THE MARIA HOSMER PEHNIMAH
LIBRARY OF EDUCATION

 

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(WM 1:

/
.‘BURGEss, ROGERS H1911 SCHOOL, NEWPORT, R. I.

“flint and kind of knowledge or training sought, the ma-
1 0f the minds with which we deal and the amount of time

1me 9. hey who has studied the characters of leaders,
hitteriStiCs of national life and the causes and results of
’ 91m 156 more likely to do so. Th.m last two catalogues
thrilled a recommfendation that s’tii nts read works out-

prepaxe fOr Harvard, some of them being its prim
' @213 that the average time given to both Greek

' is abOut one hundred recita‘tions and in several _ I -

‘etts Manon oi, Classical aridA High SchOol Teach-z. I
J5 ' . fad, with slight idhimgd: might- author, fr0111 the ~

7—113'

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IIII II II II II II III

 

A Method of T eachmg College Prefiamt‘ory Hz's‘tofy _

The time varies in different schools from fOrty to one hundred a d :1: it" i

forty recitations. Furthermore the number of subjects on what;
boys must be prepared for college and- the extent of traini .
required in Greek, Latin and Mathematics, allow neither a larg A
amount of time for preparation of history 1ess0ns nor any consideia— ;
able increase in the number of recitations given to it.‘ At New
port the class beginning Caesar receives about twenty lessons
Creighton’s Primer and the boys who are going to college hay.
three recitations a week during the year in which theytak
their preliminary examination. Of the twelve schools mentione-
above, six use Pennell and six use Smith forGreek history ;. tw
use Smith, four Creighton and fiveLeighton for Roman history
It will be noticed that there is a decided tendency toward t—h
use of smaller books than Leighton and Smith, which are men}
tioned in the Harvard catalogue as indicating “the amount Of
knowledge demanded.” .

The Harvard examinations do not require anything like the
amount of detail given by Leighton and Smith, and it is hard t
see how those who use these books with any degree of thorough
ness can find time for the highly desirable outside reading reco
mended. Would it not be better for Harvard to suggest smalle
books, say Creighton and Pennell, and require one of the out
side readings instead of recommending three? i ,

It has always seemed to me that it would be better to limit the :
period of Roman history to the end of the reign of Augustus instead
of continuing it to Commodus. The former period would include.
the time of all the preparatory authors, and the requirement _i
now for so long a period that I am obliged to' slight the last par ;,
of it. V

As to the requirement at Harvard all will be interested in a
extract from a letter of Prof. Macvane, who has charge of thi
requirement. The letter was written in answer to one of \mine

“The new form of entrance paper in ancient history was adopted deliberat ..
As, to the permanence .ofrit, noman can vouch. I can only say that we have seen); ,
reason hitherto for thinking the change a bad one. We shall undoubtedly continh ;_:‘i ‘: .

 

 
  

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' PA M et/zoa' of Teaching C allege Prefiamtoai H z'sz‘mjy.
* the use of‘optional questions. At the September examinations we separated the ques-

i tions on the manual from those on the additional reading, apparently with good

results. ' '

The requirement, as announced, is not such as the history department would make

-t, if free to shape it in the interest of history alone. We wished to leave the choice

.f a manual with the teacher. and to name the selections for reading as part of the
urse, to he demanded of everybody. This would be only to extend to our entrance
curse the same method used in our college courses. We believe that the better students

‘ ould find this method no harder than the narrow study of a manual, and vastly more
nstructive. But the Faculty was afraid of doing anything that eveR seemed to in- \l‘t
rease the difficulty of getting ready for college. The requirement, as announced, was
‘irawn up as a sort of compromise. We hope to get the help of the teachers in mak-

0 g the school courses of history real bits’of historical study, so far as they go. To

U ttain this it may be necessary to cover a less extended field. Your suggestion as to end-

} ‘ g in Roman history with the reign of Augustus is in this view worthy of attention.

” 7 It as are are at: as 5! are

t’

 
 

  
  

  

  

I

  

“Any recommendation the leading teachers may offer towards improving the course
nnounced, will be sure to receive careful attention. If, for example, you will recom-
‘ end the substitution of Creighton for Leighton, with selections to be read by all in
onjunction with the manual, therecommendation will not be without weight in our
‘aculty. " ~ '

3 'The following are the prominent characteristics of the method
1,, hich I am employing:

  

  

 
 

1. Almost exclusive attention to the facts which are essential
the comprehension of Greek and Roman life and its develop-
en

    
   

at!

2. The study of przbzz'z‘z'w facts, such as maps, pictures of Greek

  

_3. The use of questions about these facts which require not
e simple repetition of them, but the gathering and comparison
f different facts and the drawing of inferences from them by
he pupil himself. . _ ‘1,
In‘ following out this method I use Miss Sheldon’s Greek and
oman History, because it is the only book adapted to it, and I
gel the need of a book. Boys need that definiteness of instruc-
:01: which only a book can give. The talk of the teacher is
; . don forgotten, but the book is always at hand to be brooded over.
i \ eretare many specimens bf ancient life which it is practically

   

   

   

A Mei/10d of Tear/ling Collage Préjfiaratoify Hzls‘é‘ory.

impossible to get before the minds of the pupils without'prin ;
ink constantly before the eyes of all. There is ample room; .
a teacher’s guidance and inspiration in using the Sheldonag”
To illustrate the difference between Sheldon and Other bo’ .
—_— We have been repeatedly told thatbooks on history are too 11 .
devoted to details of battles and sieges and have been pro fig
better things, yet Cox, in “the best short history of Greece,” a
ing to Stanley Hall’s book on history, gives over one-fou
all his space to the Peloponnesian War, exclusive of the
devoted to its causes and results, and Smith, in his shorter;
tory, gives over one-seventh. Miss Sheldon gives fully its
and results, but only a fraction of a page of its details. cgi
tells the pupil that “the funeral oration 0f Pericles IS a vain
monument of eloquence and patriotism, and particularly
esting for the sketch which it centains of the Athenian ma 4 i’
as well as of the Athenian constitution,” but gives not a w "
it. Miss Sheldon gives a page and a half of this “valuab, ,
interesting” oration, and sets pupils to work studying thqt
ure of the Athenian manners and constitution which it coniin .
To make clearer the difference of method, let us comp "4 4
account of the battle of Cannae in Miss Sheldon’s boo
that 1n Leighton’ s. I do not take Leighton’ s because it is ‘ ,
spicuously faulty book, but as affording a fair sample of ’
usual method of treating historical facts 1n short histories. 4"}
book has- many excellencies. ,It is conscientious in its
ments, presents the latest result of investigation, has man.
ful illustrations, and is fairly attractive in appearanCe. 4
I suppose most thoughtful teachers of history would agr
the battle of Cannae is chiefly valuable because it shows
wretched fault of Roman organization which left the
army headless and allowed Varro ’to precipitate the .
(2) the strong pOints of the Roman character Whi
attitude after the battle brought out. At all events,s
Mommsen. Leighton gives about two pages and a hal '

,,

 

A Met/10d of T eachz'nngollege Preparatory h’z'story.

’ Paulus, a page to a plan of Cannae, the order of the battle and
. its details. The exact number of men engaged is put down, and
the exact loSs in each branch of the Roman service is given.
TPerhaps one-fifth of the space is devoted to the attitude of the
:Romans after the battle, but I do not find any attention or even
«distinct mention given to the divided counsels of the legally equal

. iconsuls. Instead of letting the facts, eloquent as they are, speak
lfor themselves, the author tells the pupil that “the old Roman
pride and stubbornness saved the state.” But the facts as given by
'Miss Sheldon show that the Roman self-sacrifice for the state
. :was as necessary for success as the Roman stubbornness. The
lliomans were as stubborn and as proud in the days of Jugurtha
V as in the days of Hannibal, but they did not love the state so
well. The basis of the Roman success in this instance was
. Imoral after all. We need more ethical teaching in the schools,

. c . . .

dand the author has lost an excellent opportunity to br1ng into
"he foreground the great principle that “he who loveth his life
v:ihall lose it”— true of nations as well as of individuals—and
.he faCt that self-sacrifice is the core of all patriotism.

, ti! Miss Sheldon’s treatment is as follows, the account being
‘ largely translated from Livy:

. “ The last of these victories is at Cannae, where one-seventh of the Italian forces
‘1 perish. Thereupon Syracuse and Macedon ally themselves with Carthage; many of
‘Ethe Italian towns, to which Hannibal promises liberty, accept him as a friend, though
like colonies stand by Rome. \
: “Rome now decrees that the days of mourning for the dead of Cannae shall be
kihortened; that new legions shall be at once enrolled, including criminals and slaves;
_ that new weapons shall at once be forged, and that, meanwhile, arms shall be taken
ifmm the temples, from the dedicated spoils of former victories.
~ , “ Rome is pressed for funds, but her richer soldiers offer to fight without pay ; the

l

: creditors of the state delay or decline to demand their dues, and again a fleet is fitted

, Ml: by private effort.

5 f“ The consuls commanding at Cannae were Varro and Paulus ; the desire of the

.1 « Her was to fight, the policy of the latter to annoy the Carthaginian forces. They

ii dcommand on alternate days, both armies being in camp. Hannibal ‘provoked the
emy by a skirmishing attack. Upon this, the Roman camp began again to be em-

in

r
I

edby'a mutiny among the soldiers and the disagreements of the consuls :’ but' I

4 thing was done, since Paulus was for that day general. But ‘Varro on the follow-
gsday, without consulting his colleague, displayed the signal for battle, and forming his

1198 05747 1224

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6 A Mel/10d of Terra/ling. College Preparatory History.

troops, led them across the river. Paulus followed, because he could better disapprm
of the proceeding than withhold his assistance.’ Thus, then, the Romans were led l
the battle of Cannae, where so many of them perished. When the news of this def -.
reached Rome, among other measures, Quintus Fabius Pictor was '. . . . se
to Delphi to enquire of the oracle by what prayers and offerings they might appear)
the gods. . . . Meanwhile, certain extraordinary sacrifices were performed, accor
ing to the directions of the book of the fates; among which a Gallic man and womv
and a Greek man and woman were [buried] alive in the cattle market.”

Then come the questions on these passages ; they are in pa
as follows: What characteriStics of Rome appear when she 11
ceives news of the defeat? What fault in Roman ,organizatie
is plainly shown at Cannae? What Roman magistrate w;
needed at such a crisis? Why?

You will notice in the above that the emphasis is laid not up
the details of the battle, which the pupil does not need and ca
not long remember, but upon two points of supreme important.
in Roman government and character, that not a single inferenc
is anywhere given by the author, but that several questions as
supplied which call for earnest thought upon the facts state

These facts and questions I assign to my class. They corr
before me with answers of greater or less merit written on sli'
of paper. When going over advance 'work I allow them to re
these answers. We discuss them fully. One boy giVes 01
characteristic of the Romans, a second gives another or mo
fies the answer just given. Frequently a complete answer.
given without any help from me. Often I add to or modify
own notes from answers given in the class. When I help it
generally in the way of suggesting an unobserved fact, correc
ing a misused word, explaining the meaning of a question, Cd]
pleting an answer or showing the relation of the idea being id;
cussed to our own time and country. It is understood that
the review the answers will be 1n the memory and complete, 211,
that they will also be neatly copied into a blank- book kept f
the purpose The answers in these books show, generally, th
diversity and individuality, which Is always desirable as indie
ing real work. In naming qualities and 1n making answers cc

 

‘A Met/ma! of T writing College Prefiaraz‘orfy. History. 7

.1 yet complete valuable practice is secured in language as
a 11 as in thought.

The following list of examination questions in Greek history.
(1 a few weeks ago, may show something of the work that is
Elsi-ed at. The questions were never asked before 1n the form
hich they here appear. The answers were on the whole sat-
ictory— more so than those secured by the use of other text-
Iliviaks. I shall give two of them later.

.‘ i - GREEK HISTORY.

. ._Locate Delphi, Delos, Aegos Potami, Cyrene, Thermopylae. Dates of the
t Olympiad, the Athenian Supremacy, the Death of Socrates, the Battle of

j) Em, and the Death of Alexander.

’l

s. II. W'hat is the historical value of the poems of Homer? Show by facts and
' L'dents the condition of Greek civilization in the Heroic Age.

.7 III. Compare and contrast Peisistratus and Pericles as political leaders and gov~
“62's -
31V. Account for the success of the Greeks at Marathon and at Plataea.

Y. Show by incidents and extracts the effects of the Spartan constitution and

gpline.

VI. State the influences and historical movements in Greece tending to Hellenic
‘ y, and how far these were successful.

’YII. Speak of. Greek art; its directions; its characteristics; its centres; its
-. “test works.

. i h
To give a little more complete ideas and to get the scholars

quainted with an historian of the first rank, I have prepared a list
{references to Mommsen to be read afier the studies 1n the Shel-

. to which they pertain have been mastered. None of these ref-
1.." ces is more than four pages in length and very many of them
i more than apage and a half. Of course they can be used
{1' any history as well as with Miss Sheldon’ 5. They are so
i that, if one has two days interval between recitations, a

- is” of eight or ten might consult even a single set of Mommsen
e school-room. Four out of my class of five have on an
age made use of these references. I always enquire how

I/IlII/l/I/llI/l/I/I/I/l/I/l/II/lIllllll/Illll/l/I/I/lI/I/Ilfill/W

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8 A Method of feeding College Prepa'ratoiy History. _ _‘ i1

many have done so and ask questions on the subject matter of _-
the Mommsen.*

It is, however, the thought work required by the Sheldon whic , ' i
I value most highly. The ability to interpret a few facts is wortl‘l "
more than knowledge of many. Much as we need wide readers, ‘_ 7
we need thinkers more. ‘ i

For a clear understanding of what has already beerfiwritten ‘
some explanation is necessary as to several matters. Two or 1’
three inevitable questions must also be answered.

It should be made emphatic that in many cases the facts which ‘
Miss Sheldon gives are not complete for any one department of
history but only representative of the facts in that department. ,
Thus Cicero represents the cultured Roman of his age in many 5'
things and Verres a provincial govenor in many. The treatment ‘
of the Italian allies in the war with Antiochus, where they fur- \
nished two-thirds of the men but received only one-third of the ‘
booty, is a fair sample of their usual treatment. The pupil must ;
rely upon the assurance of the author that the facts given are
representatives just as we rely upon the honesty and intelligence
of a dealer who assures us that the apples in a barrel are like ,
those on top. It is manifestly impossible for the pupil to go
through Greek and Roman literature and remains, and thus obtain
a complete survey of the whole field. He cannot make a com-’
plete generalization. Great harm may be done the pupil by gin?
ing him the idea that he goes through the cgmplete process of
advanced science for himself in an elementary course. The most‘
difficult and wearisome part of this process is the collection of "i;
complete and certain facts in the department of inquir , and the l:-
proper arrangement of these facts. This work 'must be reserved
in a great measure for the college or university years of study. ,'

But though the elementary student cannot do all that science '7
requires, he can do part of it. He can draw many just conclu. }
sions from facts already collected and arranged. i ‘

,~
3

.j.

o 1 .

*One of these reference lists is given at the end of this article. } ' V
31 L

,_ ~33

 

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‘ 7A Method of Teaching College Prefiamtory History.

. he facts which Miss Sheldon presents for observation are, so

‘as I can judge from my other information and especially a
l 8i’ewhat careful reading of Mommsen, true, well arranged, and
‘ esentative when she intends them to be so.

3. e questions require a thorough knowledge of the material for
ht which the book contains, an elementary knowledge of
I aphy, United States history and current events, the con-

: 1: use of an unabridged dictionary and nothing else except

Ought.

The idea of wide reading has been so constantly associated
" h historical investigation and thought that many have come
‘1'iree1 that the thought is impossible without the wide reading.
‘ihis is a mistake. One must begin by thinking about a sentence.
‘ they cannot read profitably many facts before he has learned
clunderstand the meaning of a few. I have spoken of a short-
' L se of Roman history which I give every Latin class after it has

i.
I .
I

I .
. _
I en studying a year. In this course a most important exercise
I

i this: A pupil is asked to read aloud, carefully and slowly, a

‘ firagraph of the Creighton and the class is told to follow. When
. reading is completed and a moment for thought given, I ask

e member of the class to tell me with his book closed, very

‘6
in

l

I fiefly, the principal facts of that paragraph. During the first

:‘I, .i of these exercises not one in two can do this with even approx-
ate‘faccuracy. Many more than this can give most of the facts
. "I the paragraph in order, but they cannot discriminate between

1 Fm-so as to tell me which one is the most important and just

‘47" the others are related to this. A student who cannot analyze

; agraph with reasonable success is incompetent to read pro-
bly fifty or even twenty-five pages upon a history topic. He
0 the worth of facts and their relation to each other by
Study Of paragraphs before he can freely read pages. Too

prominence is given to the amount of reading secured in
nurse of history. It seems to be taken for granted that if
ing is secured every thing is accomplished. I have before me a

ing from the “Journal of Education” for March 1 5, describ-

 

IO A Method of T ending College Prefiaratory History.

ing a course in Roman history. The author says “our aim is to
encourage reading upon the subject,” and in the remarks which
follow it is not apparent that any other aim is at all prominent. '
We all know that a well-read man will often preach a sermon
which is entirely without analysis or original" thought — a mere
patch-work of others’ ideas. Reading, most emphatically, is not
in itself education. It may mean much and it may-mean almost
nothing _

Do not misunderstand me. Wide reading must ultimately be a ,
part of every liberal course in history, but it cannot come ordina-
rily at the beginning of that course because then the pupil can- ,
not digest it. ' ,

I have heard it urged against the inductive method that the,
results left in the scholars’ minds are not definite enough, and
that the work of the memory is neglected. I can see that teach-
ers who are disgusted with mere memoriter work, and enthusi-
astic over the new method, may fly to an extreme, and be lax
about insisting upon the requisite amount of memorizing. This
is a mistake to be guarded against, but it is by no means inher-
ent in this method or a necessary part of it. In fact, the likeli— ,
hood of good memory work is increased, for, while the number , ‘ ‘4
of facts to be remembered is decreased, these facts are related to :

each other and associated in the mind with some broader truth .‘ .

deduced from them. One of my boys expressed this idea when
he told me that under the old system he soon forgot what facts
he learned, because he did not use them or associate them with .
anything else. To illustrate how I thy to have every conclusion
based on facts which must be at command, let me quote verbatim
two answers given on the examination in Greek history of which ‘

mention was made a little while ago. One of the questions was as H V

follows :

“ Show by facts and incidents the condition of Greek civiliza~
tion in the Heroic age.”

One of the answers is, as follows:

 

A Met/zed of Teaching College Preparatory History. 11,
sisted of a king, council of elders and

ot have so great power as in later

embly of people.
Odysseus was welcomed by ,the

es, however.) There was equality everywhere.
g of the Phaeacians, the king not knowing who he was. Odysseus ate food with

Eumaeus,aswineherd; in religion,the Greeks believed in many gods; that the gods

hings, but they represented gods as being like to men in many things, e. g.,
as pleased when they played lyres for him ; they slept;
nted in the story of Hera taunt—

future life they believed the person who died remained in the same
e died, a. g., if he was wounded and died from the wound, he lived

wound; and that death was undesirable. Achilles’ speech

ito Odysseus shows this. Kings did not shun labor, for Ulysses made his own bed, built
, ,.a chamber ‘with stones close set.’ The woman was under the direction of her father,
.5 husband and son, but she occupied a place in the heart. This first is shown by Tele-

. l machus and Penelope when T ds her to do something,— the sec-

ond when Telemachus refuses to give

§\ ‘ “Greek civilization is now in its germ.

\ i‘eondition in which h
in the hereafter with that

elemachus comman
his mother to the suitors.
Minstrelsy, dancing and athletic sports

c, sculpture, etc.”

~

i are enjoyed ; but these are but precursors of musi

answer from anotherboy to the question: “Show

i Here is an
Spartan Constitution

5 by incidents and extracts the effects of the

i and Discipline.”
“ The effects of the Spartan constitution
: - less civilized, narrow-minded, conservative,

,. check the growth of natural affection and the ri
“ They were less civilized than the Athenians, as was shown in the Peloponnesian

War. Athens requested that the trouble be settled by arbitration, but Sparta refused.

“ Their children received no education but that of arms.

“ The lack of natural affection is shown by the reply of a Spartan mother,
dead or not as long as the country was

(1 lack of patriotism and common affec-
Antalcidas, by which Sparta delib-

and discipline were to make the people
to increase their strength in war, but to
se of arts and letters.

who

... wit. a 14'“th «aw-am ‘ '

w- :w, ‘

l
k

V' saved But the narrow-minded selfishness, an

7 tion of the Spartans is best shown by the Peace of

f

,
,
3

ti .
ess of

this connection to say that the succ
d by the external results. There

. _ are many errors in expression and” some/looseness and incom-
? 1-3 pleteness of thought in the answers just quoted. This would

not have been so apparent if they had been writing the remem-
mbered ideas from some text-book.

'11; will be well in
this method cannot be judge

tr

wThey were giving the result 0
facts, and just as the freehan

Wanna:ummuumnuumwmmmmum

/°57”?/Laaux

 

12 A Method of Teaching College Preflaratory History.

ruled line, but immensely more valuable as an exponent of real I
work done, so the thought answer is far above the book answer,
though outwardly more imperfect.

Again, this very practical question may be asked : “ Does the
book give enough information to prepare a boy for. Harvard ? ”.
Yes, with a very slight modification. To make this plain, I will
read from the last June examination paper those questions

which a boy would be well prepared to answer by the study
of Sheldon:

The questions read are in italics.

1887.—-PRESCRIBED.
ANCIENT HISTORY.

I.

(a) [Take FIVE] Elis, Locris, Megara, Mytilene, Corcyra, Arginusae,£euctra,

Chaeronea,—- where? Mention (with dates)historz'cal events connected with four of
these places. ‘

(b) [Take FIVE.] Candz'um, Thurii, Saguntum, Zama, Praeneste, Pharsalus,
Pydna, Heraclea,-—where? Mention (with dates) historical events connected with
four of these flaces.

II.

[Take any two.]

I. [Take Two.] (a) The reforms of Kleisthenes.
(b) The Peace of Nicias. _
(c) The destruction of Cornith.

2. What grievances were complained of hy the allies of Athens during the Athe—

nz'an su/remacy? In what respects did Sparta use the supremacy diferently from
Athens. ‘

3. [Take Two.] Peisistratus, Cimon son of Miltiades, Pheidias, Kleon.

4. [Take TWO.] ,

(a) Commercial importance of the Greek festivals. .
(b), The Greek ideal of an educated man. .
(c) The success of Pericles as a democratic leader.

 

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13

Teaching College Preparatory History.

A Method of

111.

[Take any two.]

) the successive stages of

dates, but without deseriftion
rengthen their

. r. Mention in order (with
What means did the Romans use to st

the Roman eonguest of Italy.
i hold on Italy?

3+1

.I is 2. [Take 'rwo.] Regulus,
i” 3. Explain rogatio, interrex, jus auspiciorum, jus honorum, patrum auctoritas.

A 3,; Describe the Hortensian law or the Valerian laws.

ief grievances of the Italians at the tim

Germanicus, Trajan.

e of the Grace/ti?

-, « 4. What were the eh
‘ ‘ Was Tiberius a revolutionist?

Admission. (1) I887.

oted are in each case sufficient

g the best questions on

or a boy who knows his
5 and

. he questions which I have qu
' ' ement, and are amon

ble difficulty I

e matter of geographical name
t in his book occasion-

er of these names and

For the other questions which I have
boy drilled in Sheldon would be more '
a boy drilled in an ordinary text—book.
e, that the few facts given in
3 must be very rigidly requir-
general way

4. dates need not be large.
f read the answers of a
i“: gintelligent than those of

It must be remembered, of cours

Sheldon in the summaries of event
, ,V ed in toto. It will not do to take them up in the
' V which is permissible in a book like Leighton.

~ As to the time required for the course in Sheldon; the average
' ' the twelve schools I have men-

tioned, one hundred, would be rather scanty if they are like mine,
e are thirty-one studies in

only forty—five minutes long. Ther

Greek history and twenty-three in Roman up to the Empire——
w. fifty-four in all. I find that we average about two-thirds of a
i ‘ study to a recitation, an ' ' '

_ tions of advance work to cover

 

[4 A Mel/zed of feat/Zing College Prefiaratory History.

tions which I can give to the Empire, and for review of the bare '
facts, I shall use Creighton’s Primer, which I like very much.
With ol§e hundred and twenty recitations with a class during the "3
year be ore the preliminary examination, the ground of Sheldon
could be covered, and one of the three recommended authors
for reading in the Harvard catalogue read and discussed.

At Newport we have used and intend to complete the “Primer

on the Roman Constitution.” The author of this little book has

straightened out the difficult subject which he has chosen won-
derfully. The subject itself seems especially appropriate in
studying the Romans, famous as they have always been for law
and government. .1

The Sheldon IS hardly adapted without modification to the low-'
est class of a high school, but any teacher will profit by a careful ,1
study of it while teaching such a class in history, and many of
the questions may be used if they are written upon the board 1
some time before the recitation, for the study of the class.*

In cbnclusion, let me say that any honest criticism upon this
paper, however severe, will be very welcome and helpful. I also

venture to remind you that the expression of the preferences of

, teachers as to college requirements in this study will have weight:
with the colleges. ‘

*The teacher will often find it feasible to use the pictures, maps and easier questions, '5‘:

like those on the narrative, with a lower class, perhaps in connection with such a book ,_
as Creighton’ 5 Primer and to reserve the harder questions, like those on art and litera-

ture, till later 1n the course.

 

will!will"!!!ll!Hill!!!ll!lfllIIMIIIIHIIIIMN!!!

/057u?/Laaux

A Method of T caching College Prefiamtory’ Hickory. 15

'EFERENCES T0 MOMMSEN’S HISTORY OI" ROME. (Scribner’s Edition).
“Sheldon’s Greek and Roman History.” If used
(1 by the pupil till after the“ Studies” to
er must judge for himself just
The references are in

g .The references are adapted to
« »'th Sheldon they should not be consulte
hich they belong have been mastered. Each teach
w much of the pages referred to is upon the given subiect.

cases inclusive.

MOMMSEN, VOLUME 1.
Sheldon, after
studies on the

following

> . . pages. pages.

Ancient History, its divisions and meaning 23, 24 130

Geography of Italy . . . . . . . . . . . . . 25 27 130

g i ‘ Three political or social distinctions at Rome and the
resulting conflicts . . . . . . . . . . . 319, 320 I 37
. Italian measures and the decimal system . . . . . 271. 272 144
g. Character of Latin art . . . . . . . 61 I, 612 144
.5» Character of Roman law. . . . . . . . . . . 215, 217 146
,' 3‘. National achievements of the Prae-Punic period and »
the relation of the individual to the state - . . 578, 579, 581 151

w

VOLUME 11.

9‘13
13—17

Rise of Carthage . . . . .
162—165

‘ Attitude of the Romans after Cannae . . . . . .
‘ . Results of _ the second Punic war (outside of Italy) . 224, 225
" Provincial administration . . . . . . . . . . 82—85
5 5 Character of Hannibal . . . . . . . . . 114—116
g. 5' Results of the second P . . . . 226—229
F Character of Scipio Africanus ' . . . . . . 189 .191, 335

‘ The rise of the Patricio-Plebeiannobility . . . . . 372-375

Characteristics of the Phoenicians

i f , Cato-Major . . . . . . . . . . . . . . . 481—483
3' Hellenic influences . . . . . . . . . . . . . 471-473
'3 VOLUME 111.

‘..

\

Theruinof the Italian farmers . . . . . . . .
Themin of the constitution and the perils of Rome

from without . . . . .
The lessons of the Jugurthine war . . . . . . .

VOLUME IV.

The democratic-military revolutio'n . . .
Provincml administration of the oligarchy .
TheRomanizingcfthe West . . . .
i'Ciesarand-his‘ work . . .
Caesarisxng‘true and false . . .

 

J “V,

 

 

   
    
   
     
    
    
     
   
    
  
   
  
  
   
  
   
   
   
 
 
   
    

HISTORY.

Students and Teachers of History Will find the follow!
" to be invaluable ‘aids:— '

Studies in General History.

(1000 B.C. to 1880 A.D.) An Application of the Scientific [Wet/lad to the T
osz'stary. By MARY D. SHELDON, formerly Professor of istory in Wellesley '.
This book has been prepared in order that the general student may share in the adv ‘
of the Seminary Method of Instruction. It is a collection of historic material, inte
with problems whose answers the student must work out for himself from original h ‘ ‘
data. In this way he is trained to deal with the original historical data, of his own ti
short, it may be termed an exercise hook in history and politics. Price by mail, $1

THE TEACHER’S MANUAL contains the continuous statement of the .
which should be gained from the History, and embodies the teacher’s part of the wor ..
made up of summaries, explanations, and suggestions for essays and examinations. ‘
mail, 85 cents.

Shela’on’s Studies in Greeh ana’ Roman Histor

Meets the needs of students preparing for college, of schools in which Ancient ii
takes the place of General History, and of students who have used an ordinary man 1
wish to make a spirited and helpful review. Price by mail, $1.10. ’

 

Methods of Teaching ana’ Stua’ying History.

Edited by G. STANLEY HALL, Professor of P5 chology and Pedagogy in Johns
University. Contains, in the form most likely to e of direct practical utility to teac
well as to students and readers of history, the opinions and modes of instruction, at
ideal, of eminent and representative specialists in leading American and English univ '
Price by mail, $1.40.

. . I, .
Select Bzhliografihy of C hunch History.
By J. A. FISHER, Johns Hopkins University. Price by mail, 20 cents.

History Topics for High Schools and Colleges.

With an Introduction u on the Topical Method of Instruction in Histo
WILLIAM FRANCIS ALLEN, Pro essor m the University of Wisconsin. Price by mail, 3

Large Outline Map of the United States.

Edited iii EDWARD CHANNING, PH.D., and ALBERT B. HART, Pu.D., Instru
History in arvard University. For the use of Classes in History, in Geography,
Geology. Price by mail, 60 cents.

Small Outline Map of the Unitea’ States.

For the Desk of the Pupil. Prepared by EDWAnD CHANNING, H.D., and ALII;
HART, PH.D., Instructors in Harvard UniverSIty. Pnce, 2 cents eac , or $1.50 per h

We publish also small Outline Maps of North America, South America, Europe, ~
and Western Europe, Asia, Africa, Great Britain, and the World on Mercator’s Pro
These maps will be found invaluable to classes in history, for use in locating promIn
torical points, and- for indicating physical features, political boundaries, and the pro
historical growth. Price, 2 cents each, or $1.50 per hundred.

Political ana’ Physical Wall Maps.

We handle both the JOHNSTON and STANFonn series, and can always supply teach
schools at the lowest rates. Correspondence sohcxted.

D. C. HEATH & CO.,«Pub1ishers,'

:BosroN‘, NEW YORK, AND CHICAGO.

 

 

 

 

 

 

 

   

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