cause him to appreciate the advantage 
 which more recent information gives the text-book. The m- 
 structor might even go so far as to have his students recognize 
 the difference between a popular and an authoritative account 
 and further to recognize national prejudices in the attitude of 
 authors. 
 
 Use of the Topic in the Third Year. — The work can be con- 
 tinued in the third year in dealing with English history. Here 
 more serious bibliographical work can be assigned. A shelf 
 should be set aside for the reference works dealing with the 
 subject. The student ought gradually to be weaned from definite 
 assignments, until he is able to take a title and hunt it down in 
 the books on the shelf. He ought to be taught to note care- 
 fully the author's name, the title, volume, and page, as well as 
 
24 The University op Texas Bulletin 
 
 the place and date of publication of every book he uses. By 
 this time, too, he ought to become keenly aware of the differ- 
 ences between secondary and source material, and between re- 
 cent and older books. 
 
 Use of the Top>'c in the Fourth Year. — As the student pro- 
 ceeds into his senior year, he ought to be able to work out a 
 fairly adequate account of a battle, a description of an insti- 
 tution, an ordinary account of a war with its causes, events and 
 results, or an elementary description of the social life of a 
 period. On the critical side he ought to be on the alert for the 
 more flagrant cases of racial, national, religious, sectional, fam- 
 ily or personal bias on the part of the author. And he ought 
 to recognize the work of a scholar in his field as more authori- 
 tative than the writings of a dilettante. With all of this 
 should go a certain amount of sympathetic insight, a spirit of 
 understanding tolerance, a willingness to discount only where 
 there are good reasons for discounting an author's estimate of 
 a person or an event. 
 
 An Example of WJiat Is Being Done. — In the last year, es- 
 pecially the latter part, the student ought to do a rather se- 
 rious task in topical work either in contemporary civics or local 
 history. This topic ought to be of such a nature as to call into 
 play all the training which he has obtained up to that time as 
 well as to acquaint him with new problems and new materials 
 in the solution of an historical account. Perhaps this can be 
 best explained by what is actually being done in one, at least, 
 of our own high schools. In this school, in a course on local 
 history which may be elected by the students in the last term 
 of the senior year, each member of the class has assigned to 
 him a specfic topic on local history. The subjects are of such 
 a nature as to permit completion within the allotted time; for 
 example, the history of a local church or school, some local in- 
 dustry, the founding of a town in the county, the life of one 
 of the early settlers, the history of some local legend, and sim- 
 ilar topics. Upon these topics the students begin work under 
 the guidance of the teacher. Possible sources of information 
 are suggested. The local authorities lend their heartiest co- 
 operation. Newspaper files for years back are thrown open to 
 
Teaching of History and Civics 25 
 
 the students, county records are disclosed. The oldest living 
 inhabitants gladly grant interviews, sites are examined, former 
 locations pointed out. If necessary, letters are written to for- 
 mer citizens. In this way the material is collected. The stu- 
 dent then proceeds, on the basis of his training, to organize his 
 material, to make his judgments on differences and question- 
 able facts. At all times he is free to consult his teacher or 
 other mature person, but the resulting composition is distinctly 
 his. He receives due credit in his history com^se, and then the 
 theme is looked over by the English instructor and receives 
 credit in that department. As an added incentive, all compo- 
 sitions are triplicated. One copy remains in the school, one is 
 given to the local library, and one is kept by the student. The 
 greatest value of such work lies, of course, in the training which 
 it gives the individual student, but in this particular school 
 these amateurish researches have resulted in very valuable find- 
 ings for the community. The close connection between the 
 school and the community which such work discloses, and the 
 realizing sense of the practical nature of his work which it 
 gives the student might be urged as no less desirable results. 
 
 CIVICS 
 
 The importance of the study of civics needs no emphasis. 
 The teacher's great problem is where to teach it, whether be- 
 fore American history, or after it, or partly in connection with 
 it and partly after it. There may be other alternatives, but at 
 present there is neither a unanimous nor an authoritative opin- 
 ion on this question. In general, it will perhaps best follow 
 American history, but each individual teacher must canvass the 
 situation for himself and decide accordingly. In that way 
 both teacher and students will gain the best results. 
 
 The study of civics ought to give the student a clear idea of 
 the fundamental framework of our government. In his history 
 he will learn how this developed; in his civics he ought to gain 
 a fuller description of the contemporary machinery of govern- 
 ment. He ought to become acquainted with the ideals of his 
 country, and likewise learn something about present-day prob- 
 lems. The course should not be a mere dry enumeration of 
 
26 The University of Texas Bulletin 
 
 laws and institutions. A distinct eft'ort should be made to show 
 the students just how the different parts of our national, state, 
 and local governmental systems operate. This can be done by 
 holding a mock congress, legislature, and county or town meet- 
 ing. An occasional talk by some public official, and a visit to 
 an official meeting of local authorities will prove very stimulat- 
 ing. In this way the student will gain the feeling that he, him- 
 self, is to take a part in moving this machinery of government; 
 that the responsibility for its success depends in part upon him- 
 self. 
 
 For additional information to supplement the text, the va- 
 rious public documents of national, state and often local gov- 
 ernments are available free of cost. The social side of the sub- 
 ject can be supplemented by a use of the periodical literature, 
 as well as by recent works, a partiiil list of which is appended. 
 
 SELECT LISTS FOR SCHOOL LUiRAKIES 
 
 The prices given below are list prices. Schools can usually 
 obtain a discount of from ten to twenty per cent from list 
 prices. It is sometimes conveient for a school to order all of 
 its books from the same firm. A. C. McClurg and Company of 
 Chicago, and G. E. Stechert and Company of New York make 
 a specialty of such orders. The books listed below, and almost 
 all others that are still in print, can be supplied by them 
 promptly and at a discount on publishers' prices. 
 
 Ancle ni History 
 
 Abbott, F. F., History of Borne. Scott, Foresman and Com- 
 pany, $1.25. 
 
 Baikie, James, The Story of the Pharoahs. Macmillan, $2.50. 
 
 Beezly, A. H., The Gracchi, Marius and SvUa. Longmans, 
 $1.00 (Epochs series). 
 
 Budge, E. A. W., Babylonian Life and History. The Religious 
 Tract Society, London, 50 cents. 
 
 Budge, E. A. W., The Dwellers on the Nile. The Religious 
 Tract Society, London, 50 cents. 
 
 Bury, J. B., History of Greece. Macmillan, $1.90. 
 
Teaching op History and Civics 27 
 
 Day, E., Social Life of the Hebrews. Scribners, $1.25. 
 
 Emerton, E., Introduction to the Study of the Middle Ages. 
 Ginn and Company, $1.12. 
 
 Fling, F. M., A Source Book of Greek History. Heath. $1.00. 
 
 Fowler, W. W., Caesar. Piitnams, $1.50 (Heroes series). 
 
 Fowler, W. W., Social Life at Rome in the Days of Cicero. 
 Maemillan, $2.25. 
 
 Guerber, H. A., Myths of Greece and Rome. American Book 
 Company, $1.50. 
 
 Gulick, C. B., The Life of the Ancient Greeks. Appleton, 
 $1.40. 
 
 Homer, Iliad. Translated by Lang, Leaf and Myers. Mae- 
 millan, 80 cents. 
 
 Homer, Odyssey. Translated by Butchei' and Lang. Mae- 
 millan, 80 cents. 
 
 Hommel, F., Civilization in the East. Dent and Company, 
 London, 50 cents. 
 
 How and Leigh, History of Rome to the Death of Caesar. 
 Longmans, $2.00. 
 
 Jones, H. S., The Roman Empire, B. C. 29-A. D. 476. Put- 
 nams, $1.50. 
 
 Mahatfy, J. P., Survey of Greek Civilization. Maemillan, $1.00. 
 
 Mnnro, D. C, A Source Book of Roman History. Heath, $1.00. 
 
 Oman, C. W. C, Seven Roman Statesmen. Longmans, $1.60. 
 
 Pelham, H. F., Outlines of Roman History. Putnams, $1.75. 
 
 Plutarch, Lives. So-called Dryden Translation, revised by 
 Clough. Little, Brown and Company, $2.00. In Everyman's 
 Library (Dutton), 35 cents a volume. 
 
 Sayce, A. H., Social Life Among the Assyrians and Babylo- 
 nians. Religious Tract Society, London, 50 cents. 
 
 Smith, R. B., Rome and Carthage. Longmans, $1.00 (Epoch 
 series). 
 
 Sophocles, Works. (Everyman's Library). Dutton, 35 cents. 
 
 Tucker, T. G., Life in Ancient Athens. Maemillan, $1.25. 
 
 Wheeler, B. I.. Alerander the Great. Putnam, $1.50 (Heroes 
 series). 
 
 This list can be supplemented from the following convenient 
 series, complete contents of which will be furnished by the re- 
 
28 The University of Texas Bulletin 
 
 spective publishers on application : Heroes of the Nations, G. 
 P. Putnam's Sons, New York, $1.50 a volume. These biographies 
 are written by thoroughly competent scholars and are reliable. 
 Story of the Nations, 6. P. Putnam's Sons, $1.50 a volume. 
 These volumes are brief, readable histories of various countries 
 and peoples. All of those written within the last ten or 
 twelve years, and some of those written earlier, are reliable; 
 but in general it is better to investigate before buying the 
 earlier volumes. Everyman's Library. E. P, Dutton and Com- 
 pany, New York, 35 cents a volume. These books are handy re- 
 prints of standard works in all departments of literature. New 
 volumes are being constantly added to the series. 
 
 Medieval and Modern History 
 
 Adams, G. B., Civilization During the Middle Ages. Scrib- 
 ners, $2.50. 
 
 Adams, G. B., Growth of the French Monarchy. Macmil- 
 lan, $1.25. 
 
 Archer, T. A., and Kingsford, C. L., The Crusades. Put- 
 nam's, $1.50 (Nations series). 
 
 Bemont, C, and Monod, G., Medieval Europe 395-1270. Holt, 
 $1.60. 
 
 Barry, W., The Papal Monarchy. Putnam, $1.50 (Nations 
 series). 
 
 Day, C, History of Commerce. Longmans, $2.00. 
 
 Eginhard, Life of Charleynagne. American Book Company. 
 30 cents. 
 
 Flick, A. C, The Rise of the Medieval Church. Putnams, 
 $3.50. 
 
 Fournier, A., Napoleon the First. Holt, $2.75. 
 
 Fyffe, C. A., History of Modern Europe. Holt, $2.75. 
 
 Gardiner, S. R., The Thirty Years' War. Longmans, $1.00 
 (Epochs). 
 
 Hassall, A., European History 1715-1789. Macmillan, $1.40. 
 
 Hazen, C. D., Europe Since 1815. Holt, $2.50. 
 
 Hodgkin, T., Charles the Great. Macmillan, 75 cents. 
 
 Johnson, A. H., The Normans in Europe. Longmans, $1.00 
 (Epoch). 
 
Teaching op History and Civics 29 
 
 Johnson, A. H., Europe in the Sixteenth Century. Macmil- 
 lan, $1.75. 
 
 Lane-Poole, S., The Speeches and Table Talk of the Prophet 
 Mohammed. Macmillan, $1.00. 
 
 Lodge, R., The Close of the Middle Ages. Macmillan, $1.75. 
 
 Lowell, E. J., The Eve of the French Revolution. Houghton, 
 $2.00. 
 
 Mathews, S., The French Revolution. Longmans, $1.25. 
 
 Motley, J. L., Peter the Great. Maynard, 25 cents. 
 
 Munro, D. C, History of the Middle Ages. Appleton, 90 
 cents. 
 
 Oman, C. W. C, The Dark Ages 476-918. Macmillan, $1.75. 
 
 Ploetz, C, Epitome of Universal History. Houghton, $3.00. 
 
 Robinson, J. H., History of Western Europe. Ginn, $1.60. 
 
 Robinson, J. H., and Beard, C. A., Development of Modern 
 Europe. Ginn, 2 vols., $3.00. 
 
 Rose, J. H., TJie Revolutionary and Napoleonic Era, 1789-1815. 
 Macmillan, $1.25. 
 
 Seebohra, F., Era of the Protestant Revolution. Longmans, 
 $1.00 (Epochs series). 
 
 Shepherd, W. R., Historical Atlas. Holt, $2.50. 
 
 Thatcher, 0. J., and E. H. McNeal, Source Book for Medieval 
 History. Scribners, $1.85. 
 
 Tout, T. F., The Empire and the Papacy, 918-1272. Macmil- 
 lan, $1.75. 
 
 Wakeman, H. 0., European History, 1598-1715. Macmillan, 
 $1.40. 
 
 Consult also lists of Heroes of the Nations and Story of the 
 Nations Series and of Everyman's Library. 
 
 English History 
 
 Airy, 0., The English Restoration and Louis XIY. Long- 
 mans, $1.00. 
 
 Bateson, M., Medieval England. Putnams, $1.50. 
 
 Bright, J. F., History of England. 5 vols. Longmans, $7.25. 
 
 Cheyney, E. P., Readings in English History. Ginn, $1.65. 
 
 Cheyney, E. P., An Introduction to the Social and Industrial 
 History of England. Macmillan, $1.40. 
 
30 The University of Texas Bulletin 
 
 Creighton, M., Age of Elizabeth. Longmans, $1.00 (Epochs). 
 
 Gairdner, J., Houses of Lancaster and York. Longmans, $1.00 
 (Epochs). 
 
 Green, J. R., A SJiort St(jrij of the English People. American 
 Book Company, $1.20. 
 
 Green, Mrs. J. R., Henry 11. Macmillan, 75 cents. 
 
 Hale, E., The Fall of the Stuarts and Western Europe. Long- 
 mans, $1.00. 
 
 Jose, A. W.. The Growth of Empire. Seribners, $1.50. 
 
 Kendall, E. K., Source Book of English History. Macmil- 
 lan. 90 cents. 
 
 Macaulay, T. B., Essays and Lays. Longmans, $1.00. 
 
 iMontague, P. C, Elements of English Constitutional History. 
 Longmans, $1.25. 
 
 Oman, C. W. C., Warwick. jMacmillan, 75 cents. 
 
 Smith, Goldwin, Tlirce English Statesmen. ^Macmillan. $1.50. 
 
 Stubbs, W., The Early Flantagcncts. Longmans. $1.00. 
 
 Tfylor, R. AV. C, The Factory System and tlie Factory Acts. 
 Seribners, $1.00. 
 
 Gardiner, S. R.. Puritan Fevohdion. Longmans, $1.00. 
 
 Gardiner. S. R., School Atlas of Encjlish History. Longmans, 
 $1.50. 
 
 Jessop, A., Coming of the Friars. Putnam. 
 
 Anglo-Saxon Chronicle. ^Maemillan, $1.50 (Bohn Library). 
 
 See also Heroes of tho Nations and Story of the Nations Se- 
 ries (Putnanis) and Everyman's Library (Dutton). 
 
 American History 
 
 The basis of a good high school library in United States his- 
 tory i« furnished by two ^vorks. These are: (1) The American 
 Nation, Harpers. New York, in twenty-seven volumes, written 
 by leading historians of America and edited by Professor A. B. 
 Hart; (2) The biographies of the American Statesman Series 
 (Houghton, jNIifilin and Company, Boston). The price of the 
 first is $2.00 a volume ; of the second, $1.25. These are reduced 
 by school discounts to about $1.60 and $1.10, respectively. Vol- 
 
Teaching op History and Civics 31 
 
 aines may be bought separately, and thus the sets may be grad- 
 ually acquired. The contents of the two sets follow : 
 
 THE AMERICAN NATION 
 
 Group 1. — Foundations of the Nation 
 
 Vol. 1 European Background op xVmerican History. By 
 Edward P. Cheney, A.M., Professor of History, 
 University of Pennsylvania. 
 
 Vol. 2 Basis of American History. By Living-ston Far- 
 rand, AM., M.D., Pi'ofessor of Anthropology, Co- 
 lumbia University. 
 
 Vol. 3 Spain in America. By Edward G. Bourne, Ph.D., 
 Professor of History, Yale University. 
 
 Vol. 4 England in America. By Lyon G. Tyler, LL.D., 
 President of William and Mary College. 
 
 Vol. 5 Colonial Self-Government. By Charles McL. An- 
 drews, Ph.D., Professor of History, Bryn Mawr Col- 
 lege. 
 
 Group 2. — Transformation into a Nation 
 
 Vol. 6 Provincial America. By Evarts B. Greene, Ph.D., 
 Professor of History, University of Illinois. 
 
 Vol. 7 France in America. By Reuben Gold Thwaites, 
 LL.D., Secretary of the State Historical Society of 
 Wisconsin. 
 
 Vol. 8 Preliminaries of the Revolution. By George Elliott 
 Howard. Ph.D., Professor of Institutional History, 
 University of Nebraska. 
 
 Vol. 9 The American Revolution. By Claude H. Van Tyne, 
 Ph.D., Professor of American History, University of 
 Michigan. 
 
 Vol. 10 The Confederation and the Constitution. By An- 
 drew C. McLaughlin, A.M., Director of the Bureau 
 of Historical Research, Carnegie Institution. 
 
32 The University of Texas Bulletin 
 
 Group 3. — Development of the Nation 
 
 Vol. 11. The Federalist System. By John S. Bassett, Pro- 
 fessor of American History, Smith College. 
 
 Vol. 12. TuE Jeffersonian System. By Edward C. Channing, 
 Ph.D., Professor of Histor}', Harvard University. 
 
 Vol. 13 The Rise of American Nationality, By Kendric C. 
 Babcock, Ph.D., President of the University of Ari- 
 zona. 
 
 Vol. 14 Rise of the New West. By Frederick Jackson Turner, 
 Professor of American History, University of Wis- 
 consin. 
 
 Vol. 15 Jacksonian Democracy. By William MacDonald, 
 LL.D., Professor of History, Brown University. 
 
 Group 4. — Trial of Nationality 
 
 Vol. 16 Slavery and Abolition. By Albert B. Hart, Ph.D., 
 
 LL.D., Professor of History, Harvard University. 
 Vol. 17 Westward Extension. By Georg-e P. Garrison, 
 
 Ph.D., Professor of History. University of Texas. 
 Vol. 18 Parties and Slavery. By Theodore C. Smith, Ph.D., 
 
 Professor of American History, Williams College. 
 Vol. 19 Causes of the Civil War. By French E. Chad wick, 
 
 U. S. N., recent President of the Naval AVar College. 
 Vol. 20 The Appeal to Arms. By James K. Plosmer, LL.D., 
 
 recent Librarian of the Minneapolis Public Library. 
 Vol. 21 Outcome of the Civil War. By James K. Hosmer, 
 
 LL.D. 
 
 Group :"). — Nalioiial Expansion 
 
 Vol. 22 Reconstruction, Political and Economic. By Wil- 
 liam A. Dunning, Ph.D., Professor of History, Co- 
 lumbia University. 
 
 Vol. 23 National Development. By Edwin Erie Sparks, 
 AM., Professor of American History, University of 
 Chicago. 
 
 Vol. 24 National Problems. By Davis R. Dewey, Ph.D., 
 Professor of Economics, Massachusetts Institute of 
 Technology. 
 
Teaching op History and Civics 33 
 
 Vol. 25 America as a World Power, By John H. Latano, 
 
 Ph.D., Professor of History, Washington and Loe 
 
 University. 
 Vol. 26 National Ideals Historically Traced. By Albert B. 
 
 Hart, LL.D., Ph.D., Professor of History, Harvard 
 
 University. 
 Vol. 27 Index to the American Nation. Prepared by David 
 
 M. Matteson, A.M. 
 
 american statesmen 
 
 Benjamin Franklin. Andrev^ Jackson. 
 
 Samuel Adams. Martin Van Buren. 
 
 Patrick Henry. John Sherman. 
 George Washington. 2 vols. Henry Clay. 2 vols. 
 
 John Adams. Daniel Webster. 
 
 Alexander Hamilton. John C. Calhoun. 
 
 Gouverneur Morris. John Sherman. 
 
 John Jay. Thomas H. Benton. 
 
 John Marshall. Lewis Cass. 
 
 Thomas Jefferson. Abraham Lincoln. 2 vols. 
 
 James Madison. William H. Seward. 
 
 Albert Gallatin. Salmon P. Chase, 
 
 James Monroe. Charles Francis Adams. 
 
 John Quincy Adams. Charles Sumner. 
 
 James G. Blaine. Thaddeus Stevens. 
 John Randolph. 
 
 When funds are available each school should have a set of the 
 historical writings of Francis Parkman (Little, Brown and Com- 
 pany, Boston) and of John Fiske (Houghton, Mifflin and Com- 
 pany, Boston). Both were great literary historians, and their 
 charming style stimulates interest in historical reading. 
 
 Civics 
 
 Ashley, American Government. Macmillan, $1.50. 
 
 Boynton, School Civics. Ginn, $1.00. 
 
 Fess, Political Theory and Party Organization. Ginn, $1.25. 
 
34 The University op Texas Bulletin 
 
 ■Piske, Civil (jovernment. Houghton, $1.00. 
 
 Hinsdale, American Government. . American Book Company, 
 $1.25. 
 
 An Outline of Uie Study of American Civil Government. Pre- 
 pared by a committee of the New England History Teachers' 
 Association (1910). Macmillan, 50 cents. 
 
 Bryce, American Commomvealth (abridged). Macmillan, $1.75. 
 
 Olark, Tile Goiurnnuuf: WJial II Is. What If Does. Amer- 
 ican Book Company, 75 cents. 
 
 Fuller, Government by the People. Macmillan, $1.00. 
 
 Johnston, History of American Politics. Holt, 90 cents. 
 
 Wilcox, The Government of Great American Cities. Macmil- 
 lan . 
 
 Willoughby, RkjIUs and Duties of American Citizenship. 
 American Book Company, $1.00. 
 
 Wilson, The State. Heath, $2 00. 
 
 Formnn, Essentials in Civil Governnieid . Auiericau Book 
 Company. 
 
 Garner, Government in the United Slates. American Book 
 Company. 
 
Teaching of History and Civics 35 
 
 Beard, Readings in Americmi Government and Politics. Ginu 
 and Company. 
 
 Guitteau, Governmeni mid Politics in the United States. 
 Houghton, Mifflin Company. $1. 
 
THE UNIVERSITY OF TEXAS BULLETIN. 
 
 {Continued from inside front cover) 
 
 7. Railroad Transportation in Texas, by C. S. Potts. 214 p., 6 maps, charts. 
 
 March, 1909. $1.50. 
 S. Crime and the Treatment of the Criminal, by C. S. Potts. 86 p. May 1, 
 
 1910. 25 cents. 
 
 10. Problems of Prison Reform, by C. S. Potts. 40 p. December 8, 1910. 20 
 
 cents. 
 
 11. Recognition of the Republic of Texas by the United States, by Ethel Zlvley 
 
 Rather. 101 p. January 1, 1911. 75 cents. 
 
 12. English Elements in Jonson's Early Comedy, by Charles Read Basket 
 
 vill, 328 p. April 8, 191. $2.00. 
 
 Mkoical Sebies 
 
 1. Yellow Fever: a Popular Lecture, by James Carroll. 32 p. June, 1905. 
 
 15 cents. 
 
 2. The Care of the Insane, by Dr. M. L, Graves. 16 p. 1905. 15 cents. 
 
 t. The 1903 Epidemic of Yellow Fever in Texas and the Lessons to B« 
 Learned from It, by Dr. G. R. Tabor. 22 p. June, 1905. 15 cents. 
 
 4. Further Experiments in the Use of Drugs as Stimulants in Accidents 
 Occurring During Anaesthesia, by O. H. Plant, 31 p. February 8, 1911. 
 25 cents. 
 
 ScncNTo-io Sebiss 
 
 I. Vegetation of the Sotol Country in Texas, by W. L. Bray. 24 p., pi. June, 
 
 1905. 25 cents. 
 7. Observations on the Habits of Some Solitary Wasps of Texas, by Carl 
 
 Hartman, 72 p., pi. July, 1905. 25 cents. 
 
 10. Distribution and Adaptation of the Vegetation of Texas, by W. L. Bray, 
 
 108 p., pi. map. November, 1906, 35 cents. 
 
 11. A Sketch of the Oeology of the Chisos Country, by J. A. Udden. 101 p. 
 
 April, 1907. 50 cents. 
 
 12. The Clays of Texas, by Heinrlch Ries, 316 p., Illus. pi. 1908. $2.00. 
 
 13. The American Mistletoe, by H. H. York. 31 p., pi. 1909. 50 cents, 
 
 14. Symptoms of Disease in Plants, by F. D. Heald. Illus. November, 1909. 
 
 $1,00. 
 IB. Field Studies of the Behavior of the Lizard Sceloporus Floridanus, by H. 
 H. Newman and J. Thomas Patterson. 23 p., Illus. December, 1909. 
 25 cents. 
 
 16. The Austin Dam, by T, U. Taylor, 85 p„ illus. December 22, 1911. 75 
 
 cents. 
 
 17. On the Electrostatic Effect of a Changing Magnetic Field, by J, M. Kuehne. 
 
 15 p. January 15, 1911. 25 c«lts. 
 
 18. Fauna of the Buda Limestone, by Francis Luther Whitney. 54 p., Illuu. 
 
 May 22, 1911. $1.00. 
 
 To those who desire it a complete list of the publications of the University 
 of Texas will be furnished. Requests for this or for Bulletins should t« 
 addressed to the University of Texas Bulletin, Aust^.n, Texas. Exchangea 
 should be addressed to the University of Texaa Library. 
 
II II III III llll II III III I 
 
 018 460 415 2 /- 
 
 THf UNIVERSITY OF TEXAS 
 
 Co-educational. Tuition Free. 
 
 ANNUAL EXPENSES $180 AND UPWARDS 
 
 MAIN UNIVERSITY AT AUSTIN. 
 
 COLLEGE OP ARTS: Courses leading to the Degreea of 
 Bachelor and Master of Arts and Doctor of Philosophy. 
 
 DEPARTMENT OF EDUCATION: Professional courses for 
 teachers, leading to elementary and permanent certificates. 
 
 ENGINEERING DEPARTMENT: Degree courses in civil, 
 electrical and mining engineering. 
 
 LAW DEPARTMENT (in its new building): Three-year 
 course, leading to Degree of Bachelor of Laws, with State 
 license ; course leading to Degree of Master of Laws. 
 
 SUMMER SCHOOL: Regular University and Normal courses; 
 seven weeks. 
 
 Session of 1912 begins June 15. 
 For catalogue, address 
 
 THE REGISTRAR, 
 University Station, Austin. 
 
 DEPARTMENT OF EXTENSION: L Correspondence Divi- 
 sion, offering courses in various University schools, for which 
 registration may take place at any time. II. Public Discus- 
 sion and Information Division, through bibliographies and 
 traveling libraries supplying information on current problems. 
 III. Lecture Division, presenting members of the University 
 Faculty in popular lectures, singly or in series. 
 For catalogue, address 
 
 THE DIRECTOR OF EXTENSION, 
 
 University Station, Austin. 
 
 MEDICAL DEPARTMENT AT GALVESTON 
 
 Pour-year course in medicine; two-year course in pharmacy; 
 three-year course in nursing. Thorough laboratory training. 
 Exceptional clinical facilities in John Sealy Hospital. Uni- 
 versity Hall, a dormitory for women students of medicine. 
 For catalogue, address 
 
 THE DEAN, Medical College, 
 
 Galveston. 
 
 Aofltbi PriDtInc Co.. <ci^^^^ Aiutin. Tezaa.