ED/PSYCH 
 LIB. 
 
 REPORT TO THE 
 
 AMERICAN HISTORICAL ASSOCIATION 
 
 BY 
 
 THE COMMITTEE OF EIGHT 
 
 CHARfFS SCRIRNFFTS SONS 
 
 v/ii/lJL\JLJLO OOI\ljU.nJLI.\ w? w^wiiO
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 THE STUDY OF HISTORY 
 
 IN THE 
 
 ELEMENTARY SCHOOLS
 
 ELEMENTARY SCHOOLS 
 
 THE COMMITTEE OF EIGHT 
 
 JAMES ALTON JAMES, CHAIRMAN 
 
 HENRY E. BOURNE MABEL HILL 
 
 EUGENE C. BROOKS JULIUS SACHS 
 
 WILBUR F. GORDY HENRY W. THURSTON 
 
 J. H. VAN SICKLE
 
 COPYRIGHT, 1909, BY 
 CHARLES SCRIBNER'S SONS 

 
 Education 
 Library; 
 D 
 
 A5 1 
 
 INTRODUCTION 
 
 AT the annual meeting of the American Historical Asso- 
 ciation in 1905, a conference was held on the topics: (i) 
 Some suggestions for a course of study in history for the ele- 
 mentary schools; and (2) The preparation desirable for the 
 teacher of history in these schools. The discussion which 
 followed the presentation of the papers, taken part in by 
 teachers of history from elementary and high schools, from 
 normal schools and colleges, led to the adoption of the reso- 
 lution : that it was thought desirable that a committee should 
 be appointed to make out a programme in history for the 
 elementary schools and consider other closely allied topics. 
 In response to this request, the Association appointed a Com- 
 mittee of Eight to consider the problems suggested and make 
 a report. 
 
 In making up the committee, care was exercised to secure 
 a majority who should be in actual touch with the work of 
 the elementary schools and as far as possible have repre- 
 sentatives from the different sections of the country. Three 
 superintendents of schools were appointed on the committee; 
 two representatives of normal schools and two from the col- 
 leges. All of the members have, for a number of years, 
 been actively interested in the problems under consideration. 
 
 We have held five meetings. In our labors we have striven 
 to work out a plan of study which would bring about con- 
 certed j endeavor, avoid duplication, and produce unity of 
 purpose. However strongly at variance in their point of view
 
 vi INTRODUCTION 
 
 individual members may have been, they have been con- 
 vinced through the progress of the discussions that the great 
 need, at present, is the sacrifice of individual preference to 
 a common good. 
 
 We acknowledge our indebtedness to the many teachers 
 of elementary history and superintendents of schools in 
 different sections of the country who have so willingly con- 
 tributed to the furtherance of our work. We trust that the 
 report will be found helpful to all who are in any way inter- 
 ested in the problems we have undertaken to solve and that 
 it may contribute toward making a fair start in the direc- 
 tion of a sane and uniform line of procedure. 
 
 EARLIER PROGRAMMES AND THE METHOD OF 
 PROCEDURE ADOPTED BY THE COMMITTEE 
 
 As a preliminary to the work of the committee, it was de- 
 termined to ascertain what had thus far been done towards 
 formulating a programme in history for the elementary 
 schools. No report which might be recommended, we were 
 convinced, could hope for a favorable consideration on the 
 part of history teachers unless we steadily kept in mind pres- 
 ent conditions. 
 
 The able report of the Madison Conference on History, 
 Civil Government and Economics must always be cited as 
 the first real declaration on the part of a national organiza- 
 tion that history is entitled to a place of dignity in the 
 programmes of all secondary and elementary schools.* The 
 simple, practical programme which was outlined was based on 
 
 * The Conference was held in Madison, 1892. Its conclusions were gen- 
 erally adopted by the Committee of Ten. The report was published by the 
 Bureau of Education (1893). It was reprinted by the American Book 
 Company (1894).
 
 INTRODUCTION vii 
 
 the work already being done in some of the good schools 
 of the country and was believed not to be beyond the possi- 
 ble in any school where there was an efficient system of 
 gradation. "History and the kindred subjects," so the first 
 resolution reads, "ought to be a substantial study in the 
 schools in each of at least eight years," and "the course 
 should be consecutive." The programme adopted for a course 
 in history was grouped as follows: The first group cov- 
 ering the last four years of the grammar schools and a 
 second group, of four years, beginning with the high school. 
 In the first group, two years were to be devoted to biography 
 and mythology, a third year to American History and Civil 
 Government, and a fourth year to Greek and Roman history 
 "with their Oriental connections." Sanctioned by the 
 National Educational Association, this report has had a 
 far-reaching influence. 
 
 The effects of the report of the Committee of Seven pre- 
 sented to the American Historical Association (1898) are 
 well known. A member of that committee prepared a re- 
 port on the study of history in the elementary schools which 
 has not received the attention it deserves. Besides giving 
 an excellent summary of the conditions under which his- 
 tory was then taught, Miss Lucy M. Salmon outlined a six- 
 year course of study which was thought suitable for the ele- 
 mentary schools of the country. In grades three and four 
 the biographies of great men were to be presented. Ele- 
 mentary Ancient History; Mediaeval and Modern History; 
 English History; and American History were recommended 
 for the succeeding grades. 
 
 These two reports represent the only attempts, so far as 
 we are aware, to secure through the assistance of a national 
 organization some uniformity in the programme for history in
 
 viii INTRODUCTION 
 
 our elementary schools. In the meantime, however, indi- 
 vidual writers; many superintendents of schools; teachers, 
 and associations of teachers have given much attention to 
 the subject. 
 
 In ascertaining what the present conditions are, a circular 
 of inquiry was sent to about two hundred and fifty superin- 
 tendents of schools 'in different parts of the country. The 
 schools were selected, upon the recommendation of com- 
 petent authorities, as typical schools. The conclusions 
 reached from the answers to these letters are presented in 
 Appendix I to this report. 
 
 Teachers of history in the elementary schools have been 
 consulted on the various features of the report. Besides, 
 a number of teachers' associations in different parts of the 
 country have discussed the most important phases. By 
 thus offering an opportunity for free discussion, many teach- 
 ers have given desirable information as to the conditions 
 actually obtaining and have aided the committee by prac- 
 tical suggestions. Such a discussion constituted a part of 
 the programme of the History Teachers' Association of the 
 Middle States and Maryland shortly before the appointment 
 of the committee. Suggested portions of the report have been 
 considered by the History Teachers' Association of the North 
 Central States and the Chicago History Teachers' Associa- 
 tion. Other phases have been discussed in the three Annual 
 Conferences which have constituted a part of the programme 
 of the American Historical Association. The New England 
 History Teachers' Association joined with the American 
 Historical Association in the last of these conferences. A 
 provisional report covering the course of study for the last 
 three grades was prepared for distribution to the members 
 of the association. It was made the foundation for a paper
 
 INTRODUCTION ix 
 
 presented before the meeting of the National Superinten- 
 dents (1907), and before the History Teachers' Associa- 
 tion of the Middle States and Maryland. We have profited 
 through these many discussions even though it was not 
 deemed advisable, and, in fact, would have been impossible, 
 to adopt all the suggestions which were offered. 
 
 Three members of the committee, Superintendent Van 
 Sickle, Dr. Sachs, and Dr. James, have, during the period of 
 our investigation, spent some months in England, Germany, 
 and France. They were granted the privilege of observing 
 the actual work in the elementary schools of those countries, 
 and we have thought it desirable to present some forejgn 
 programmes now in actual operation. See Appendix II. 
 
 We are persuaded, therefore, in presenting this final report, 
 that it cannot be said that we have reached conclusions 
 hastily, nor that it is the result of the working out of fine spun 
 theories on the part of college men. While it may not rep- 
 resent the best conceivable plan, it does present one which 
 has been definitely and carefully considered. We believe 
 that it is entitled to a full trial on its merits. 
 
 THE POINT OF VIEW ADOPTED 
 
 We do not deem it necessary to set forth in elaborate 
 argument the desirability of providing for history in every 
 grade of the elementary schools.* We again call attention 
 to the replies tabulated in Appendix I, where it is shown 
 that almost two-thirds of the typical schools of the country 
 do give a place in the programme of each year to elementary 
 history. To be sure, the plans are almost as numerous as 
 
 * The value of historical study is well presented in the report of the Com- 
 mittee of Seven, pp. 16-26.
 
 x INTRODUCTION 
 
 there are schools, but the recognition of the need is none the 
 less genuine. 
 
 We believe that a leading aim in history teaching is to help 
 the child to appreciate what his fellows are doing and to 
 help him to intelligent voluntary action in agreement or 
 disagreement with them. To accomplish these results, there 
 must be continuous attention, in each of the grades, to events 
 in the past which the pupil can understand, and also to con- 
 temporary problems suited to his intelligence. The vari- 
 ous fields of human activity must be drawn upon for these 
 events, political, industrial, social, educational, religious, 
 and no one of them should exclude the others. 
 
 Fundamentally, our plan is based on the proposition that 
 the history teaching in the elementary schools should be 
 focused around American History. But we do not mean to 
 imply that American History signifies an account of events 
 alone which have occurred in America. Our aim is to ex- 
 plain the America of to-day, its civilization, its institutions 
 and its traditions. America cannot be understood without 
 taking into account the history of its peoples before they 
 crossed the Atlantic. It may be objected that this is the 
 equivalent to studying European History which, by implica- 
 tion, we have excluded. To a certain extent, this objection 
 is well founded, although it is evident that if those character- 
 istics and incidents are chosen which are indispensable to 
 enable the pupil to understand the peoples who followed 
 Columbus, Cabot and Cartier across the Atlantic the ob- 
 jection loses most of its point. Too much emphasis has 
 been laid upon the Atlantic as a natural boundary not merely 
 of the American continent, but also of the history of America. 
 Teachers cannot afford to content themselves with the ordi- 
 nary commonplace about the brevity of American History,
 
 INTRODUCTION xi 
 
 unless they are careless of the very object of giving instruc- 
 tion in the subject. 
 
 In subdividing the subject matter, the committee recom- 
 mends the following periodization. For the sixth grade, 
 those features of ancient and mediaeval life which explain 
 either important elements of our civilization or which show 
 how the movement for discovery and colonization originated. 
 A few great incidents or typical characters of the ancient 
 and mediaeval world have been added because these mem- 
 ories are a part of the universal heritage of mankind. 
 
 It is by no means intended that groups of topics outlined 
 in grade six should be taught as organized history. Such 
 a use of the material suggested would utterly defeat the pur- 
 pose in view. Pupils in this grade are not prepared to study 
 scientific history in its logical and orderly development. 
 But they are prepared to receive more or less definite im- 
 pressions that may be conveyed to them by means of pictures, 
 descriptions, and illustrative stories, arranged in chronolog- 
 ical sequence. In receiving such impressions, they will not 
 understand the full meaning of the great events touched upon, 
 but they will catch something of the spirit and purpose of 
 the Greeks, the Romans, and other types of racial life. In 
 outlining the work suitable for this grade, we were governed 
 by the following considerations: First, the desire to empha- 
 size geographical facts, not only those which form a part of 
 the history of the discoveries of the fifteenth and sixteenth 
 centuries, but also the simpler incidents of previous geo- 
 graphical discovery. Second, the desire to put the facts of 
 emigration to America in connection with earlier movements 
 of peoples. Third, the effort to show, in a very simple way, 
 the civilizations which formed the heritage of those who were 
 to go to America, that is, to explain what America started
 
 xii INTRODUCTION 
 
 with. Lastly, to associate the three or four peoples of Eu- 
 rope which were to have a share in American colonization 
 with enough of their characteristic incidents to give the child 
 some feeling for the name "England," " Spain," "Holland," 
 and "France." It may be added that some effort must be 
 made to show how Europeans became divided in religion 
 just as this work was beginning. 
 
 We recommend that in the seventh grade the settlement 
 and growth of the colonies be taken up with enough of the 
 European background to explain events in America having 
 their causes in England or Europe. The American Revolu- 
 tion should also be considered in this grade. 
 
 The subject matter for the eighth grade would include 
 the inauguration of the new government, the political, in- 
 dustrial and social development of the United States, west- 
 ward expansion and the growth of the great rival states of 
 Europe. 
 
 In neither the seventh nor the eighth grade is it the pur- 
 pose to give much attention to affairs in Europe nor in South 
 America, but the aim should be to bring more into view than 
 has been customary the broad sweep of the revolutionary 
 movement, and also to show, near the close of the course 
 in the eighth grade, enough of the reconstruction of modern 
 Europe to enable the pupil to gain some comprehension of 
 what England, France, Germany, and Italy have become 
 through the events of the last fifty years. Without sub- 
 mitting a detailed list of topics, it is difficult to avoid the 
 impression of over-emphasizing the European elements. 
 They must, in any brief statement, be stated emphatically 
 simply because they are so often ignored altogether. Their 
 importance may be shown from one or two illustrations 
 taken from the period 1763-1825. All American histories
 
 INTRODUCTION xiii 
 
 touch the question of impressment and the rights of neutral 
 commerce, but in teaching the subject in the elementary 
 school the great European struggle which brought these 
 questions to the front and which partially explains, if it 
 does not excuse, England's exasperating conduct, is gener- 
 ally ignored. In explaining the pre-revolutionary contro- 
 versy, would not the grievances of the American colonists 
 be better understood, if the much worse grievances of the 
 Spanish colonists were touched upon at the same time, and 
 if some little account were given of the condition of the Euro- 
 pean peoples at home ? A simple explanation of the changes 
 effected by the French during their Revolution would also 
 bring out the exact political character of our own struggle 
 against the English government. Some notions of the re- 
 volt of the Spanish colonies is a fitting sequel to the whole 
 subject. 
 
 Fundamental also, to the interpretation of our programme, 
 is the proposition that if we would maintain continued inter- 
 est through the elementary course, we offer in each of the 
 several years one distinct portion or section of our country's 
 history; that we present this fully and finally as far as the 
 history teaching in the elementary school goes; that we avoid 
 the recurrence in successive years of subject matter that has 
 once been outlined for the elementary pupils. 
 
 The interest of the pupils in the higher grammar school 
 classes cannot be stimulated by a slightly expanded treat- 
 ment of a core of subject matter that has become thoroughly 
 familiar to them. On a large scale, there should prevail, 
 it seems to us, the method that characterizes the good story 
 teller. To hold the attention of his youthful listeners, he 
 disposes his material so that he reaches several distinct 
 climaxes in the progress of his narrative. He refrains from
 
 xiv INTRODUCTION 
 
 disclosing prematurely the final issue of his story; he elab- 
 orates as much of his tale as his youthful hearers can appre- 
 hend at one sitting, rounds out his account in picturesque 
 detail, and makes them eager in anticipation of the succeed- 
 ing episodes of the narrative. Our history teaching in the 
 past has failed largely because it has not been picturesque; 
 it has been an error to strive for a hurried survey of the whole 
 field; we have repeated and enlarged the picture in successive 
 years, but the charm of surprise and novelty has been lost 
 and pupils have failed to appreciate the value of further 
 elaboration when the initial interest has been forestalled. 
 We are convinced also that nothing would be more helpful 
 to the teacher of a particular grade than to know that there 
 are certain subjects which belong to that grade alone and 
 that the life of the subject had not been taken in an earlier 
 grade. 
 
 It may be well to state here once more what has been at- 
 tempted and to contrast it with what we have recognized 
 as an utterly futile effort. We have steadily avoided the 
 temptation to develop an ideal plan of history teaching, and 
 we would certainly not pronounce our scheme an improve- 
 ment on the best that has ever been done in this country; 
 but we know that what is attainable in the most favored 
 school systems in the country cannot be made the standard 
 for the elementary schools the country through. We have, 
 however, adopted a grouping of the work so broad that it 
 affords the fullest scope for he most accomplished elementary 
 teacher of history, and again, so flexible that the teacher of 
 lesser attainments, of restricted information, can make it 
 the basis of a sound and logical presentation with the more 
 meagre opportunities for self culture which may be at his 
 or her disposal. No one of us has for a moment assumed
 
 INTRODUCTION xv 
 
 that there is to be a rigid adherence to detail in the minor 
 subdivisions of each year's work. We know that to the super- 
 ficial reader there seems to be offered more material than 
 the average public school teacher can present, or the aver- 
 age public school pupil can retain. But let it be borne in 
 mind that whilst the arrangement of subject matter should 
 be thoroughly scholarly, its handling may be of the simplest; 
 the presentation of each larger topic is to be free of all tech- 
 nicalities of language and thought. 
 
 It is not in the well-equipped city school with library 
 facilities within easy reach that the need of such definite 
 grouping of the subject matter is most keenly felt. We 
 grant that teachers in such schools will often be capable of 
 offering more than the topics suggested. But we want a 
 feasible working scheme for the less favored teacher, and we 
 urge that a scheme like the present one, unless it be pro- 
 nounced absolutely invalid, be given a fair trial. 
 
 There is, it seems to us, one cardinal difference between 
 this and former suggestions of general history courses. 
 This is not a course so visionary in character that we must 
 look a generation ahead in order to anticipate its possible 
 realization. We have distinctly kept in view the demands 
 of the hour, the capacities of teachers as they exist. It is 
 proposed to utilize these capacities, not that we are com- 
 mitted to accept their present practices, but that we aim to 
 stimulate them along the lines of which they are capable. 
 We are convinced that the grouping of subject matter for 
 the several grades will better serve the purpose of all history 
 teaching in the grades, will awaken a distinct curiosity in the 
 relation of American conditions to the rest of the world; and 
 for that reason it has seemed to us correct to clothe with 
 flesh the bare and unattractive skeleton of the whole of
 
 xvi INTRODUCTION 
 
 American history. And, finally, we have kept in view the 
 unity of the whole presentation which those impair who 
 thrust a year of English history into the seventh grade of 
 the grammar schools. 
 
 We would call attention also to the further fact that there 
 have been embodied in the considerations of the committee 
 questions that are hardly of less moment than the central 
 issue of a proper distribution of historical subject matter. 
 Fundamental is the question of co-ordination; what con- 
 tribution to the purely historical narrative can the study 
 of geographical environment offer? How may pupils be 
 brought into the more complete realization of their duties as 
 young citizens through the elementary lessons on govern- 
 ment? What literary productions, inspired by historical 
 events or interpretative of their significance, can enlarge the 
 pupil's vista? What illuminations do the creations of great 
 artists bring to these same pupils? And, above all, what 
 range of mental experience will give us the sympathetic, 
 well-informed teacher of the subject ? 
 
 Varied as are these aspects, it is all-important that a 
 unifying principle should dominate their consideration; the 
 attitude on the general scope of the work should not be an- 
 tagonized in the prosecution of these detailed interests; it is 
 from the concentration of thought on these several points 
 that we anticipate the real success of the whole project. 
 
 The report of the committee is not an official syllabus for 
 class use, but it may be safely expected that if on its vital 
 features agreement can be reached there will come into 
 being more than one series of history texts, some simple, 
 some more detailed, that will carry into practice the points 
 of view it embodies. With no central organization, no 
 Daternal educational administration, such as exists in Euro-
 
 INTRODUCTION xvii 
 
 pean nations, to unify our work, we are dependent, if we 
 would gradually emerge from the hopeless diversity that 
 characterizes our history teaching, upon concerted efforts 
 like the present one.
 
 CONTENTS 
 
 PAGE 
 
 FIRST GRADE i 
 
 SECOND GRADE 5 
 
 THIRD GRADE 9 
 
 FOURTH GRADE 12 
 
 FIFTH GRADE 17 
 
 SIXTH GRADE 22 
 
 SEVENTH GRADE 48 
 
 EIGHTH GRADE 70 
 
 THE PREPARATION OF THE TEACHER 91 
 
 METHOD 93 
 
 CONSTITUTIONAL OUTLINE STUDY FOR THE EIGHTH GRADE 107 
 
 OUTLINE FOR TEACHING THE BIRTH OF THE GERMAN 
 
 NATION no 
 
 ILLUSTRATIVE MATERIAL 114 
 
 ELEMENTARY Civics 116 
 
 PRESENT CONDITION OF HISTORY TEACHING IN THE 
 
 ELEMENTARY SCHOOLS 123
 
 xx CONTENTS 
 
 PAGE 
 
 ELEMENTARY HISTORY IN THE GERMAN SCHOOLS . . . 127 
 
 ELEMENTARY HISTORY IN THE FRENCH SCHOOLS . . . 128 
 
 ELEMENTARY HISTORY IN THE ENGLISH SCHOOLS . . . 130 
 
 BIBLIOGRAPHY 131 
 
 INDEX 139
 
 THE STUDY OF HISTORY 
 
 IN THE 
 
 ELEMENTARY SCHOOLS
 
 THE STUDY OF HISTORY IN THE 
 ELEMENTARY SCHOOLS. 
 
 FIRST GRADE. 
 
 INTRODUCTION. 
 
 The object of a course in history for the first two grades 
 is to give the child an impression of primitive life and an 
 appreciation of the public holidays. Indian life affords the 
 best example of primitive customs. There is an abundance 
 of material available, and it should be so ordered that the 
 child's interest may be maintained. There are two holidays 
 that all classes of people in America should celebrate 
 Thanksgiving Day and Washington's Birthday. In addition 
 to these, each state or locality has its public days, and the 
 first and second grade children should be taught to enter into 
 the spirit of the occasion and grow to respect the historical 
 background that has made these public days possible. So 
 much is expected of every school. The outline is divided 
 into groups, each group covering a period of indefinite length. 
 
 GROUP A. INDIAN LIFE. 
 
 ( This group should be presented by the teacher dur- 
 ing the first months of school that is, during the 
 months of September and October. This covers the 
 period of Indian summer.}
 
 2 THE STUDY OF HISTORY 
 
 1. Historical background. 
 
 (a) Description of Indian home. 
 
 (b) Description of Indian babyhood. 
 
 (c) Description of Indian boyhood. 
 
 2. Stories. 
 
 (a) Childhood of Hiawatha. 
 
 (b) Legends of Red Children. 
 
 3. Pictures. 
 
 (a) Indian warrior. 
 
 (b) Indian mother, baby. 
 
 (c) Wigwam. 
 
 4. Construction. 
 
 (a) Wigwam, doll dressed to represent Indian. 
 
 (b) Indian home scene constructed upon the sand 
 
 table. 
 
 (c) Animals mentioned, through moulding or pa- 
 
 per cutting. 
 
 TEACHERS' LIST: Starr: American Indians. 
 
 Drake: The Making of New England. 
 Longfellow: Hiawatha. 
 
 (The books referred to under "children's list" are 
 . too difficult for ist, 2d and $d grade reading. 
 They are given as foundations for story telling.) 
 
 CHILDREN'S LIST: Pratt: Legends of Red Children. 
 Husted : Story of Indian Children. 
 
 - Story of Indian Chieftains. 
 Burton: The Story of the Indians of 
 New England. 
 
 GROUP B. IN CONNECTION WITH THANKSGIVING DAY. 
 
 (This group should be begun in the month of 
 November. Stories of the " Mayflower " and of 
 Plymouth Rock could lead up to the first Thanks- 
 giving Day. The subjects contained in this group, 
 however, could extend over the months of Decem-
 
 IN THE ELEMENTARY SCHOOLS 3 
 
 ber and January. Indian life appears in its rela- 
 tion to the first settlers. The severe winter experi- 
 enced by the Pilgrim Fathers affords background 
 for stories during the winter months.) 
 
 1. Historical background. 
 
 (a) Landing of the Pilgrims. 
 
 (b) Thanksgiving Day. 
 
 2. Stories of 
 
 (a) The Mayflower. 
 
 (b) Plymouth Rock. 
 
 (c) The first Thanksgiving Day. 
 
 (d) Miles Standish. 
 
 (e) Samoset and Squanto. 
 (/) The first winter. 
 
 3. Pictures. 
 
 (a) Pilgrim Settlers. 
 
 (b) Landing of the Pilgrims. 
 
 (c) Thanksgiving scene. 
 
 4. Construction; Paper cutting; clay modelling of ani- 
 
 mals, fruits incident to Thankgsiving. 
 
 TEACHERS' LIST: Earle: Customs and Fashions of Old 
 
 New England. 
 
 Fiske: Beginnings of New England. 
 Bradford: Journal. 
 
 Lodge: A Short History of the Ameri- 
 can Colonies. 
 
 CHILDREN'S LIST: Tiffany: Pilgrims and Puritans. 
 Pratt: Colonial Children. 
 Hart: Colonial Children. 
 Lane and Hill: American History in 
 
 Literature. 
 
 Drake: The Making of New England 
 Poulsson: The Children's World. 
 Bailey and Lewis: For the Children's 
 
 Hour,
 
 4 THE STUDY OF HISTORY 
 
 GROUP C. IN CONNECTION WITH THE CELEBRATION OF 
 WASHINGTON'S BIRTHDAY. 
 
 1. History Celebration of Washington's Birthday. 
 
 2. Stories of 
 
 (a) Washington's boyhood. 
 
 (fy His home, parents, brothers and sisters. 
 
 (c) His playmates, dogs and horses. 
 
 (d) Flower bed. 
 
 (e) His mother's love for him; his love for her. 
 
 3. Pictures. 
 
 (a) Washington. 
 
 (b) Dress, costume of Colonial times. 
 
 4. Construction; Paper cutting. 
 
 (a) Continental soldier's hat. 
 (6) Gun. 
 
 (c) Tent. 
 
 TEACHERS' LIST: Scudder: Life of Washington. 
 Lodge: Life of Washington. 
 Hapgood: Life of Washington. 
 
 CHILDREN'S LIST: Pratt: American Stories for American 
 
 Children. 
 
 Poulsson: In the Child's World. 
 Eggleston : A First Book in American 
 
 History. 
 Hart: Camps and Firesides of the 
 
 Revolution. 
 
 GROUP D. IN CONNECTION WITH LOCAL EVENTS. 
 
 (Each slate has one or more events commemorating 
 some local, state, or even national history. The 
 children should derive impressions of their im- 
 portance. Different states have different days. 
 It is the purpose of this group to emphasize the 
 importance of bringing these events into the school 
 life of the children?)
 
 IN THE ELEMENTARY SCHOOLS 5 
 
 1. Historical background. 
 
 Celebration of important state, city or town events. 
 
 2. Stories of 
 
 Incidents and characters pertaining to such events. 
 
 3. Pictures of 
 
 Characters or events illustrative of this group. 
 
 4. The flag. 
 
 TEACHERS' LIST: Local history of the place, county, 
 state,
 
 SECOND GRADE. 
 
 GROUP A. IN CONNECTION WITH INDIAN LIFE. 
 
 1. Historical background Indian characteristics. 
 
 2. Stories selections from Hiawatha. 
 
 (a) Story of Indian method of teaching. 
 
 (b) Story of Indian method of discipline. 
 
 (c) An Indian hunting scene. 
 
 (d) Indian customs upon return of victor. 
 
 (e) Part played by Indian women. 
 
 3. Pictures. 
 
 (a) Indian warrior. 
 
 (b) Manners and customs of Indians. 
 
 4. Construction. 
 
 (d) Canoe, bow and arrow, tomahawk. 
 (b) Wigwam made of poles and fur rugs, contain- 
 ing Indian relics. 
 
 TEACHERS' LIST: See Grade I. 
 
 Also Cooper's Leather Stocking Tales. 
 Manly: Southern Literature, "Harvest 
 Home of the Indians." 
 
 CHILDREN'S LIST: See Grade I. 
 
 Tanner: Legends of the Red Men. 
 Scribner: Indian Stories Retold from 
 St. Nicholas. 
 
 GROUP B. IN CONNECTION WITH THANKSGIVING DAY. 
 
 i. Historical background. Celebration of Thanks- 
 giving Day.
 
 THE STUDY OF HISTORY 7 
 
 2. Stories from the first school readers. 
 
 (a) Life in England at the time of the Pilgrim 
 
 emigration. 
 (6) Voyage of Mayflower. 
 
 (c) Conditions of life in new country. 
 
 (d) Friendly attitude of Indians. 
 
 (e) Planting corn. 
 
 (/) Thanksgiving feast. 
 
 3. Pictures, dress, manners and customs of Pilgrims. 
 
 4. Construction, paper cutting, clay modelling of ani- 
 
 mals, and fruits incident to Thanksgiving. 
 
 GROUP C. IN CONNECTION WITH WASHINGTON'S BIRTHDAY. 
 
 1. Historical background celebration of Washington's 
 
 Birthday. 
 
 2. Story of little George Washington Story hour. 
 
 (d) His home; plantation life. 
 
 (6) Modes of travel; horseback; boats. 
 
 (c) His friend, Richard Henry Lee. 
 
 (d) Story of the colt. 
 
 (e) His school life. 
 
 3. Pictures. Washington, Mt. Vernon. 
 
 4. America (to be memorized). 
 
 5. Story of the flag. 
 
 TEACHERS' LIST: See Grade I. 
 
 Also, Bancroft: History of the United 
 States. 
 
 CHILDREN'S LIST: See Grade I. 
 
 Half a Hundred Stories: told by 
 
 nearly Half a Hundred Persons. 
 Austin: Collection of Kindergarten 
 Stories.
 
 8 THE STUDY OF HISTORY 
 
 GROUP D. IN CONNECTION WITH LOCAL EVENTS. 
 (See Grade I, Group D.) 
 
 Local History of the place. 
 GROUP E. MEMORIAL DAY. 
 
 1. Historical background Observing Memorial Day. 
 
 2. Stories Selected stories of Civil War heroes. 
 
 3. Pictures of Civil War heroes. 
 
 4. The flag. 
 
 TEACHERS' LIST: Rhodes: History of the United States. 
 Ropes : Story of the Civil War. 
 Hart: Source Book of American History. 
 Manly: Southern Literature. 
 
 CHILDREN'S LIST: Scribner: Civil War Stories Retold 
 
 from St. Nicholas. 
 Hart: Romance of the Civil War. 
 Page: Two Little Confederates. 
 Among the Camps.
 
 THIRD GRADE. 
 
 PICTURES OF HISTORICAL SCENES AND PER- 
 SONS IN DIFFERENT AGES. 
 
 INTRODUCTION. 
 
 In the first and second grades the centre of interest is 
 in primitive life and public holidays. An historical back- 
 ground is given that supplies the teacher with an abundance 
 of material for making these vital points permanent in the 
 child's life. In the third grade the child is able to read 
 understandingly. The outline is here changed in order to 
 supply the child of this age with stories that will tend to 
 develop an historical sense, and the teacher with subject- 
 matter to supplement reading. The heroism of the world 
 is drawn upon. Public holidays should, however, receive 
 the greatest consideration from the teacher. The entire 
 outline of the second grade should be reproduced, not only 
 in the third grade, but in every subsequent grade; for the 
 spirit that prompts the city, the state or the nation to set 
 aside a day of remembrance should find expression in each 
 grade. 
 
 GROUP A. HEROES OF OTHER TIMES. 
 
 (The characters designated in this group are 
 selected as much for their interest as for their 
 historical merit. In treating them the teacher 
 should always distinguish between the legendary 
 and the historic.) 
 9
 
 io THE STUDY OF HISTORY 
 
 1. Joseph, Moses, David. [Tappan: Bible Stories.] 
 Ulysses. [Clarke: Story of Ulysses.] 
 Alexander. [Guerber: Story of the Greeks.] 
 Cincinnatus, Horatius. [Guerber: The Story of the 
 
 Romans.] 
 
 2. William Tell, Roland. 
 
 3. Canute, Alfred, Robert Bruce, Joan of Arc; Harroun : 
 [Haaren and Poland: Famous Men of the Middle 
 Ages. 
 
 TEACHERS' LIST: Bulfmch: Age of Chivalry. 
 
 Arnold: Stories of Ancient People. 
 Plutarch: Lives. 
 
 Church: Stories from English History. 
 Baldwin: Old Greek Stories. 
 Story of Roland. 
 
 CHILDREN'S LIST: Haaren and Poland: Famous Men of 
 Greece. 
 
 Famous Men of Rome. 
 
 Famous Men of the Middle Ages. 
 
 GROUP B. COLUMBUS. 
 
 1. Boyhood and early training. 
 
 2. Marco Polo's influence, stories of his travels. 
 
 3. Knowledge of the geography of the world. 
 
 4. Struggle to gain aid. 
 
 5. (a) Voyage. 
 
 (6) Pictures of Columbus; his three ships. 
 
 GROUP C. THE INDIANS. 
 
 1. The warrior, hunting and fishing. 
 
 2. The home, occupation of women. 
 
 3. Animal life that surrounded the home,
 
 IN THE ELEMENTARY SCHOOLS n 
 
 TEACHERS' LIST: Irving: Life of Columbus. 
 
 Fiske: Discovery of America. 
 Hart: Source Book of American His- 
 tory. 
 Manly: Southern Literature. 
 
 CHILDREN'S LIST : Pratt : American History for American 
 Children. 
 
 Hart: Colonial Children. 
 
 Eggleston: First Book of American 
 History. 
 
 Johonnot: Ten Great Events in His- 
 tory. 
 
 Lane and Hill: American History in 
 Literature. 
 
 GROUP D. IN CONNECTION WITH INDEPENDENCE. 
 
 (Although Fourth of July comes when few schools 
 are in session, children should derive some im- 
 pression of its importance.) 
 
 1. Historical background July 4th. 
 
 2. Stories of the flag. 
 
 (a) The first flag and Betsy Ross. 
 
 (b) Number and color of stripes. 
 
 (c) Color of field. 
 
 (d) Number of stripes. 
 
 (e) Meaning of colors. 
 
 3. Star-Spangled Banner (to be memorized). 
 
 TEACHERS' LIST: Fiske: The American Revolution. 
 Hill: Liberty Documents. 
 Lodge: The American Revolution. 
 
 CHILDREN'S LIST: Hart: Camps and Firesides of the 
 Revolution. 
 
 Pratt: American History for American 
 Children. 
 
 Tiffany: From Colony to Common- 
 wealth.
 
 FOURTH GRADE. 
 
 GROUP A. AMERICAN EXPLORERS. 
 
 1. (a) Columbus discovers America. 
 
 (b) Columbus Day should be celebrated October i2th. 
 
 2. Later stories of Columbus period. 
 
 3. Ponce de Leon, Cortez, De Soto, Magellan. 
 
 4. Cabot, Drake and Raleigh. 
 
 5. Champlain, Hudson. 
 
 TEACHERS' LIST: Fiske: Discovery of America, Vol. I, 
 
 chaps. 3-5. 
 
 Prescott: Conquest of Mexico. 
 Hart: Contemporaries, Vol. I, Nos. 19, 
 
 21, 22. 
 
 Irving: Life of Columbus. 
 Parkman : Struggle for a Continent, pp. 
 
 83-120. 
 
 CHILDREN'S LIST: Tappan: American Hero Stories, pp. 
 
 1-14. 
 
 Gordy: American Explorers, pp. 1-23. 
 Southworth: Builders of our Country, 
 
 pp. 24-37- 
 Pratt : Explorations and Discovery, pp. 
 
 GROUP B. VIRGINIA LIFE. 
 
 1. John Smith, Pocahontas. 
 
 2. Industries, manners, customs of first settlers. 
 
 12
 
 THE STUDY OF HISTORY 13 
 
 3. Relations with the Indians. 
 
 4. Black Beard the Pirate. 
 
 TEACHERS' LIST: Fiske: Old Virginia and Her Neighbors, 
 
 Vol. I, pp. 102-112. 
 Lodge: Short History of the English 
 Colonists in America, chap. II. 
 
 CHILDREN'S LIST: Pratt: The Early Colonies, pp. 33-66. 
 Southworth : Builders of Our Country, 
 
 pp. 73-89. 
 
 Gordy: American Leaders, pp. 42-55. 
 Tappan: American Hero Stories, pp. 
 
 38-49- 
 GROUP C. NEW ENGLAND LIFE. 
 
 1. Miles Standish, type of Pilgrim. 
 
 2. John Winthrop, type of Puritan. 
 
 3. John Eliot, type of Missionary. 
 
 4. King Philip, type of Indian. 
 
 5. Industries, manners and customs of the New Eng- 
 
 land settlers. 
 
 TEACHERS' LIST: Fiske: Beginnings of New England, 
 chap. II. 
 
 Lodge : Short History of American Col- 
 onists. 
 
 Bradford: Journal. 
 
 Stimson: King Noanett (Fiction). 
 
 CHILDREN'S LIST: Southworth: Builders of Our Country, 
 
 pp. 89-110. 
 Tappan: American Hero Stories, pp. 
 
 59-72; 84-96. 
 Gordy: American Leaders, pp. 64-81. 
 
 GROUP D. DUTCH, QUAKER AND OTHER SETTLERS. 
 
 1. Peter Stuyvesant. 
 
 2. Manners, customs, industries of New Netherlands.
 
 14 THE STUDY OF HISTORY 
 
 3. William Penn. 
 
 4. Manners, customs and industries of the Quakers. 
 
 5. James Oglethorpe. 
 
 6. Manners, customs and industries of Southern plant- 
 
 ers. 
 
 TEACHERS' LIST: Eggleston: Our First Century, chapters 
 X-XIV. 
 
 Life in the Eighteenth Century, 
 
 chap. III. 
 
 Fiske: Dutch and Quaker Colonies in 
 America, Vol. I, chap. II. 
 
 Irving : Knickerbocker's History of New 
 York. 
 
 Sketch Book. 
 
 Barr: Bow of Orange Ribbon. 
 Hart: Contemporaries. 
 Earle: Colonial Customs. 
 
 CHILDREN'S LIST: Gordy : American Leaders, pp. 92-103. 
 
 American Explorers, chap. IX. 
 
 Pratt: The Early Colonizers, Vol. Ill, 
 pp. 104, 158, 167. 
 
 Tappan : American Heroes, pp. 73-84, 
 108-117. 
 
 Guerber: Story of the Thirteen Colo- 
 nies, pp. 88-106. 
 
 Southworth: Builders of Our Country, 
 Vol. I, pp. 130-14.2, 187-197. 
 
 Hart: Colonial Children, pp. 140-143. 
 
 GROUP E. LOCAL PIONEERS. 
 
 1. Local or state pioneers. 
 
 2. Relations with Indians. 
 
 3. Striking characteristics.
 
 IN THE ELEMENTARY SCHOOLS 15 
 
 GROUP F. NEW FRANCE. 
 
 1. La Salle. 
 
 2. Life of the trapper, the Jesuit missionary, and the sol- 
 
 dier of New France. 
 
 TEACHERS' LIST: Parkman: A Struggle for a Continent, 
 
 pp. 180-186, 195-223. 
 Fiske: New France and New England, 
 
 chap. VII-X. 
 Eggleston: Our First Century, chap. 
 
 XV. 
 
 CHILDREN'S LIST: Pratt: The Early Colonies, pp. 29-51. 
 Bass: Stories of Pioneer Life, pp. 13- 
 
 33, 46-54- 
 
 Gerdy : American Leaders : pp. 103-1 14. 
 Blaisdell: Story of American History, 
 
 pp. 106-139. 
 Eggleston: Stories of American Life 
 
 and Adventure, pp. 9-31. 
 Hart: Colonial Children, part 4. 
 Thwaites: Marquette. 
 
 GROUP G. GEORGE WASHINGTON. 
 
 1. Boyhood, plantation life in Virginia. 
 
 2. Washington as surveyor. 
 
 3. His famous journey to the Ohio river. 
 
 4. With Braddock. 
 
 GROUP H. BENJAMIN FRANKLIN. 
 
 1. Boyhood, his trip to Philadelphia. 
 
 2. As an inventor. 
 
 3. Aid to the Colonies. (With special reference to 
 
 French and Indian War.) 
 
 4. "Poor Richard."
 
 16 THE STUDY OF HISTORY 
 
 TEACHERS' LIST: Morse: Benjamin Franklin. 
 Lodge: George Washington. 
 Fiske : The American Revolution, Vol. I. 
 Franklin : Autobiography. 
 
 CHILDREN'S LIST: Blaisdell: Story of American History, 
 pp. 222-250, 296-311. 
 
 Pratt: Foundations of the Republic, 
 pp. 84-143. 
 
 Gordy: American Leaders, pp. 175- 
 189. 
 
 Tappan: American Heroes, pp. 117, 
 
 173. 
 Southworth: Builders of Our Country, 
 
 Vol. I, pp. 208-226, Vol. II, chap. 
 III. 
 Scudder: George Washington.
 
 FIFTH GRADE. 
 
 HISTORICAL SCENES AND PERSONAGES IN 
 AMERICAN HISTORY. 
 
 (Constant correlation of geography through maps 
 of country and route maps. Also much correla- 
 tion of literature and picture study.} 
 
 GROUP A. NARRATIVE MAINLY BIOGRAPHICAL. BEFORE 
 THE REVOLUTION. 
 
 1. Patrick Henry. 
 
 2. Samuel Adams. 
 
 3. Benjamin Franklin. 
 
 (Review briefly the life of Benjamin Franklin 
 presented in the fourth grade; and emphasize es- 
 pecially here his attempts at compromise and his 
 great services during the Revolution.) 
 
 TEACHERS' LIST: Semple: American History and its 
 
 Geographical Conditions. 
 Statesman Series. Lives of Patrick 
 Henry, Samuel Adams, and Ben- 
 jamin Franklin. 
 
 CHILDREN'S LIST: Tappan: American Hero Stories. 
 
 Gordy: American Leaders, pp. 146- 
 
 163; 175-187. 
 
 Eggleston : Life in the Eighteenth Cen- 
 tury, p. 145. 
 
 Pratt : The Foundations of the Repub- 
 lic, p. 205. 
 17
 
 i8 THE STUDY OF HISTORY 
 
 GROUP B. THE REVOLUTION. 
 
 1. George Washington. 
 
 2. Declaration of Independence. 
 
 3. Stories of the army. 
 
 4. Benjamin Franklin. (With special reference to the 
 
 Revolution.) 
 
 TEACHERS' LIST: Hapgood: Washington. 
 Lodge: Washington. 
 The American Revolution. 
 
 CHILDREN'S LIST: Gordy: Colonial Days, pp. 202-213. 
 
 American Leaders, pp. 189-209. 
 
 Southworth: Builders of Our Country, 
 
 Vol. II, chapters III-IV. 
 Blaisdell: Story of American History, 
 . chap. XV. 
 
 GROUP C. OTHER REVOLUTIONARY HEROES. 
 
 1. Nathan Hale. 
 
 2. Nathaniel Greene. 
 
 3. Morgan. 
 
 4. Marion. 
 
 5. Paul Jones. 
 
 6. LaFayette. 
 
 (Accounts of Trenton, Saratoga, Guilford Court 
 House and York town.) 
 
 GROUP D. THE GREAT WEST. 
 
 1. Daniel Boone; story of his life. 
 
 2. Boonesboro, manners and customs in early Ken- 
 
 tucky. 
 
 3. Story of life on the Mississippi. 
 
 4. John Sevier, story of early life in Tennessee.
 
 IN THE ELEMENTARY SCHOOLS 19 
 
 TEACHERS' LIST: Lodge: American Revolution. 
 Fisher: The True Revolution. 
 
 CHILDREN'S LIST : Brown : Nathan Hale, the Martyr Spy. 
 Gordy : American Leaders, pp. 211-274. 
 Blaisdell: Story of American History, 
 
 pp. 250-270-286-296. 
 Southworth: Builders of Our Country, 
 
 Vol. II, pp. 84-97, 116-123. 
 Tappan: American Heroes, pp. 200- 
 
 207. 
 
 Bass : Stories of Pioneer Life, pp. 33-46. 
 Thwaites: Life of Daniel Boone. 
 
 GROUP E. THE NORTH-WEST. 
 
 1. George Rogers Clark; winning the North-west. 
 
 2. Life in Kaskaskia, Vincennes. 
 
 Tappan: American Heroes, pp. 185- 
 
 I93-. 
 
 Pratt: The Foundations of the Repub- 
 lic, Vol. V, pp. 143-150. 
 
 Churchill: The Crossing. 
 
 Maurice Thompson : Alice of Old Vin- 
 cennes. 
 
 GROUP F. THE NEW REPUBLIC. 
 
 1. Washington; his inauguration. 
 
 2. Locating the Capital. 
 
 3. Eli Whitney, life on a cotton plantation. 
 
 Southworth: Builders of Our Country, 
 Vol. II, pp. 123-127. 
 
 GROUP G. INCREASING THE SIZE OF THE NEW REPUBLIC. 
 
 i. Thomas Jefferson, his inventions, how he secured 
 rice for Southern plantations. 
 
 Southworth: Vol. II, pp. 108-116. 
 Gordy: American Leaders, pp. 234- 
 246.
 
 20 THE STUDY OF HISTORY 
 
 2. Jefferson as president: purchase of Louisiana, de- 
 
 scription of New Orleans, a walled town. 
 
 Hitchcock: Purchase of Louisiana. 
 
 3. Lewis and Clark, story of expedition and discoveries. 
 
 (Compare size of territory before and after pur- 
 chase.) 
 
 Lighten: Lewis and Clark. 
 
 4. Andrew Jackson, Indian fighter. Florida. (Com- 
 
 pare size of territory before and after purchase of 
 Florida.) 
 
 Gordy: American Leaders, pp. 253- 
 
 262. 
 
 Southworth: Builders of Our Country, 
 Vol. II, p. 149. 
 
 GROUP H. INTERNAL IMPROVEMENTS. 
 
 1. The first steamboat life of Fulton. 
 
 Gordy: American Leaders, pp. 217- 
 
 253- 
 
 Southworth : Builders of Our Country, 
 Vol. II, pp. 127-135. 
 
 2. The first railroad story of first train. 
 
 3. The Erie canal, its importance, natural roads. 
 
 4. The telegraph life of Morse. 
 
 Gordy: American Leaders, pp. 273- 
 
 283. 
 Southworth : Builders of Our Country, 
 
 pp. 180-186. 
 
 GROUP I. THE REPUBLIC GROWS LARGER. 
 
 1. Sam Houston. 
 
 2. David Crockett, story of the Alamo. 
 
 Tappan: American Heroes, pp. 237- 
 246.
 
 IN THE ELEMENTARY SCHOOLS 21 
 
 3. Fremont, Kit Carson. (Compare size of territory 
 
 before and after acquisition of Mexican territory.) 
 Fairbanks : The Western United States, 
 pp. 1 06, 215-290. 
 
 4. Spanish missions in the South- West. 
 
 Blaisdell: Story of American History, 
 chap. XXII. 
 
 5. Discovery of gold in California. 
 GROUP J. THREE GREAT STATESMEN. 
 
 1. Webster, Clay, Calhoun. 
 
 2. Early life and work. 
 
 Sparks: Men Who Have Made the 
 
 Nation. 
 Southworth: Builders of Our Country, 
 
 Vol. II, pp. 158-176. 
 Gordy: American Leaders, pp. 264- 
 
 271. 
 GROUP K. THE CIVIL WAR. 
 
 1. Abraham Lincoln. 
 
 Southworth: Builders of Our Country, 
 
 Vol. II, pp. 186-217. 
 Gordy: American Leaders, pp. 282- 
 
 300. 
 
 2. Robert E. Lee. 
 
 Southworth: Builders of Our Country, 
 Vol. II, pp. 229-238. 
 
 3. Anecdotes of other Northern and Southern generals. 
 GROUP L. GREAT INDUSTRIES. 
 
 1. Cotton: the cotton field, the factory. 
 
 2. Wheat: the wheat field, grain elevators. 
 
 3. Cattle 1 , cattle grazing, stockyards. 
 
 4. Coal and iron, the mines, the furnaces, the products. 
 
 Fairbanks : The Western United States, 
 pp. 215-290.
 
 SIXTH GRADE. 
 
 INTRODUCTORY NOTE. 
 
 The reasons which have led to the adoption of the follow- 
 ing general plan of work for the sixth, seventh, and eighth 
 grades have already been explained. It remains here to 
 offer one or two cautions in regard to the use of the topics. 
 Some of the topics may occupy a class five minutes, others 
 the time of a whole exercise, others, possibly, longer, ac- 
 cording to the judgment of the teacher. Numbers indicat- 
 ing, in the judgment of the committee, their relative value are 
 appended either to the single topics or to groups of topics. 
 Remarks are frequently appended, showing the line of thought 
 which the topics are intended to develop. This line of 
 thought gives unity to the whole work, and the teacher should 
 keep it constantly in view in directing the work of individual 
 exercises. If the unity of the general theme, particularly in 
 the sixth grade, can be realized by some other treatment in 
 individual instances, by omissions or by more detailed work, 
 this will not interfere with the aim of the plan. The capacity 
 of sixth grade pupils differs greatly from school to school. 
 No plan can be regarded as adaptable to all conditions. It 
 is for the director of the work to modify the details where 
 the special conditions call for this. Above all, it must be 
 remembered that the fundamental aim is not to store the 
 child's mind with many detailed facts of general history, but 
 to make certain impressions which shall exercise a guiding 
 influence over the child's intellectual growth, to furnish him
 
 THE STUDY OF HISTORY 23 
 
 with a framework into which his later reading or study shall 
 place what he acquires. An interest in historical tales or 
 situations, and a taste for simple historical narrative, should 
 be an important incidental result. 
 
 In the list of topics submitted for the sixth grade those 
 features of ancient and mediaeval life have been illustrated 
 which explain either important elements of our civilization 
 or which show how the movement for discovery and coloniza- 
 tion originated. A few great incidents or typical characters 
 of the ancient and mediaeval world have been added because 
 these memories are a part of the universal heritage of man- 
 kind. In mediaeval history special emphasis is laid upon 
 England. It is not at all the intention to teach Greek, Ro- 
 man, or mediaeval history, though the topics are selected 
 from these fields. It is natural that the topics seem to call 
 for more time than that assigned for their treatment, because 
 the reader recalls the richness of the material which lies all 
 about him and feels irresistibly that somehow all these things 
 must be included. 
 
 INTRODUCTORY EXERCISES. 
 
 The purpose of these introductory topics is to utilize 
 the child's experience and knowledge in such a way as to 
 impress upon his mind the elementary fact that Americans 
 came originally from Europe, and brought with them all 
 that Europeans up to that time had learned; in other words, 
 that the beginnings of American ways of living are to be 
 sought far back in the story of the world. The pupil in the 
 sixth grade cannot be expected to appreciate the significance 
 of this fact, but the impressions which he receives will turn 
 his awakening curiosity in the right direction. It is not
 
 2 4 THE STUDY OF HISTORY 
 
 essential that all teachers use exactly the minor topics sug- 
 gested, if they can accomplish the purpose better by means 
 of other topics. The time of not more than four or five 
 exercises should be given to this work. In talking about 
 inventions, for example, it is not intended that the history 
 of any invention be told in detail, but that just enough be said 
 to impress upon the pupil the fact of its recency or antiquity. 
 The work may close with an effort to show by means of a 
 map where the civilized world was in the days when the 
 older inventions were originated. 
 
 After this preliminary work the child should be ready 
 to learn something of each of the peoples which have con- 
 tributed a part to the stock of knowledge, skill, and char- 
 acter with which America started. 
 
 This topic has one unit of value. 
 
 (a) WHERE AMERICANS CAME FROM. 
 
 Newcomers. Are there any persons in the com- 
 munity not born in America? Make a list of the 
 lands from which they came. Find these lands on 
 the map. What continent contains nearly all these 
 lands? 
 
 How emigrants come. Picture of an ocean steam- 
 ship. How emigrants are admitted, for example, at 
 New York. How they reach the places where they 
 settle, using, if possible, illustrations of local interest. 
 
 Earlier Americans as emigrants. This may be 
 taught by taking a story, from local history, of the 
 emigration of a group; for example, the Pilgrims in 
 the Mayflower. 
 
 (b) WHEN AMERICA WAS UNKNOWN. 
 
 How the world looked when the Christian era began. 
 A study, with a map, showing that at that time 
 most peoples lived about the Mediterranean, though
 
 IN THE ELEMENTARY SCHOOLS 25 
 
 they had names different from the names their present- 
 day successors bear English called "Britons," French 
 called "Gauls," Italians called "Romans." The in- 
 habitants of Greece were even in that time "Greeks," 
 and many Greeks lived in cities around the eastern 
 and southern shores of the Mediterranean. Add 
 ancient notions of the shape of the world, "Ultima 
 Thule," the "Antipodes." 
 
 (c) WHAT AMERICANS STARTED WITH: A STUDY OF 
 SOME ANCIENT INVENTIONS. 
 
 Some recent inventions. The teacher may by ques- 
 tioning make a list of the most important modern in- 
 ventions, like the telephone, the telegraph, the loco- 
 motive, or the steamship, which Americans or modern 
 Europeans have invented. 
 
 Inventions made before Columbus discovered Amer- 
 ica. Attention may be centred on one, like printing 
 with movable types, or may be divided between this 
 and the compass and gunpowder, concluding with 
 questions about the relative value of such inventions 
 and of the more recent inventions. 
 
 Still older inventions, like the way to record our 
 words, that is, through letters, or the way to build 
 houses or ships. If the alphabet is chosen, our let- 
 ters may be compared with Greek letters, with a 
 simple explanation of Egyptian hieroglyphics or 
 Babylonian cuneiform; if books are chosen, ancient 
 forms of these may be explained; the same method 
 may be pursued if houses or ships are taken, with the 
 simple aim of showing the child that we Americans 
 started with many things which had been invented or 
 discovered ages before our ancestors arrived.
 
 26 THE STUDY OF HISTORY 
 
 GEOGRAPHIC CONDITIONS: MAP STUDY OF 
 GREECE AND HER NEIGHBORS. 
 
 This topic has one unit of value. 
 
 A. THE GREEKS AND WHAT WE HAVE LEARNED FROM 
 THEM. 
 
 No peoples did more to begin the ways of living which 
 we have, and which our forefathers brought to America, 
 than the Greeks and Romans who lived about the shores of 
 the Mediterranean when the Christian era began. The aim 
 of the topics selected from Greek and Roman history is to 
 illustrate the characteristics of Greek and Roman life, and 
 at the same time to interest the pupil in a few of the greatest 
 memories which the Greeks and Romans have left to all 
 mankind to cherish. Emphasis should also be laid upon 
 their work as spreaders of civilization wherever their cities 
 were built or their rule was extended, for it was in this way 
 that there came to be a world. 
 
 i. THE GREEKS, WHY WE REMEMBER THEM. 
 This topic has one unit of value. 
 
 Famous stones already learned through supplement- 
 ary reading. With children who have learned these 
 stories well, it is enough to ask them which ones they 
 remember, with the aim to recall to their minds such 
 stories as the Golden Fleece, Hercules, Siege of Troy, 
 Wanderings of Ulysses. It is not intended to teach 
 the stories; such work belongs rather to literature. 
 
 Famous Greek cities which still exist. On a map, 
 point out Marseilles, Alexandria, Constantinople, and 
 Athens, cities which can trace their history back to
 
 IN THE ELEMENTARY SCHOOLS 27 
 
 the work of the Greeks. It is not intended that the 
 teacher give the history of these cities. Use pictures. 
 Tell something about each. 
 
 Unforgotten memories of Greek courage. Tell the 
 story of Leonidas and the Three Hundred, or the story 
 of Marathon, or the story of Salamis. A sufficient 
 account of any of these incidents may be found in the 
 standard histories of Greece, or even in the brief 
 manuals, for example, in Oman's History of Greece. 
 
 2. THE GREEKS AS BUILDERS AND ARTISTS. 
 
 This topic has one unit of value. 
 
 Athens, the most splendid of ancient Greek cities. 
 Show pictures of the Acropolis, and of the Parthenon, 
 its most beautiful temple. Explain what the Acropolis 
 was and the purpose for which the Parthenon was 
 used. Show pictures of Greek statues, like the Venus 
 of Milo, the Hermes, the Thrower of the Discus. 
 
 See, further, the report on Art. Also, Tarbell, 
 History of Greek Art. 
 
 3. GREEK BOYS AND GREEK MEN. 
 
 This topic has one unit of value. 
 
 The Greek Boy, training and amusements, at Athens, 
 at Sparta, the Olympic games. 
 
 To give impressions of other important parts of 
 what the Greeks did the teacher may take one or both 
 of the following: 
 
 Greek men, their love of ruling themselves. The 
 explanation may pursue the following line. The 
 Greek city included not only a large number of houses 
 surrounded by a wall, but also much of the country- 
 side, as far as the mountains which separated it from 
 the neighboring city. The men, shut off from their
 
 28 THE STUDY OF HISTORY 
 
 neighbors in this way, loved to manage their own 
 affairs. Add a description of a Greek assembly in the 
 open air, with a Pericles or a Cleon trying to persuade 
 the citizens to do as he wishes. 
 
 The story of Socrates, one of the greatest of the 
 Greeks; how he questioned men about what they 
 thought was true; story of his death. 
 
 Church: Trial and Death of Socrates; more 
 briefly in any manual of Greek Literature or 
 Greek History. 
 
 TEACHERS' LIST: Abbot: Pericles. 
 
 Holm: History of Greece, II, 196-206. 
 Church: Three Greek Children. 
 Mahaffy: Social Life in Greece. 
 
 CHILDREN'S LIST: Church: Stories of the Old World. 
 
 Part I. 
 The Story of the Odyssey; The 
 
 Story of the Iliad. 
 Haaren and Poland: Famous Men of 
 
 Greece. 
 
 Guerber: The Story of the Greeks. 
 Burt: Stories from Plato. 
 Kingsley: Heroes. 
 Baldwin: Old Greek Stories. 
 Arnold : Stories of Ancient Peoples. 
 Clark : Story of Ulysses. 
 
 4. MEN WHO CARRIED GREEK WAYS OF LIVING 
 TO OTHER LANDS. 
 
 This topic has one unit of value. 
 
 Sailors, traders, and colonists; a Greek ship; pro- 
 ducts sought on shores of Black Sea; why the Greeks 
 called it Euxine. With map show how widespread 
 were the Greek colonies, pointing out Cyprus, Nau- 
 cratis, Cyrene, Syracuse, the cities of Magna Graecia,
 
 IN THE ELEMENTARY SCHOOLS 29 
 
 Massilia (Marseilles). The. object of this work is to 
 show, what has been suggested already in the refer- 
 ence to Greek cities, that the Greeks carried their 
 knowledge and their ways of doing things around the 
 shores of the Mediterranean, and so laid the founda- 
 tion upon which others have built. 
 
 Holm: History of Greece, I, chap. XXI. 
 
 Bury: History of Greece, chap. II. 
 
 One of those to spread the Greeks' way of living 
 was Alexander the Great; stories of his boyhood and 
 of his great march to India. 
 
 Wheeler: Alexander the Great. 
 
 Here, as in the case of the Greek cities, the teacher 
 should keep in mind the final impression which should 
 result, namely, that the Greeks had an important 
 share in making the ancient civilized world. Alex- 
 ander's work has its special significance in relation to 
 this, for whenever his victorious armies established 
 his power a great impulse was given to what is called 
 Hellenistic civilization, an adaptation to new condi- 
 tions of the civilization of the Hellenes. This must 
 not be presented to the pupils didactically, but they 
 may receive right impressions of it through some ac- 
 count of the wonders of Alexandria, especially through 
 a few statements about its great library with five hun- 
 dred thousand manuscripts, or about its geographers, 
 for example, Ptolemy, who, like modern geographers, 
 discussed the roundness of the earth and attempted 
 to measure its size on the equator. Their achieve- 
 ments were directly helpful to Columbus in planning 
 for his voyage across the western ocean. 
 
 Alexandria: Holm, History of Greece, IV, 
 chap. XIV. 
 
 Mahaffy: Alexander's Empire, 135-141.
 
 30 THE STUDY OF HISTORY 
 
 GEOGRAPHICAL CONDITIONS: ROME'S RELA- 
 TION TO GREECE; HER ENVIRONMENT. 
 
 This topic has one unit of value. 
 
 B. THE ROMANS, WHAT THEY LEARNED FROM THE 
 GREEKS, AND WHAT THEY HAVE TAUGHT Us. 
 
 The Romans were the people that received what the 
 Greeks had learned, added to it, and carried the new knowl- 
 edge to what is now France, England, Spain, and to part of 
 Germany, countries from which the discoverers and colo- 
 nizers of America came. In this way the Romans are to be 
 considered as one of the makers of America. Their work 
 consisted chiefly in conquering and organizing as one world 
 all the lands about the Mediterranean and in western Europe 
 as far as the borders of Scotland and the German forests. 
 The wonderful thing about them is that they began as an ob- 
 scure tribe dwelling on the banks of the Tiber. 
 
 i. How THE ROMANS BEGAN. 
 
 This topic has one unit of value. 
 
 Stories about the Romans already learned. Recall, 
 for example, Romulus and Remus, Horatius at the 
 bridge, Coriolanus. As in the case of the Greek 
 stories, they are not to be taught, simply recalled. 
 They are not a part of the history of Rome, being only 
 stories the Romans told about their early days. 
 
 Early Rome and her neighbors. Location of the 
 early city, the region over which it ruled; struggles 
 with warlike neighbors, illustrated by one story, either 
 that of Cincinnatus or that of the Caudine Forks. 
 See any good manual on Roman History. 
 
 No attempt should be made to explain in detail the
 
 IN THE ELEMENTARY SCHOOLS 31 
 
 development of the Roman power in Italy. The im- 
 pression naturally conveyed by these stories is sufficient. 
 
 2. How ROME CONQUERED THE LANDS ABOUT 
 
 THE MEDITERRANEAN. 
 
 This topic has one unit of value. 
 
 The story of the Roman expansion is too complex 
 and detailed for children of this grade. They should 
 know, however, that, as Alexander conquered the lands 
 about the eastern Mediterranean and paved the way 
 for the spread of Greek ideas and ways of living, the 
 Romans conquered all the lands about the Mediter- 
 ranean, east as well as west, south as well as north. 
 Their astonishing success may be emphasized by enu- 
 merating the different modern countries included within 
 the limits of these conquests. The tremendous char- 
 acter of the struggle may appear best from a single 
 incident, the war with Hannibal. Even children may 
 understand the skill with which Hannibal, time after 
 time, eluded and then destroyed his antagonists. 
 One example, Trebia, Lake Trasimenus, or Cannae, 
 is enough. This should be preceded by the story of 
 his youthful oath, his march from Spain to Italy, and 
 the passage of the Alps. In the end the stubborn 
 patience of the Romans is triumphant, Hannibal is 
 defeated at Zama and dies in exile. 
 
 In addition to the standard histories: see Morris, 
 Hannibal; Smith, Rome and Carthage. 
 
 3. THE ROMANS IN THE WEST. 
 This topic has two units of value. 
 
 The phase of Roman expansion which is especially 
 pertinent to the aim of this work is that which in- 
 cludes the invasion of Gaul and of Britain and the 
 early struggles with the Germans. This phase explains 
 the relation of the Romans to Western Europe, and 
 shows why Americans, who came from Western Eu-
 
 32 THE STUDY OF HISTORY 
 
 rope, retain so many things originally taught either by 
 the Romans or by their teachers, the Greeks. For the 
 pupils the object is to be realized through impressions 
 made by the story of simple but striking incidents. 
 
 Their greatest general, Julius Casar, and the 
 Gauls, ancestors of the French. After the pupils 
 have located Gaul on the map, illustrate simply 
 with the story of Vercingetorix. 
 
 For the French, Vercingetorix is a national hero. 
 The story of the insurrection under his leadership, 
 after Caesar had conquered Gaul, is full of stirring 
 incidents. His fate was also tragic; after gracing a 
 Roman triumph he was executed. 
 
 Casar and the Germans; simple story of the Ario- 
 vistus incident, how the Romans were frightened 
 by the immense size of the Germans, how Caesar's 
 camp followers wanted to return to Italy. The 
 bridge Caesar built over the Rhine, its purpose; why 
 Ariovistus had crossed into Gaul. 
 
 CcBsar and the Britons; why Caesar wanted to in- 
 vade Britain; the Druids; how he crossed the Chan- 
 nel, his landing, why he did not subdue the Britons. 
 
 TEACHERS' LIST: Fowler: Julius Caesar. 
 
 Guizot, History of France, Vol. II. 
 Ramsay : Foundations of England, chap. 
 Ill; more briefly in any manual of 
 English history. 
 
 CHILDREN'S LIST: Andrews: Ten Boys. 
 
 Guerber: Story of the Romans. 
 Haaren and Poland: Famous Men of 
 
 Rome. 
 Clarke: Story of ^Eneas. 
 
 Caesar. 
 
 Church: Roman Life in the Days of 
 
 Cicero. 
 Plutarch: Lives.
 
 IN THE ELEMENTARY SCHOOLS 33 
 
 4. ROME CAPITAL OF AN EMPIRE. 
 
 This topic has one unit of value. 
 
 The next impression to be conveyed is of the size 
 and splendor of the Roman Empire. For this pur- 
 pose an outline map may be used a review or sum- 
 mary Topic with one unit of value. 
 
 Ccesar's successors called Emperors. Caesar was 
 also a politician, and in a quarrel with his rivals he 
 led his army to Rome and became its master, found- 
 ing the empire. 
 
 The Romans were great builders, and remains of 
 their work still exist. One or two of the following 
 pictures or descriptions may be used to show 
 
 How Rome looked; pictures of the Forum, a 
 Roman Arch of Triumph, the Coliseum, a Roman 
 aqueduct, a Roman road, a private house at Pom- 
 peii, with a few words of explanation in each case. 
 Roman books, how they were made and published ; 
 how boys were taught; Greeks employed at Rome 
 as teachers. 
 
 Thomas: Roman Life under the Caesars. 
 Goodyear: Roman and Mediaeval Art. 
 Crawford: Ave Roma. 
 
 5. ROME AND CHRISTIANITY. 
 
 This topic has one unit of value. 
 
 At this point it is well to conned the Empire with 
 Christianity by pointing out that Jesus was born 
 when all the Mediterranean world was at peace under 
 Roman rule. Judea was a Roman province at the 
 time of the death of Jesus, Pontius Pilate was the 
 Roman governor. Paul was born in a town in which 
 all men were regarded as Roman citizens, a privilege 
 which enabled him to appeal for a special trial at 
 Rome. The aim here is to utilize knowledge which
 
 34 THE STUDY OF HISTORY 
 
 many children have in order to connect with it new 
 knowledge about the Romans. 
 
 The early Christians in the Empire; treated as 
 public enemies, partly because they held their 
 religious services often in secret and were believed 
 to form a secret organization, something which the 
 Roman law forbade, and partly because they re- 
 fused to unite in the public worship ordained by 
 law or to take oaths which implied belief in the 
 Roman gods; illustrated by the story of Nero's 
 persecutions and by pictures of the catacombs. 
 Bury: Students' Roman Empire, pp. 286-288. 
 Adams: Civilization During the Middle Ages, 
 
 chap. III. 
 Merivale: History of the Romans under the 
 
 Empire: Vol. IV, chap. LIV. 
 Sienkiewicz: Quo Vadis. 
 
 The Empire conquered by Christianity; a simple 
 explanation that in the beginning of the fourth 
 century Constantine not only permitted the Chris- 
 tians to worship, but favored Christianity as the 
 state religion, and was himself baptized a Christian. 
 The pupils may be reminded that it was for this 
 emperor that Constantinople was renamed. He 
 rebuilt it and made the ancient Greek city a rival 
 of Rome. 
 
 GEOGRAPHICAL CONDITIONS THAT SHAPED 
 TEUTONIC LIFE. 
 
 This topic has one unit of value. 
 C. THE HEIRS OF THE ROMANS. 
 
 In the following topics the pupil will learn more of the 
 peoples which were to have a direct share in the making of 
 America. These peoples were taught by the Romans, though
 
 IN THE ELEMENTARY SCHOOLS 35 
 
 they did not preserve all that they had seen or been told. 
 The pupils should learn of the typical characters of the 
 Middle Ages and something of the modes of life. At the 
 close of the group are a few topics which have an immediate 
 relation to the discoveries and form a necessary introduction 
 to them. 
 
 i. THE GERMANS. 
 
 This topic has two units of value. 
 
 Names of German tribes which appear in modern 
 names Angles, Saxons, Franks. Simple descriptions 
 of German life, why many Germans emigrated to 
 Roman cities, and how they were employed. 
 
 It was these Germans who by successive attacks in 
 the two centuries from 378 A.D. to 568 overthrew the 
 government of the Roman empire, destroyed many 
 rich cities, and in some places swept away nearly all 
 traces of Roman civilization. On the whole more was 
 preserved than was destroyed, so that the German 
 invaders became not merely the successors of Rome 
 but also her imitators and her heirs. One or two 
 typical stories may illustrate this : Alaric at the sack of 
 Rome, Clovis and the conquest of Roman Gaul, or 
 Hengist and Horsa, the last for teachers who wish to 
 emphasize England as our historical bond of connec- 
 tion with the Roman world. 
 
 TEACHERS' LIST: Any good manual of Mediaeval His- 
 tory; also Adams, Civilization, chap. 
 V; Henderson, History of Germany, 
 chap. I; Tacitus, Germania. 
 
 Famous stories which illustrate traits of the Ger- 
 mans or which grew up about the incidents of the 
 invasions; recall the Niebelung tales or the tales of 
 King Arthur.
 
 3 6 THE STUDY OF HISTORY 
 
 CHILDREN'S LIST: Child: Beowulf. 
 
 Powell: Old Stories from British His- 
 tory. 
 
 Church: Stories from English History. 
 Green: King Arthur and His Court. 
 
 2. ALFRED AND THE ENGLISH. 
 
 This topic has three units of value. 
 
 The English of Alfred's day, explaining in a simple 
 manner that the German tribes, of which the followers 
 of Hengist and Horsa were part, had conquered the 
 island to the borders of Wales and Scotland, and that 
 they had finally come under the rule of a single king. 
 Story of St. Augustine of Canterbury. 
 
 The Vikings, also called Danes or Northmen, attack 
 the English. Description of the Vikings and their ships. 
 
 Study map of Heptarchy, with Danelagh line of 
 markation. 
 
 Alfred and the Danes; stories of the hardships of 
 King Alfred in his struggle with the Danes; from his 
 victory came as a result the union of the Danes and 
 English as one people. 
 
 Alfred as king; helps in the spread of good books; 
 his just laws. 
 
 In treating Alfred his personality should be kept in 
 the foreground. 
 
 TEACHERS' LIST: Keary: Vikings in Western Chris- 
 tendom. 
 
 Green: Short History of the English 
 People, chap. I. 
 
 Hughes: Alfred the Great. 
 
 Freeman: Old English History. 
 
 CHILDREN'S LIST: Warren: Story of English History. 
 
 Blaisdell: Stories from English His- 
 tory.
 
 IN THE ELEMENTARY SCHOOLS 37 
 
 Brooks: Historic Boys. 
 
 Haaren and Poland: Famous Men of 
 
 the Middle Ages. 
 Seymour: Chaucer's Stories. 
 Kilman: Stories from Chaucer. 
 
 The Boy's Froissart. 
 
 Gilliat: God Save King Alfred. 
 
 3. How THE ENGLISH BEGAN TO WIN THEIR 
 LIBERTIES. 
 
 This topic has three units of value. 
 
 A wicked king, John Lackland. A simple explana- 
 tion that a great Lord from northern France, of the 
 race of the Danes or Northmen, Duke William, of 
 Normandy, had conquered the English. His de- 
 scendants were called the Norman kings. One of 
 them, Richard, was a famous crusader (to be explained 
 later). Richard's brother John was the most wicked 
 king England ever had. Explanation of how he tried 
 to supplant his brother during his brother's absence, 
 of how he married the betrothed of one of his own 
 followers, how he compelled the barons to arm as if 
 for war and refused to allow them to return home 
 until they had paid large sums of money, how he 
 robbed the churches. 
 
 The Great Charter. The barons at Runnymede 
 compel the wicked king to promise to give up all his 
 evil practices; they agree to make war upon him if he 
 breaks these promises. Mention the two most im- 
 portant promises that he will collect no more money 
 than is due him as king, unless his followers in council 
 consent; that he will no longer imprison men without 
 trying them and proving them guilty of breaking the 
 laws. 
 
 Hill: Liberty Documents, chap. II. 
 
 Green: Short History, chap. III. 
 
 Macy: The English Constitution, chap. XIII.
 
 38 THE STUDY OF HISTORY 
 
 The Charters strengthened. John's son was weak, 
 and the barons made war upon him to compel him to 
 keep the promises of the charter. The grandson, 
 Edward I, was a strong and just king. Though he 
 liked to do as he pleased, he agreed to keep the char- 
 ter or promise that no taxes should be collected with- 
 out the consent of the council. By this time the 
 council consisted not only of great barons and bishops, 
 but also of men sent by the towns to represent them. 
 This was the beginning of the English Parliament (the 
 House of Lords, and the House of Commons). 
 Green: Short History, chap. IV. 
 Macy: chap. XIV. 
 
 Only the simple elements of this growth of the Eng- 
 lish constitution should be touched, whether the line 
 of thought suggested above is followed or some other 
 is chosen. 
 
 4. How PEOPLE LIVED IN ENGLAND AND IN 
 
 EUROPE DURING THE MIDDLE AGES. 
 
 This topic has three units of value. 
 
 The towns: pictures of a walled town, like York, 
 Chester, or Oxford, or Carcassonne in France, or 
 Nuremberg in Germany. The industries, how the 
 artisans were organized. The town hall or guild hall, 
 like those of Bruges or Paris or London. 
 
 The village life: how the village land was divided; 
 farming tools, work in common. 
 
 The nobles: a castle, with pictures; education of the 
 boy for the life of chivalry, a tournament. 
 
 5. THE CHURCH IN THE MIDDLE AGES. 
 
 This topic has one unit of value. 
 
 Cathedrals. Pictures of great cathedrals, Canter- 
 bury, Notre Dame, Cologne. Duties of a bishop, of 
 a pope.
 
 IN THE ELEMENTARY SCHOOLS 39 
 
 A monastery, with pictures of ruined monasteries in 
 England or on the continent. How the monks were 
 organized, for example, at St. Alban's, or at Cluny. 
 Their occupations, especially the copying of books, 
 with pictures of the way they illuminated books. 
 
 TEACHERS' LIST : Robinson : History of Western Europe, 
 chaps. XVIII, XIX. 
 
 Henderson : History of Germany, chap. 
 V. 
 
 Green: Short History, chap. IV, sec. 4. 
 
 Cheyney : Industrial and Social History 
 of England, chaps. II, III. 
 
 Emerton : Mediaeval Europe, chap. XVI. 
 
 Sturgis: European Architecture. 
 
 Munro and Sellery: Mediaeval Civiliza- 
 tion, pp. 129-158. 
 
 CHILDREN'S LIST: Bates and Coman: English History 
 Told in Poetry. 
 
 Tales from Shakespeare (ed. 
 
 Lamb) . 
 
 Young: A Book of Golden Deeds. 
 Church: Story of English History. 
 Warren: The Story of English History. 
 
 STUDY OF GEOGRAPHICAL ROUTES AND 
 TRADES. INTERESTS BETWEEN EAST 
 AND WEST. 
 
 D. PILGRIMAGES, CRUSADES, COMMERCE. 
 
 This group of topics has three units of value. 
 
 i. PILGRIMAGES. 
 
 Mediaeval pilgrims; especially journeys of pilgrims 
 to Jerusalem to the shrine of the Holy Sepulchre.
 
 40 THE STUDY OF HISTORY 
 
 This was one of the beginnings of later mediaeval 
 travel. The Turks who had conquered Syria, and 
 how they troubled the pilgrims. 
 
 Jusserand : English Wayfaring Life in the Middle 
 Ages. 
 
 2. THE CRUSADES. 
 
 The First Crusade: Pope Urban's appeal to rescue 
 the Holy Sepulchre; how people pinned crosses on 
 their garments; story of Peter the Hermit. 
 
 The capture of Jerusalem; condition of the cru- 
 saders when they reached the Holy City; their cruelty 
 to its defenders. 
 
 Richard the Lion-hearted, the typical crusader, tales 
 of his exploits in Palestine and of his adventurous 
 journey homeward. 
 
 Archer and Kingsford, The Crusades; more 
 briefly in any manual of French, English, or 
 Mediaeval History; Munro and Sellery, Medi- 
 aeval Civilization, pp. 248-253. 
 
 3. RESULTS OF THE CRUSADES; growth of trade and 
 
 love of travel. 
 
 Venice; pictures of the city, a Venetian ship, stuffs 
 which the Venetians sought in the East. 
 
 Other trading cities; treat according to the same 
 method. Genoa, because it is the birthplace of 
 Columbus; London, the city from which the impulse 
 to English settlement went out. 
 
 What the Europeans learned in the East or through 
 contact with the Moors in Spain; Arabic system of 
 notation, use of windmills, taste for spiced foods, 
 beautiful decoration for houses. It was the desire for 
 these products of the East which formed one of the 
 chief impulses to the work of discovery.
 
 IN THE ELEMENTARY SCHOOLS 41 
 
 TEACHERS' LIST : Fiske : Discovery of America, chap. III. 
 
 Cheyney: Industrial and Social History 
 of England, chap. IV. 
 
 Gibbins: History of Commerce in 
 Europe. 
 
 Brown : The Venetian Republic. 
 
 Munro and Sellery: Mediaeval Civili- 
 zation, pp. 253-256. 
 
 CHILDREN'S LIST: Church: The Crusaders. 
 
 Phillips: Historical Reader, No. 3. 
 Blaisdell : Stories from English History. 
 Guerber: The Story of the English. 
 Warren: The Story of English History. 
 
 E. THE DISCOVERY OF THE WESTERN WORLD. 
 
 As this ground is familiar, it is unnecessary to do more 
 than indicate the lines of thought by topics in the briefest 
 form. This group of topics is closely related to that which 
 precedes. The Crusades led to the development of trade 
 with the East. This trade enriched the merchants. It also 
 suggested the possibility of discovering sea routes to the 
 East. 
 
 i. BEGINNINGS OF DISCOVERY. 
 
 This topic has two units of value. 
 
 Voyages 0} the Northmen: the Northmen in Iceland ; 
 Leif the Lucky; why his discovery of America was 
 without important results. Map work. 
 
 Marco Polo: his journey to the Mongol court and 
 the route which he followed on his return ; the knowl- 
 edge of the Pacific which he brought back, of greater 
 importance than the work of the Northmen. 
 
 Portuguese voyages, the first great accomplishments 
 in discovery: impressions in regard to the shape of 
 Africa; discouragement when voyages showed that the
 
 42 THE STUDY OF HISTORY 
 
 coast turned southward again after the Gulf of Guinea; 
 story of the wonderful voyage of Diaz. Map study. 
 Fiske: Discovery of America, chaps. II, III, and 
 IV. 
 
 2. COLUMBUS. 
 
 This topic has four units of value. 
 
 His early life; difficulties which hindered the carry- 
 ing out of his plans; Queen Isabella and her interest 
 in his project; an incident from the story of the Cid 
 might be used to interest the pupils in the Spaniards 
 and in their long crusade against the Moors, a crusade 
 which gave to their voyages of discovery and settle- 
 ment some of the old crusading purpose. 
 
 The first voyage: the ships; troubles with the sailors; 
 the discovery; the return to Spain. Map: routes. 
 
 Later voyages: what coasts were explored; Colum- 
 bus's notions of what he had discovered. 
 
 Fiske: Discovery of America, chaps. V and VI. 
 Winsor: Christopher Columbus, chap. IX. 
 
 3. THE SUCCESSORS OF COLUMBUS. 
 This topic has two units of value. 
 
 How America came to be named for Amerigo Ves- 
 pucci rather than for Columbus. 
 
 John Cabot and his discoveries. 
 
 The Portuguese Vasco da Gama, the first to reach 
 the Indies which Columbus was looking for. Map: 
 route. In treating Vasco da Gama, as well as Balboa 
 and Magellan, it would be well to present the incidents 
 as forming together a great race to the Indies between 
 the Spaniards and the Portuguese. 
 
 TEACHERS' LIST : Fiske : Discovery of America, chap. VII. 
 Winsor: Christopher Columbus, chap. 
 XV.
 
 IN THE ELEMENTARY SCHOOLS 43 
 
 CHILDREN'S LIST: Eggleston: A First Book, in American 
 
 History. 
 
 Richardson: Our Country. 
 Hart: Source Readers, Vol. I. 
 Foote and Skinner: Explorers and 
 Founders of America. 
 
 4. OTHER SUCCESSORS OF COLUMBUS. 
 
 This topic has one unit of value. 
 
 How Balboa found the South Sea. Map. 
 
 The Story of Magellan's voyage. Map. 
 
 Cartier in the St. Lawrence; where he came from; 
 his hopes; the St. Lawrence as a route to the centre of 
 the Continent; failure to make a permanent settle- 
 ment. 
 
 Fiske: Discovery of America, chaps. VII and X. 
 
 5. BEGINNINGS OF CONQUEST. 
 
 This topic has three units of value. 
 
 In Mexico; story of Cortez briefly told. Route. 
 
 Story of De Soto. Map : route. 
 
 How the Spaniards used their conquests; the search 
 for gold and silver; what a mission was, with pictures 
 from California; slaves brought in from the African 
 coast. 
 
 TEACHERS' LIST: Prescott: The Conquest of Mexico. 
 
 The Conquest of Peru. 
 
 Fiske: Discovery of America, chap. 
 
 VIII. 
 Bancroft: History of the United States, 
 
 chap. III. 
 
 CHILDREN'S LIST: Tappan: Our Country's Story. 
 
 Foote and Skinner: Explorers and 
 Founders of America.
 
 44 THE STUDY OF HISTORY 
 
 F. EUROPEAN RIVALRIES WHICH INFLUENCED CONQUEST 
 AND COLONIZATION. 
 
 At the close of the first period of discovery and conquest 
 the Spaniards seemed to have distanced their rivals. They 
 had laid the foundations of profitable colonies, and by their 
 explorations could argue a superior claim to North, as well 
 as most of South America. How they lost this advantage, 
 so that the French, the Dutch, and the English colonized 
 the best portions of North America remains to be explained. 
 The pupil of this grade cannot grasp the whole situation, but 
 by stories of the Old World and of the voyagers to the New 
 World he can realize that before the century was over 
 the rivals of Spain were more than a match for her, and, 
 when the next century began, were able boldly to ignore 
 her inflated claims and plant colonies along the Atlantic 
 shores, in the Hudson Valley, and on the banks of the St. 
 Lawrence. Again, it must be repeated that no effort should 
 be made to tell the story of Europe in the sixteenth century. 
 Just enough should be told to give meaning to the terms Eng- 
 land, France, Holland, and Spain, and to convey the impres- 
 sion that the Spaniards lost their great advantage. 
 i. ENGLAND IN THE DAYS OF ELIZABETH. 
 
 This topic has two units of value. 
 Stories of "Good Queen Bess." Her love of finery. 
 The politeness of Sir Walter Raleigh. Elizabethan 
 houses, with pictures. 
 
 English seamen and the king of the Spaniards; through 
 the story of Sir Francis Drake, his experience as a slave 
 trader, as a plunderer of Spanish colonial towns, and 
 through his great voyage round the world to illustrate the 
 growing hatred between the English and the Spaniards. 
 Green: Short History, chap. VII, sec. 5. 
 Creighton: Age of Elizabeth.
 
 IN THE ELEMENTARY SCHOOLS 45 
 
 The teacher should explain at this point that the dislike 
 which the English people came to feel toward the Spaniards 
 was increased by differences of religion. The English as 
 well as the Spaniards had at the beginning of the century 
 both belonged to the Church Catholic, but meanwhile the 
 English had adopted religious opinions and customs of wor- 
 ship which are now called Protestant. There were now 
 many Protestants on the Continent; in Germany, the followers 
 of Martin Luther; in France and the Netherlands, the fol- 
 lowers of John Calvin. 
 
 2. FRANCE, ANOTHER RIVAL OF SPAIN. 
 
 This topic has one unit of value. 
 
 The story of Bayard, the "knight without fear and 
 without reproach," the hero of the fight of the French 
 king, Francis I, Jacques Cartier's king, against the 
 King of Spain. 
 
 The French and the Spaniards in a conflict in Amer- 
 ica : Admiral Coligny, a great French nobleman, leader 
 of the French Protestants or Huguenots, seeks to 
 find a refuge for them in America; the fate of Fort 
 Caroline; attack of the Spaniard Menendez. Map: 
 locations. 
 
 Bourne: Spain in America, chap. XII. 
 Parkman: Pioneers of New France, chaps. III- 
 VIII. 
 
 3. THE KING OF SPAIN ATTACKED BY His SUB- 
 
 JECTS, THE DUTCH. 
 
 This topic has two units of value. 
 
 The Dutch; description of their country; their fight 
 against the sea; their sturdy mariners. 
 Griffis: Brave Little Holland.
 
 46 THE STUDY OF HISTORY 
 
 Their quarrel with the King of Spain: punishments 
 inflicted upon those who became Protestants; cruelties 
 of the Duke of Alva to the Southern Netherlander, 
 now the Belgians, who remained Catholics, as well as 
 to the Dutch. 
 
 Hume: Philip II. 
 
 The revolt o] the Dutch; story of the "Beggars." 
 Siege of Leyden; death of William the Silent; to illus- 
 trate the struggle for independence. 
 Harrison: William the Silent. 
 
 4. ENGLISHMEN JOIN IN THE FIGHT AGAINST 
 
 SPAIN. 
 
 This has four units of value. 
 
 The aim of this group should be to show the union of 
 the rebellious Dutch subjects of King Philip and of his Eng- 
 lish rivals in a common struggle. The English furnish help, 
 at first indirectly. Finally war breaks out between Spain 
 and England, and English ships prove their superiority, 
 opening the way for English colonization free from the danger 
 of such a Spanish attack as ruined Coligny's colony. 
 
 English and Dutch; story of Sir Philip Sidney. 
 
 War between England and Spain; preparations of 
 King Philip to invade England; Drake singes the 
 king's beard. 
 
 Story of the Great Armada and its ruin. 
 
 5. ENGLISH VOYAGES WESTWARD. 
 This topic has four units of value. 
 
 Story oj Gilbert. 
 
 Story oj Raleigh's first colony. Map. 
 Raleigh's second attempt, why it failed, and what he 
 had accomplished. Map.
 
 IN THE ELEMENTARY SCHOOLS 47 
 
 TEACHERS' LIST : Green : Short History, chap. VII, sec. 6. 
 Fiske: Old Virginia and Her Neigh- 
 bors, chap. I. 
 
 Bancroft: History of the United States, 
 chap. V. 
 
 CHILDREN'S LIST: Church: Stories from English History. 
 Guerber: The Story of the English. 
 Blaisdell: Stories from English His- 
 tory. 
 
 Tappan: England's Story. 
 Phillips: Historical Reader, No. 4. 
 
 At the close there should be a geographical review of the 
 lands, bodies of water, etc., made known by the voyagers, 
 connecting each great feature with the man who discovered 
 it, and emphasizing the way the early mistakes about Amer- 
 ica were removed by later voyagers. The pupils should also 
 understand what European countries held these lands, or, at 
 least, had claims to them at the end of the century.
 
 SEVENTH GRADE. 
 
 The subject is the exploration and settlement of North 
 America and the growth of the colonies until the close of the 
 French and Indian War. Enough of the European back- 
 ground is included to make plain the events in America which 
 had their causes in England or Europe. A few great Euro- 
 pean figures, which belong to the world history, are also 
 introduced. 
 
 A. THE FIRST SETTLEMENTS OF THE THREE 
 
 RIVALS OF SPAIN, 
 i. NORTH AMERICA, GEOGRAPHICAL CONDITIONS. 
 
 The teacher should here show the relation between 
 the territory 'explored and the territory settled by 
 each nation in order to make the story continuous. 
 
 This topic has one unit of value. 
 
 In the sixteenth century the Spaniards had settled 
 in Mexico, the English had attempted to settle on the 
 Atlantic Coast, the French had attempted to settle on 
 the St. Lawrence. In which region were the climate, 
 natural resources, and the general situation most ad- 
 vantageous for a new settlement ? Here is an oppor- 
 tunity for the pupils to consider whether Spain or her 
 rivals, or which of her rivals, had, from the geograph- 
 ical point of view the best chance to win a colonial 
 empire. The subject may again be presented under 
 the form of a race. As each step of England, Hol- 
 land, or France is taken, the original situation may be 
 reviewed.
 
 THE STUDY OF HISTORY 49 
 
 Difficulty of reaching the rich Mississippi Valley 
 across the mountains. The approach by the Mo- 
 hawk; the approach by the upper Potomac and upper 
 Ohio; by Cumberland Gap; by the Great Lakes; the 
 approach from Mexico overland, or by using the Gulf 
 of Mexico and the Mississippi River. 
 
 This should be treated very simply, with the aim of 
 attracting the attention of the pupil at the outset to 
 the Mississippi Valley geographically. It is not neces- 
 sary to adopt the particular line of thought suggested, 
 if in some better way the end be reached. 
 
 2. GETTING TO THE COLONIES. 
 
 This topic has one unit of value. 
 
 Ships of the time. The sufferings of sailors and 
 passengers on long voyages. 
 
 What a colonizing company, like the English, Lon- 
 don, or Plymouth Companies, was. Why men bought 
 shares in such companies. 
 
 The way emigrants arranged with the companies 
 to go to the new colonies; what they were obliged to 
 bring with them. 
 
 TEACHERS' LIST : Coman : Industrial History of the United 
 
 States, chap. II. 
 
 Egerton : Origin and Growth of English 
 Colonies, chap. IV. 
 
 3. THE FIRST ENGLISH SETTLEMENT. 
 This topic has three units of value. 
 
 Land controlled by the London Company. The first 
 settlers sent out. Hardships of the voyage and at 
 Jamestown. Story of John Smith. 
 
 Occupations of the early settlers. Their relations 
 with the Indians; how the settlers communicated with 
 the Indians. The first negro slaves; indentured ser-
 
 50 THE STUDY OF HISTORY 
 
 vants. How the settlers began in 1619 to have an 
 assembly of representatives. 
 
 Fiske: Old Virginia and Her Neighbors, chaps. 
 II, III, IV, and V. 
 
 Bancroft: History of the United States, chap. VI. 
 
 In treating these topics the pupils should be directed 
 mainly to the actual life of the early settlers. These 
 primitive conditions and the ways adopted in order 
 to begin living in the wilderness are especially interest- 
 ing to children. They will not be much stirred by 
 the fact of the Virginia Assembly; that they understand 
 its significance fully need not be insisted on. 
 
 TEACHERS' LIST: Green: Short History of the English 
 
 People. 
 Lodge: Short History of the English 
 
 Colonies in America. 
 Eggleston: Transit of Civilization. 
 Beginners of a Nation. 
 Earle: Costumes of Colonial Times. 
 Fiske : Old Virginia and Her Neighbors, 
 
 chaps. II, III, IV, V. 
 Bancroft: History of the United States, 
 
 chap. VI. 
 
 CHILDREN'S LIST: Eggleston: Our First Century, pp. 21- 
 41. 
 
 Smith and Button: The Colonies. 
 
 Guerber: Story of the Thirteen Colo- 
 nies, pp. 87-101. 
 
 Hart: Colonial Children, pp. 98-104, 
 149-153, 165-170. 
 
 Johnonot : Stories of Our Country, pp. 
 
 I5-25-
 
 IN THE ELEMENTARY SCHOOLS 51 
 
 B. EXILES FOR POLITICAL OR RELIGIOUS 
 
 CAUSES. 
 
 The topics under this general subject touch the local 
 history of several of the Atlantic states. It would be advis- 
 able for the schools of these states to give a more extended 
 attention to the beginnings of colonial life within their own 
 borders. This may be done by adding other topics at the 
 point where these colonial beginnings should be treated or by 
 treating in greater detail those suggested here. Such a study 
 of local history will add interest. 
 
 i. THE FIRST EXILES FOR CONSCIENCE SAKE; 
 THE PILGRIMS. 
 
 This topic has four units of value. 
 
 Why they left their English home for Holland. 
 
 This should include a simple explanation that 
 Queen Elizabeth and King James thought it the duty 
 of every good Englishman to attend the religious ser- 
 vices ordered by law, while the Pilgrims believed that 
 government should not meddle in these matters. 
 They also thought that the ordinary services of the 
 English Church resembled the Catholic services, and 
 disliked them on this account. 
 
 The voyage to New England. How the Pilgrims 
 arranged to be sent out, story of the voyage and the 
 landing. 
 
 Early years of Plymouth colony: the hardships of 
 the first year; occupations; relations with the Indians; 
 Miles Standish and Massasoit. 
 TEACHERS' LIST: Hill: Liberty Documents, chap. VI. 
 
 Bancroft: History of the United States, 
 
 chap. XII. 
 
 Fiske: The Beginnings of New England, 
 chap. II.
 
 52 x THE STUDY OF HISTORY 
 
 Eggleston: The Beginners of a Nation. 
 
 The Transit of Civilization. 
 
 Doyle: English Colonies. 
 Drake: The Making of New England. 
 Lodge : The English Colonies in America. 
 Bradford: Journal. 
 
 2. THE PURITANS PLAN TO EMIGRATE. 
 This topic has two units of value. 
 
 King Charles and his Parliament, the political 
 reason, a quarrel about taxes. 
 
 A simple explanation of the principal points in the 
 dispute along such lines as this: nowadays people 
 decide through their congressmen or representatives 
 what taxes they shall pay and how the money shall be 
 spent. Englishmen in King Charles's day thought he 
 had no right to collect taxes without the consent of 
 their representatives in Parliament. In a document 
 called the Petition of Right they asked him to agree 
 to do this no more. He consented, but afterward 
 quarrelled with Parliament, dismissed or dissolved it, 
 and meant never to summon another. This naturally 
 caused many men to fear that the king would 
 become a tyrant and take away much of their property. 
 
 Who were the Puritans? In what did they resemble 
 the Pilgrims ? Their dislike of ceremonies which were 
 similar to those of the Catholic Church. In what they 
 differed from the Pilgrims: They did not wish to 
 withdraw from the Church, but to have its services 
 conducted as they thought they should be conducted. 
 Story of Puritan life, manners and customs in Eng- 
 land. 
 
 The Puritans, with such motives for leaving the 
 country, form the Massachusetts Bay Company, and 
 plan to emigrate, taking the charter of their Company 
 with them. 
 
 Gardiner: The Puritan Revolution.
 
 IN THE ELEMENTARY SCHOOLS 53 
 
 TEACHERS' LIST: Motley: Dutch Republic. 
 
 Griffis: Brave Little Holland. 
 Bradford: Journal. 
 Goodwin: The Pilgrim Republic. 
 Drake: History of New England. 
 Green: Short History of the English 
 People. 
 
 CHILDREN'S LIST: Tiffany: Pilgrims and Puritans. 
 
 Stone and Fickett: Every-day Life in 
 
 the Colonies, pp. 1-36. 
 Hart: Colonial Children. 
 Eggleston: Our First Century; pp. 61- 
 
 82. 
 
 3. THE GREAT EMIGRATION. 
 
 This topic has four units of value. 
 
 Settlement of Boston, describing the voyage, the sites 
 chosen for settlement, early growth of the colony, its 
 occupations. Map careful attention to frontier line : 
 see Channing's map. 
 
 How the Puritans governed themselves: in churches 
 much like those of the Pilgrims, their town meetings, 
 and their General Court. 
 
 Emigration from Massachusetts to Connecticut, the 
 
 journey through the woods; Thomas Hooker and the 
 
 settlements about Hartford; settlement of New Haven. 
 
 Bancroft : History of the United States, chap. XIV. 
 
 Fiske: The Beginnings of New England, chap. 
 
 III. 
 Drake: The Making of New England. 
 
 TEACHERS' LIST: Fisher: Colonial Era, pp. 102, 112. 
 
 Eggleston : The Beginners of a Nation, 
 
 p. 225. 
 Transit of .Civilization, pp. 273- 
 
 37- 
 Also Bancroft and Fiske.
 
 54 THE STUDY OF HISTORY 
 
 CHILDREN'S LIST: Pratt: America's Story, Vol. Ill, pp. 
 
 120-131. 
 
 Tiffany: Pilgrims and Puritans. 
 Hart: Source Readers, Vol. I. 
 Andrews: Ten Boys, pp. 191-207. 
 
 4. OTHER EXILES. 
 
 This topic has three units of value. 
 
 Roger Williams, his troubles in Massachusetts, his 
 settlement at Providence, his relations with the In- 
 dians, his key to the Indian language. 
 
 Bancroft: History of the United States, chap. XV. 
 
 Fiske : The Beginnings of New England, chap. III. 
 
 Lord Baltimore and the founding of Maryland; 
 how without the aid of a company he procured a 
 grant of land and rights of settlement: arrangement 
 he made with his emigrants. 
 
 Reasons English Catholics had for desiring to emi- 
 grate; the harsh laws forbidding their worship; Lord 
 Baltimore founds Maryland especially for them, but 
 allows Protestants also to settle there. 
 Roger Williams. 
 
 TEACHERS' LIST: Eggleston: Beginners of a Nation. 
 
 Hart: Contemporaries, Vol. Ill, p. 115. 
 Bancroft: History of the United States, 
 
 chap. X. 
 Fiske : Old Virginia and Her Neighbors, 
 
 chap. VIII. 
 
 Old Virginia and Her Neighbors, 
 
 Vol. I, pp. 269, 270. 
 Gambrill: History of Maryland. 
 Lodge: Colonies, pp. 113, 114.
 
 IN THE ELEMENTARY SCHOOLS 55 
 
 CHILDREN'S LIST: Pratt: America's Story, Vol. Ill, pp. 
 
 132, 152. 
 
 Southworth: Builders of Our Country, 
 chap. XIX. 
 
 5. PURITAN AND CAVALIER IN ENGLAND. 
 This topic has two units of value. 
 
 John Hampden and the Ship Money. 
 
 War between King and Parliament, treated with the 
 career of Cromwell as the centre of interest, with such 
 minor topics as "The Ironsides," Cromwell at Mars- 
 ton Moor or at Naseby. 
 
 Triumph of Parliament, execution of the king, 
 brief statement about the rule of Cromwell, the 
 Restoration, the Regicide Judges in New England. 
 
 These topics should be treated simply, with no at- 
 tempt at comprehensive description or explanation. 
 
 TEACHERS' LIST: Green: Short History of the English 
 
 People, pp. 509-533. 
 Kendall: Source Book, pp. 222-268. 
 Gardiner: The Puritan Revolution. 
 Firth: Cromwell. 
 
 CHILDREN'S LIST: Warren: Stories from English History, 
 pp. 258-292. 
 
 Blaisdell: Stories of English History. 
 I 
 
 6. NEW EXILES FROM ENGLAND. 
 
 This topic has three units of value. 
 
 Laws in England which made worship other than 
 that of the State Church difficult, the Five Mile Act, 
 the Conventicle Act. Imprisonment of Bunyan, an 
 illustration. 
 
 William Penn, his aim in purchasing the Jerseys, 
 obtains the charter for Pennsylvania. The English
 
 56 THE STUDY OF HISTORY 
 
 Quakers. Settlement of Pennsylvania, relations with 
 the Indians, religious liberty. Philadelphia. 
 
 Bancroft: History of the United States, chap. XVI. 
 
 Fiske : The Dutch and Quaker Colonies in Amer- 
 ica, chap. XII. 
 
 Huguenot exiles. Who the Huguenots were (re- 
 call Coligny); where they were allowed to worship; 
 King Louis XIV revokes the Edict granting them 
 these privileges; the exiles to Germany, England, and 
 America. Contrast the folly of King Louis with the 
 good judgment of his father's great minister, Richelieu, 
 who, though a cardinal, allowed the Huguenots to wor- 
 ship in peace. 
 
 Perkins: France Under the Regency, chap. VI; 
 
 Baird: Huguenots and the Revocation of the 
 Edict of Nantes. 
 
 The teacher should recall that the religious troubles 
 in England during this period were not the only ones, 
 nor did they lead to such destructive wars as did those 
 in Germany, resulting in the terrible Thirty Years' 
 War. It may be possible to interest the pupils in this 
 momentous struggle by centering their attention on 
 Gustavus Adolphus and his campaign in Germany, 
 explaining why he is regarded as one of the world's 
 greatest generals, or by telling the tragic story of Wal- 
 lenstein. 
 
 Fletcher: Gustavus Adolphus. 
 
 For Wallenstein, Henderson : History of Germany, 
 chap. XVIII. 
 
 TEACHERS' LIST: Green: Short History of the English 
 
 People, pp. 663, 668. 
 Fiske : Dutch and Quaker Colonies, Vol. 
 
 II, p. 114. 
 Hart: Contemporaries, Vol. II, p. 114. 
 
 CHILDREN'S LIST: Southworth; Builders, chap. XX,
 
 IN THE ELEMENTARY SCHOOLS 57 
 
 C. COLONIAL RIVALRIES. 
 
 1. EARLY CONFLICTS. 
 
 This topic has two units of value. 
 
 In the West Indies, the Buccaneers: settlements of 
 English, French, and Dutch within region claimed by 
 Spain. West Indian plantations compared with Vir- 
 ginian plantations. 
 
 Payne: European Colonies, chap. IV. 
 Peter Stuyvesant and life at New Amsterdam, rela- 
 tions with the English. The Navigation Laws, re- 
 sulting in war between England and Holland; stories 
 of Blake and Van Tromp. New Amsterdam becomes 
 New York. 
 
 Andrews: Colonial Self-government, chap. I. 
 
 Fiske: Dutch and Quaker Colonies in America. 
 
 A simple explanation of the European settlements 
 in the West Indies is important because of the new re- 
 lation of the United States to this group. In treating 
 the Navigation laws, which were part of the cause of 
 war between the English and the Dutch, only enough 
 detail should be given to show how these laws were 
 intended to cripple Dutch commerce. During the 
 first half of the seventeenth century the Dutch did 
 more of the world's carrying-trade than did the Eng- 
 lish. They seemed to some Englishmen more dan- 
 gerous to England's commercial development than 
 ever Spain's power had been. 
 
 2. THE FRENCH IN THE MISSISSIPPI VALLEY. 
 This topic has four units of value. 
 
 Story of Marquette (recall earlier work of Cham- 
 plain). 
 
 Parkman : La Salle and the Discovery of the Mis- 
 sissippi, chap. V..
 
 I THE STUDY OF HISTORY 
 
 La Salle' s journeys and conflicts; his death. Chief 
 French settlements in the West; Detroit, Vincennes, 
 Kaskaskia, New Orleans. 
 
 Map: for routes and boundaries. 
 Thwaites: Life of Marquette. 
 Parkman: La Salle and the Discovery of the 
 Mississippi, chaps. VI-XXVII. 
 
 Struggle for a Continent, Marquette, pp. 
 
 186-195; La Salle, pp. 195-223. 
 Hinsdale: Old Northwest, chaps. III-IV. 
 Fiske: Discovery of America, chap. XII. 
 One unit should be devoted to the Spanish in 
 Florida. 
 
 3. THE ARRIVAL OF THE DUTCH. 
 This topic has three units of value. 
 
 Henry Hudson, aim of his voyage, why the Dutch 
 wanted a more direct route to the Spice Islands, the 
 discovery of "Hudson" River. Maps. 
 
 Manhattan Island, a Dutch trading post, relations 
 with the Indians. Trading post at Albany; gateway 
 to the Mohawk Valley and the Great Lakes, to the 
 north by Lake Champlain. 
 
 The attempt to attract settlers to the Hudson River 
 valley, the patroons. 
 
 Fiske : The Dutch and Quaker Colonies in Amer- 
 ica, chaps. Ill and V. 
 
 Bancroft: History of the United States, chaps. 
 XII-XIII. 
 
 TEACHERS' LIST: Irving: Knickerbocker's History of New 
 York. 
 
 Sketch Book. 
 
 Fiske: Dutch and Quaker Colonies. 
 Barr: A Bow of Orange Ribbon. 
 Motley: Rise of the Dutch Republic. 
 Griffis: -Brave Little Holland.
 
 IN THE ELEMENTARY SCHOOLS 59 
 
 CHILDREN'S LIST: Hart: Colonial Children, p. 140. 
 
 Pratt: America's Story, II, pp. 137- 
 143; III, pp. 86-104. 
 
 4. THE FIRST FRENCH SETTLEMENTS. 
 This topic has two units of value. 
 
 Settlements at Quebec and Montreal, houses and 
 fortifications, occupations of the settlers compared 
 with those of Virginia settlers. 
 
 Geographical opportunity of St. Lawrence and 
 Lakes. 
 
 Champlain, his journeys and explorations, his ex- 
 pedition against the Iroquois and its consequences; 
 feud between the Iroquois and the Algonquins; the 
 sufferings of the Jesuit missionaries. 
 
 Parkman : Pioneers of France in the New World, 
 chaps. IX and X. 
 
 TEACHERS' LIST: Parkman: Struggle for a Continent, pp. 
 83-96, Quebec; pp. 96-107, Iroquois; 
 pp. 135-141, Montreal; pp. 149-152, 
 Missionaries. 
 
 The Pioneers of France, chap. I. 
 
 Fiske: New France and New England. 
 
 New France and New England, 
 
 chaps. VII-X. 
 
 Old Virginia and Her Neighbors, 
 
 Vol. II. 
 Hart: Contemporaries, II. 
 
 , Source Book. 
 
 Bacon's Rebellion. 
 
 Doyle: Colonies, Vol. I, pp. 247, 253. 
 
 CHILDREN'S LIST : Southworth : Builders, chaps. XV- 
 XVIII; chap. XXII. 
 
 Builders of Our Country, pp. 
 
 16-17-24.
 
 60 THE STUDY OF HISTORY 
 
 Hart: Colonial Children. 
 
 Pratt: II, pp. 68-77; m > 76-86. 
 
 D. GROWTH OF THE ENGLISH COLONIES. 
 
 This topic has three units of value. 
 
 The New England Confederacy, King Philip's War. 
 Fiske: The Beginnings of New England, chaps. 
 IV-V. 
 
 Virginia, troubles with the Indians, discontent with 
 the governors, Bacon's Rebellion. 
 
 Fiske: Old Virginia and Her Neighbors, Vols. I 
 and II. 
 
 Expansion of the English colonies Southward and 
 
 Westward, the study of geographical conditions very 
 
 important. Founding of the Carolinas and Georgia. 
 
 Bancroft: History of the United States, Part I, 
 
 chap. II. 
 
 CHILDREN'S LIST: Eggleston: Life in the Eighteenth Cen- 
 tury, pp. 32-39. 
 
 Guerber: Stories of the Thirteen Colo- 
 nies, p. 165. 
 
 E. STRUGGLE FOR COLONIAL EMPIRE BETWEEN 
 ENGLAND AND FRANCE. 
 
 Before the English rivalry with the Dutch ceased, 
 thoughtful English statesmen began to realize that the French 
 had become still more dangerous rivals. This is illustrated 
 by the fact that in 1672 the English were the allies of Louis 
 XIV in his war with the Dutch, and that before the war was 
 over the English wanted to join the Dutch against Louis. 
 This European situation is the background of some interest-
 
 IN THE ELEMENTARY SCHOOLS 61 
 
 ing colonial history in America, but it is too complex to be 
 interesting to seventh grade pupils. Perhaps the contrast 
 between the great king in his luxurious court at Versailles 
 and the rich burghers of republican Holland would serve as 
 an introduction to a little explanation which could be fol- 
 lowed by the story of the cutting of the dikes to save Am- 
 sterdam, and by the statement that to prevent the English 
 Parliament from voting to declare war on Louis, the latter paid 
 Charles a heavy sum to dismiss it. A few years later came 
 the revolution of 1688 in England, which drove the bad Eng- 
 lish king's brother James from the throne and gave the throne 
 to Prince William, leader of the Dutch. 
 
 Hassall: Louis XIV, chap. VI. 
 
 Farmer: Versailles. 
 
 1. THE DUTCH AND THE ENGLISH AGAINST 
 
 FRANCE. 
 
 This topic has two units of value. 
 
 Revolution of 1688 in England. King James at- 
 tempts to act like his father, Charles I, and his crown 
 is given to his daughter and her husband, Prince 
 William. Bill of Rights. Illustrate new tyranny of 
 the Stuarts by the story of Sir Edmund Andros and 
 the charters. England and Holland unite in the war 
 against France. 
 
 Green : Short History, chap. IX, sects. 6, 7. 
 
 Andrews: Colonial Self-government, chap. XVII. 
 
 Hill, Liberty Documents, chap. IX. 
 
 2. THE COLONIES AT WAR. 
 
 This topic has one unit of value. 
 
 Explain that the war in America was but an echo 
 of the war in Europe.
 
 62 THE STUDY OF HISTORY 
 
 Border warfare in William' 1 s and Anne's reigns, 
 part of wars in Europe. Their influence in uniting 
 the colonies and in giving them a common patriotism. 
 Results of the war. French cede Acadia. France 
 impoverished, though the grandson of the French king 
 becomes King of Spain. These may all be covered in 
 one exercise, if deemed advisable. 
 
 Greene: Provincial America, chaps. VII, VIII, 
 
 IX, X. 
 
 Green: Short History, chap. IX, sects. 8, 9. 
 Parkman: Struggle for a Continent, pp. 234-286. 
 
 3. BEGINNINGS OF THE FINAL STRUGGLE. 
 This topic has one unit of value. 
 
 England and France take opposite sides in the 
 struggle between Frederick II of Prussia and Maria 
 Theresa of Austria over Silesia. Simple explanation 
 of what Prussia and Austria were at the time, with 
 the story of Frederick's boyhood and the story of 
 Maria Theresa's appeal to her nobles for aid, and 
 their response. Maps. 
 
 Henderson: Short History of Germany, II, chap. 
 IV. 
 
 American incidents of this conflict, called in Amer- 
 ica King George's War. 
 
 The pupils should be interested in the fact that the 
 struggle extended to India, involving the rival trading 
 companies of the two nations, and that at this time 
 began the system of ruling India by controlling the 
 native princes, a system which served as the founda- 
 tion of the British empire in India. 
 
 Dupleix and Clive in India. Situation of the Eng- 
 lish and French East India Companies at Madras and 
 Pondicherry; success of Dupleix in controlling the na- 
 tive princes; utilizing the superiority of European
 
 IN THE ELEMENTARY SCHOOLS 63 
 
 trained soldiers over the untrained masses of natives. 
 Clive and the defense of Arcot. Maps. 
 TEACHERS' LIST: Hunter: Brief History of the Indian 
 
 Peoples. 
 Mallison: Dupleix. 
 
 Lord Clive. 
 
 Perkins: Louis XV, chap. IX. 
 Seeley: Expansion of England, pp. 228- 
 250. 
 
 CHILDREN'S LIST: Blaisdell: Story of American History, 
 
 pp. 112-114. 
 
 Eggleston : Life in the Eighteenth Cen- 
 tury, pp. 22-26, 52-60. 
 
 The importance of these topics comes from their 
 relation to the struggle which followed. Moreover, 
 Frederick the Great is one of the chief characters of 
 modern history. 
 
 Eggleston: Life in the Eighteenth Century, pp. 
 
 61-84. 
 Hart: Colonial Children, pp. 138-141. 
 
 4. CAUSES OF CONFLICT IN AMERICA. 
 
 (Review the original explorations and the growth of 
 settlements until the close.) 
 
 This topic has three units of value. 
 
 The Virginians and French clash in the Ohio Valley. 
 Albany Congress. 
 
 CHILDREN'S LIST: Blaisdell: Story of American History, 
 
 pp. 112-121. 
 Pratt: America's Story, Vol. IV., pp. 
 
 51-63. (Late Colonial Period.) 
 Parkman: Struggle for a Continent, 
 
 PP- 340-350- 
 
 Montcalm and Wolfe, chaps. 
 
 V-VI.
 
 64 THE STUDY OF HISTORY 
 
 The Braddock Expedition. 
 
 Parkman: Montcalm and Wolfe, chap. VII. 
 Montcalm and Wolfe, and the fight for Canada. 
 Parkman: Montcalm and Wolfe, chaps. XXV, 
 
 XXVII, XXVIII. 
 Bancroft: History of the United States, Part III, 
 
 chaps. VIII and XIV. 
 Wilson: George Washington, chap. III. 
 
 5. CLOSE OF THE WAR. 
 
 This topic has one unit of value. 
 
 The French and Indian War was in Europe the 
 Seven Years' War. 
 
 France was now the ally of Austria and England of 
 Frederick the Great. It should be explained that 
 France could have defended her colonies more suc- 
 cessfully had she not meddled in the conflict between 
 Maria Theresa and Frederick. France divided her 
 energies, and in trying to control the Continent lost 
 control of the sea, and so of her route to the colonies. 
 
 CHILDREN'S LIST: Hart: Colonial Children, pp. 135-138, 
 
 i^S-^o- 
 Blaisdell: Story of American History, 
 
 pp. 122-126. 
 
 Eggleston: Life in the Eighteenth Cen- 
 tury, pp. 92-106. 
 
 Terms of peace for America, incidentally for India. 
 The new colonial empire of England. How England 
 began to govern the French in Canada. Impression 
 this policy made in the English colonies. 
 
 Newcomers and political condition of America at 
 close of French and Indian War. Reviews of this 
 war in American colonies. 
 
 Parkman: Montcalm and Wolfe, chap. XXXI. 
 Bancroft: History of the United States, Part III, 
 chap. XIX.
 
 IN THE ELEMENTARY SCHOOLS 65 
 
 F. FROM COLONIES TO COMMONWEALTH. 
 
 1. THE COUNTRY ACROSS THE ALLEGHANIES. 
 This topic has three units of value. 
 
 The policy of the English government in regard to 
 these lands. Surveying and settling in Western 
 Pennsylvania and on the Ohio. The Scotch-Irish. 
 Mapwork. Early explorations and attempts at set- 
 tlement in Kentucky and Tennessee. 
 
 The Settlers on the southern border and the Indians. 
 
 TEACHERS' LIST: Hill: Liberty Documents, XVI. 
 
 Eggleston: Life in the Eighteenth Cen- 
 tury, pp. 183-193. 
 
 Roosevelt: The Winning of the West, 
 chaps. VII, X. 
 
 CHILDREN'S LIST: Bass: Stories of Pioneer Life, pp. 54- 
 
 69. 
 
 Baldwin: Discovery of the Old North- 
 west. 
 
 Conquest of the Old North-west. 
 
 Hart: Colonial Children, pp. 94-100. 
 
 2. SOCIAL LIFE, INDUSTRY AND TRADE IN THE 
 
 COLONIES. 
 
 This topic has four units of value. 
 
 Occupations; the Northern farm, the Southern 
 plantation, colonial seamen; medium of exchange, 
 location of houses on rivers or roads. 
 
 Social conditions; slavery in the South, other forms 
 of service in the colonies, social customs North and 
 South. Comparison of conditions elsewhere; an Eng- 
 lish or French colony in the West Indies, a Spanish 
 colony.
 
 66 THE STUDY OF HISTORY 
 
 Only through a simple comparison is it possible to 
 understand the causes and meaning of the varying 
 conditions. 
 
 Fiske: Old Virginia and Her Neighbors, chap. 
 
 XIV. 
 Weeden: Economic and Social History of New 
 
 England. 
 
 Earle: Customs and Fashions in Old New Eng- 
 land. 
 
 3. GOVERNMENT IN THE COLONIES. 
 This topic has three units of value. 
 
 The Crown and the People; what the colonial gov- 
 ernor did, the rights of representative assemblies, the 
 towns, parishes, or counties. 
 
 Kinds of colonial governments; difference between 
 Connecticut and Massachusetts, difference between 
 New York and Pennsylvania. Comparison of other 
 colonies. 
 
 Hill: Liberty Documents, chap. X. 
 Comparison with other European colonies; with the 
 French West Indies; with the Spanish- American 
 colonies. 
 
 Frothingham: Rise of the Republic, chap. IV. 
 Parkman: Montcalm and Wolfe, chap. II. 
 
 TEACHERS' LIST: Green: Short History of the English 
 
 People. 
 
 Kendall: Source Book, pp. 350, 362. 
 Morse: Washington. 
 Lodge: The American Revolution. 
 Hill: Liberty Documents. 
 Hart: Contemporaries. 
 
 CHILDREN'S LIST: Warren: Stories from English History, 
 
 pp. 362-372. 
 
 Kendall: Source Book, pp. 350, 362. 
 Coffin: Boys of '76.
 
 IN THE ELEMENTARY SCHOOLS 67 
 
 Hart: Camps and Firesides, pp. 153- 
 
 39- 
 South worth: Builders of Our Country, 
 
 chaps. I-IX. 
 Brooks: Stories of the Old Bay State, 
 
 pp. 109 to 138. 
 
 Guerber: Story of the Thirteen Colo- 
 nies, p. 196. 
 Blaisdell: Story of American History, 
 
 pp. 222-326. 
 Johonnot: Stories of Our Country, pp. 
 
 85-177. 
 Eggleston : Life in Eighteenth Century, 
 
 pp. 107-182. 
 
 4. GRIEVANCES OF THE COLONIES, causes of the 
 Revolution. 
 
 This topic has four units of value. 
 
 Before the Stamp Act; attitude of England and 
 Colonies to a standing army; operation of the Naviga- 
 tion Acts, the Sugar Act, the relative amount of taxa- 
 tion determined by Parliamentary acts; English and 
 American views of what representation meant. 
 
 Resistance to new taxes; the Stamp Act, its repeal 
 with the attempt to enforce the principle by the Town- 
 send Revenue Acts, Samuel Adams and Patrick 
 Henry, Whig defenders of the American cause, Pitt 
 and Burke; George III and his friends. 
 
 Beginnings of violent resistance; interference with the 
 landing or sale of taxed tea, retaliation by Parliament; 
 Committees of Correspondence, First Continental 
 Congress. Local grievances. 
 
 Trevelyan : The American Revolution, chaps. II, 
 
 III, IV, VII, VIII. 
 
 Fiske: The American Revolution, chaps. I, II, III. 
 Tyler: Patrick Henry, chap. IX. 
 Hosmer: Samuel Adams, chaps. V-XVI.
 
 68 THE STUDY OF HISTORY 
 
 5. OPENING OF THE REVOLUTIONARY WAR. 
 
 This topic has three units of value. 
 
 The first fighting; Lexington, Bunker Hill, or other 
 local conflicts; make-up of the English and colonial 
 armies. 
 
 Independence; how the colonies received the news 
 from Massachusetts; how it was received by parties 
 in England; sentiment in America for and against 
 independence; signing the Declaration. 
 Hill: Liberty Documents. 
 
 Organization of the colonies into States, and of the 
 States into the Confederation; how the States were 
 formed; the Committees of Correspondence and of 
 Safety; the Congress. 
 
 Bancroft: The History of the United States, Vol. 
 
 IV, chaps. X, XIV, XXVIII. 
 
 Fiske: The American Revolution, chaps. Ill, IV. 
 Trevelyan: The American Revolution, chaps. 
 
 VIII, IX. 
 
 Lodge: Story of the Revolution. 
 Hosmer: Samuel Adams, chaps. XIX-XX. 
 
 6. PERIOD OF DIFFICULTY. 
 
 This topic has three units of value. 
 
 Struggle about New York; loss of New York; retreat 
 through the Jerseys; recovery at Trenton and Princeton. 
 
 Burgoyne's expedition; aim, causes of failure, effects 
 of struggle. Map routes. 
 
 Loss of Philadelphia; Brandywine and German- 
 town, Valley Forge. Plots against Washington. 
 ' This work should be grouped as much as possible 
 about Washington. In treating battles, only signi- 
 ficant incidents should be mentioned. 
 
 Bancroft: The History of the United States, Vol. 
 
 V, chaps. VI, VII, XI-XIII.
 
 IN THE ELEMENTARY SCHOOLS 69 
 
 Fiske: The American Revolution, chaps. V, VI, 
 
 VII. 
 
 Lodge: Story of the Revolution. 
 Wilson: George Washington, chap. VII. 
 
 7. STRUGGLE WEST OF ALLEGHANIES. 
 This topic has three units of value. 
 
 The North-west; attitude of French, attitude of In- 
 dians. Map knowledge. 
 
 Story of George Rogers Clark and the results of his 
 work. 
 
 Churchill: The Crossing. 
 
 Roosevelt: The Winning of the West, Vol. II, 
 
 chaps. II -III. 
 Fiske: The American Revolution, chap. II. 
 
 CHILDREN'S LIST: Tappan : American History Stories, pp. 
 
 185-193- 
 
 Stone and Fickett: Days and Deeds, 
 pp. 16-36. 
 
 8. THE FRENCH ALLIANCE. 
 
 This topic has three units of value. 
 
 Reasons for it; the grudge against England; enthu- 
 siasm of men like LaFayette; Franklin's influence; 
 time chosen for intervention. 
 
 The first consequences; retreat of British from Phila- 
 delphia; English on the defensive in West Indies. 
 John Paul Jones. 
 
 Increasing difficulties of the English; Spain joins the 
 alliance; the Armed Neutrality; English and the Dutch 
 at war. 
 
 Fiske: The American Revolution, chap. VIII. 
 Lodge: Story of the Revolution.
 
 70 THE STUDY OF HISTORY 
 
 9. WAR IN THE SOUTH, a new period of difficulty. 
 This topic has three units of value. 
 
 Losses in South; capture of Savannah and Charles- 
 ton; defeat of Gates. 
 
 Treason of Arnold; Arnold's services and disap- 
 pointments; plans to betray West Point; discovery of 
 plot, and fate of Andre. 
 
 Recovery in the South; King's Mountain, Cowpens, 
 and Guilford Court House; Greene and Cornwallis. 
 
 Only an outline of the struggle with a few typical 
 incidents. 
 
 Fiske: The American Revolution, chaps. XIII, 
 
 XIV. 
 Lodge: Story of the Revolution. 
 
 10. CLOSE OF THE WAR. 
 
 This topic has three units of value. 
 
 Yorktown campaign; why Cornwallis was at York- 
 town; Washington's plan and the help of the French; 
 the surrender; LaFayette's magnanimity. Map routes. 
 Why the war went on: England's desire to gain 
 favorable terms in the struggle with France; effect of 
 Rodney's victory in the West Indies. 
 
 Peace: boundary questions, terms obtained by the 
 American envoys; fate of the Loyalists. 
 
 Wilson: George Washington, chap. VII. 
 Fiske: The American Revolution, chap. XV. 
 Lodge: Story of the Revolution. 
 
 11. ENGLAND AFTER THE REVOLUTION. 
 This topic has two units of value. 
 
 Attitude towards the new Republic: troubles about 
 the Western posts; the case of the Loyalists; American 
 trade with Great Britain; the English West Indies.
 
 IN THE ELEMENTARY SCHOOLS 71 
 
 English colonies. Canada after the war; incoming 
 of Loyalists; reorganization of the colony; settlement 
 of Australia. 
 
 Fiske: The Critical Period of American History, 
 chap. I. 
 
 CHILDREN'S LIST: Southworth: Builders of our Country, 
 
 Vol. V, pp. 97-108. 
 Stone and Fickett: Days and Deeds, 
 pp. 16-36.
 
 EIGHTH GRADE. 
 A. ORGANIZATION OF THE UNITED STATES. 
 
 1. THE NEW REPUBLIC. 
 
 This topic has four units of value. 
 
 Weakness of the government under the Articles of 
 Confederation; powers which our present national 
 government holds which this government did not 
 possess. 
 
 Distress in the Republic: troubles in Massachusetts 
 and elsewhere; their causes; paper money; trade dis- 
 putes. 
 
 The North-west: land claims of the different States; 
 danger to the Union from this dispute; the Ordinance 
 of 1787 and the beginnings of settlement in the North- 
 west. 
 
 Stone and Fickett: Days and Deeds, pp. 16-36. 
 Fiske: The Critical Period of American History, 
 
 chaps. Ill, IV, V. 
 Hill: Liberty Documents, 17. 
 
 2. THE CONSTITUTION. 
 
 This topic has three units of value. 
 
 The Convention of 1787, occasion of its meeting, its 
 leaders, the way they worked in agreeing about the 
 Constitution. 
 
 Powers granted to the National government, es- 
 pecially for the levy of taxes and for the enforcement 
 of laws. 
 
 73
 
 THE STUDY OF HISTORY 73 
 
 Powers taken from the States: levy of import and ex- 
 port duties, emission of paper money or coinage of 
 money, entering into agreements with other States or 
 with foreign countries. 
 See outline for civics. 
 Fiske: The Critical Period in American History, 
 
 chap. VI. 
 Schouler: History of the United States, Vol. I, 
 
 sec. 2. 
 
 Lodge: Alexander Hamilton, chap. IV. 
 Gay: James Madison, chaps. VII-VIII. 
 Sparks : The Men Who Made the Nation, chaps. 
 IV-V. 
 
 3. THE NEW GOVERNMENT. 
 
 Adoption of the Constitution: a typical contest, 
 Massachusetts, New York or Virginia; case of Rhode 
 Island and of North Carolina. 
 
 Organization of the new government: the elections, 
 choice of Washington, first inauguration. 
 
 Washington's administration: the first cabinet; the 
 Whiskey Insurrection and its causes; manners and cus- 
 toms in the new Republic. 
 
 Schouler: History of the United States, Vol. I, 
 
 chap. I, sec. 3; chap. II, sects. 1-2. 
 Fiske: The Critical Period of American History, 
 
 chap. VII. 
 McMaster: History of the People of the United 
 
 States, Vol. I, chap. I. 
 Gay: James Madison, chap. IX. 
 
 CHILDREN'S LIST: Irving: Washington. 
 
 Stone and Fickett: Days and Deeds, 
 
 PP-
 
 74 THE STUDY OF HISTORY 
 
 B. THE NEW REPUBLIC AND REVOLUTION IN 
 EUROPE. 
 
 i. REVOLUTION IN FRANCE. 
 
 This topic has two units of value. 
 
 This is an immense subject, and very difficult to 
 explain briefly, but if the teacher will keep carefully 
 along the simple lines indicated, the French Revolu- 
 tion will furnish the pupil something with which to 
 compare the American Revolution, as well as some 
 indications of the background of many events of Wash- 
 ington's and Adams's administrations. 
 
 Grievances of the French people: the common people, 
 especially the peasants, paid most of the taxes; they 
 also paid part of their crops and other dues to the 
 nobles; the nobles alone had the right to fish and to 
 hunt, and the hunting parties or the game often ruined 
 the crops of the peasants. The teacher should note 
 that such grievances differed from the grievances of 
 the English colonists in America. 
 
 Lowell: Eve of the French Revolution, chaps. 
 
 XIII, XIV. 
 Taine: The Ancient Regime, especially pp. 329- 
 
 373- 
 
 The King conquered by his people: Louis XVI calls a 
 great assembly, the States General, of clergy, nobles, 
 and commoners; how in the struggle of the clergy and 
 the nobles to keep the commoners from having too 
 much influence in the decision of questions the king 
 sides with the clergy and nobles; in the ensuing quar- 
 rel the people of Paris capture a royal fortress and 
 prison, the Bastille, on July i4th (the present French 
 national holiday); the States General become the 
 National Assembly, passes many useful laws, making 
 . taxes equal and removing burdens from the peasants.
 
 IN THE ELEMENTARY SCHOOLS 75 
 
 Overthrow of the King: the king, a prisoner in his 
 palace at Paris, tries to escape to the frontier, is 
 brought back; violent men gain the upper hand in 
 France, depose the king, and cause his execution; at 
 war with other countries, Austria, Prussia, Spain, and 
 England, fearing to be attacked by them or believing 
 French rights violated by them. 
 
 Gardiner: The French Revolution. 
 
 2. EUROPEAN WARS AND AMERICAN INTERESTS. 
 This topic has two units of value. 
 
 How the war affected America: American sym- 
 pathies, the conduct of Genet and other French min- 
 isters. 
 
 Neutral commerce: England's policy, the Jay treaty. 
 
 Troubles during Adams's administration: the X Y Z; 
 fighting with French ships, preparations for war, Alien 
 and Sedition laws; Kentucky and Virginia Resolu- 
 tions. 
 
 Schouler: History of the United States, Vol. I, 
 chap. IV, sec. I. 
 
 3. ADVENT OF JEFFERSON. 
 
 This topic has four units of value. 
 
 The election of 1800 and its consequences: contest 
 between Burr and Jefferson, change in method of 
 electing presidents; Jefferson's policy of Democratic 
 simplicity and economy. 
 
 Purchase of Louisiana: history of the control of 
 Louisiana; how Bonaparte came to sell the territory; 
 story of the purchase. 
 
 Opening the new territory: Lewis and Clark Expedi- 
 tion, Western fur trade. 
 
 Sparks: The Men Who Made the Nation, chap. 
 
 VII. 
 
 Henry Adams : History of the United States, Vol. 
 I, chap. XII; Vol. II, chap. II.
 
 76 THE STUDY OF HISTORY 
 
 Schouler: History of the United States, Vol. I, 
 
 chap. Ill, sec. 2. 
 Morse: Thomas Jefferson, chap. XV. 
 
 CHILDREN'S LIST: Lighten: Lewis and Clark. 
 
 Hitchcock: Purchase of Louisiana. 
 
 4. NEW WARS IN EUROPE AND THEIR CONSE- 
 
 QUENCES TO AMERICA. 
 
 This topic has two units of value. 
 It is not intended that any extended account be 
 given of Napoleon. Two or three incidents will at- 
 tract attention to his personal importance and intro- 
 duce the situation which profoundly influenced Amer- 
 ican history from 1803 to 1815. 
 
 Story of Napoleon Bonaparte: the young Corsican 
 at French military schools, the "Little Corporal" and 
 his soldiers, his victories make him the idol of the 
 French people, and they give him the imperial crown. 
 Johnston: Napoleon. 
 Browning: Napoleon, the First Phase. 
 Fournier: Napoleon the First. 
 His great war with England: gathers an army to 
 invade England; battle of Trafalgar; attempts to keep 
 neutrals like the United States from trading with 
 England; the English retaliate. 
 
 How America was affected: effect on American 
 shipping; grievance about the impressment of seamen; 
 the Embargo of 1807; the Non-intercourse Act. 
 
 Mahan : Influence of the Sea Power on the French 
 Revolution and Empire, II, chaps. XVII- 
 XVIII. 
 Morse: Thomas Jefferson, chap. XVI. 
 
 5. THE WAR OF 1812. 
 
 This topic has three units of value. 
 Its causes: refusal of the British to make concessions 
 until too late in the dispute about rights of American
 
 IN THE ELEMENTARY SCHOOLS 77 
 
 seamen and commerce; war spirit in America; an un- 
 timely struggle for the British, because they had long 
 been fighting against Napoleon, especially in Spain. 
 
 The struggle about Lake Erie: attitude of the Indians; 
 Tecumseh; surrender of Detroit; Perry's victory on 
 Lake Erie. 
 
 Victories of the "Constitution" their real meaning; 
 significance of the blockade of the coast. 
 Gay: James Madison, chap. XVII. 
 Henry Adams: History of the United States, 
 
 Vol. V, chaps. VII-VIII. 
 
 Schouler: History of the United States, Vol. I, 
 chap. VI, sec. 2; chap. VIII, sec. 2; also chap. 
 IX. 
 
 6. CONCLUSION OF THE WAR. 
 
 This topic has three units of value. 
 
 The war unpopular in New England, reasons for 
 this; campaign on Northern frontier; the burning of 
 Washington. The Creek Indians and Andrew Jack- 
 son. 
 
 Peace of Ghent; defeat and abdication of Napoleon 
 frees the hands of British, but both parties weary of 
 the war; the terms of peace silent on the cause of war; 
 battle of New Orleans, after peace was made. 
 
 End of the great European wars: Napoleon's return 
 from exile at Elba; his defeat at Waterloo; his exile at 
 St. Helena. 
 
 The Creeks and Seminoles. Complications with 
 Spain. Purchase of Florida. 
 
 Adams: History of the United States, Vol. VIII, 
 
 chaps. I, XI-XIII; Vol. IX, chap. II. 
 Schouler: History of the United States, Vol. II, 
 chap. IX.
 
 78 THE STUDY OF HISTORY 
 
 B. INDUSTRIAL AND SOCIAL DEVELOPMENT. 
 
 1. THE INDUSTRIAL REVOLUTION IN ENGLAND AND 
 
 AMERICA. 
 
 This topic has four units of value. 
 
 Industrial changes in England: spinning-jenny and 
 power loom; beginnings of factories; changes in sys- 
 tem of holding land and of farming. 
 
 Warren: Stories from English History, pp. 393- 
 
 406. 
 
 Cheyney: Industrial and Social History of Eng- 
 land, chap. VIII. 
 
 Cotton: old methods of cleaning cotton; Eli Whitney 
 and the cotton-gin; effects of this invention upon 
 Southern industry and the slavery question. 
 
 Factories: Samuel Slater and the adoption of Eng- 
 lish inventions; Francis C. Lowell; effect of the war on 
 the transfer of capital from shipping to manufactures. 
 Steamboats: early attempts; Fulton's work; the first 
 steamboat lines. 
 
 Stone and Fickett: Days and Deeds, pp. 78-103. 
 McMaster: History of the People of the United 
 
 States, chap. VIII. 
 Schouler: History of the United States, chap. VII. 
 
 2. WESTERN EMIGRATION. 
 
 This topic has four units of value. 
 
 The new homes: States and Territories organized 
 beyond the Alleghanies by 1815; Western roads, old 
 Indian trails, the Cumberland road, the National turn- 
 pike; the Erie Canal. 
 
 The settlers; motives which influenced European 
 emigration after 1815; emigration from the older 
 States; increase of population in the trans- Alleghany 
 region between 1815 and 1830.
 
 79 
 
 Life of the settler: his first tasks, the crops which he 
 raised, beginnings of self-government. 
 Stone and Fickett: as above. 
 Bass: Stories of Pioneer Life, pp. 54-136. 
 Roosevelt : The Winning of the West, Vol. I, chap. 
 
 V. 
 McMaster: History of the People of the United 
 
 States, chaps. VIII and XXXIII. 
 Turner: Rise of the New West (American Nation 
 
 Series). 
 
 3. SOCIAL CONDITIONS ABOUT 1820. 
 This topic has four units of value. 
 
 Free and slave labor: industrial reasons for retention 
 of slave labor; region where slaves were still held; the 
 international slave trade prohibited since 1808 by 
 United States and Great Britain. 
 
 Missouri compromise: the question of slavery in the 
 territory gained by the Louisiana Purchase; bargain 
 made for the admission of Missouri. Influence of 
 territorial expansion on slavery. 
 
 Comparison between life in a Northern factory town 
 and on a Southern plantation. 
 
 Beginnings of American literature. 
 
 Schouler : History of the United States, chap. VII. 
 Rhodes: History of the United States, chaps. I, 
 
 II, and IV. 
 
 Von Hoist: John C. Calhoun, chap. VI. 
 Wilson: A History of the American People. 
 
 C. NEW NEIGHBORS AND NEW PROBLEMS, 
 i. REVOLT OF THE SPANISH COLONIES. 
 This topic has two units of value. 
 
 This should be introduced by an explanation, brief 
 and simple, of the divisions of the Spanish colonial
 
 So THE STUDY OF HISTORY 
 
 possessions, and by a comparison of their grievances 
 with the grievances of the English colonists before the 
 Revolution. 
 
 The revolt: first directed against Bonaparte, who 
 had taken the throne from King Ferdinand, but after- 
 ward against the king himself, because he was un- 
 willing to grant liberties to the colonists; story of one 
 of the leaders, Bolivar or San Martin. 
 
 The new republics and the United States: question of 
 their recognition; Spain and the purchase of Florida; 
 advance of Russia down the western coast of North 
 America; Spain and her allies prepare to restore Span- 
 ish authority; attitude of England; the Monroe Doc- 
 trine in the President's message of 1823. 
 
 Schouler: History of the United States, chap. II, 
 sec. 2. 
 
 Wilson: A History of the American People. 
 
 Morse: John Quincy Adams, chap. II. 
 
 Oilman: Monroe, chap. VII. 
 
 2. POLITICS FROM 1824 TO 1832. (See next Topic.) 
 This topic has three units of value. 
 
 The election of 1824; the candidates; why the elec- 
 tion was finally completed in the House of Repre- 
 sentatives; ill-feeling of Jackson's friends over the 
 result. 
 
 Internal improvements and the tariff: the question of 
 the duty of the government to help in improving means 
 of transportation; should the government also " foster 
 home industries"? The tariff of 1828 and the atti- 
 tude toward it of Calhoun and other Southerners. 
 
 "Reign" of Jackson: his success with the voters; 
 "To the victors belong the spoils"; Nullification and 
 the Webster-Hayne debate. 
 
 MacDonald: Jacksonian Democracy. 
 Wilson: A History of the American People, Vol. 
 IV.
 
 IN THE ELEMENTARY SCHOOLS 81 
 
 Sumner: Andrew Jackson, chaps. VIII, IX, X. 
 Schouler, History of the United States, chap. 
 
 XII. 
 
 Lodge: Daniel Webster, chaps. VI, VII. 
 Von Hoist: John C. Calhoun, chap. VI. 
 
 3. THREE GREAT QUESTIONS. 
 
 This topic has two units of value. 
 
 New method of electing a president: new parties, es- 
 pecially the Whigs; the first national convention; the 
 election in 1832. 
 
 Banking troubles: the United States and Jackson's 
 war upon it; "wildcat" banks; the panic of 1837. 
 
 The anti-slavery movement: slavery abolished by 
 purchase in the British dominions in 1834; the early 
 Abolitionists in the United States; William Lloyd Gar- 
 rison; struggle in Congress over petitions. 
 Hart: Source Book, p. 96. 
 Sparks : The Men Who Made the Nation, chaps. 
 
 VIII-IX. 
 
 Rhodes: History of the United States, chap. I. 
 Schouler: History of the United States, chap. 
 
 XIII, sec. 3; also chap. XIV, sec. 2. 
 Sumner: Andrew Jackson, chaps. XI-XII. 
 Hart: Slavery and Abolition (American Nation 
 Series). 
 
 4. OUR NEIGHBORS. 
 
 This topic has three units of value. 
 
 Texas, part of the Republic of Mexico; early emi- 
 grants from the United States; Sam Houston; revolt 
 of Texas; movement for its annexation to the United 
 States. 
 
 The Oregon question: early settlers and traders on 
 the North-west coast; joint occupation by England and 
 the United States; final settlement of the boundary of 
 the United States.
 
 82 THE STUDY OF HISTORY 
 
 Canada: Canadian insurrection of 1837 and its 
 causes; the Canadians permitted to govern themselves 
 through responsible ministries; permanence of French 
 influences; expansion of English settlements. 
 
 Fairbanks: The Western United States, p. 86. 
 Eggleston: Stories of American Life and Adven- 
 ture, pp. 166-183. 
 Schouler: History of the United States, chap. 
 
 XVII, sec. 2. 
 Rhodes: History of the United States, chap. I. 
 
 5. WAR WITH MEXICO. 
 
 This topic has two units of value. 
 
 Annexation of Texas: attitude of Northerners and 
 Southerners; manner in which annexation was effected; 
 quarrel with Mexico over the boundary. 
 
 The war: the United States the aggressor; General 
 Taylor's campaign; General Scott's march on the City 
 of Mexico; Fremont crosses the mountains into Cali- 
 fornia. 
 
 It is not intended that the teacher enlarge upon mere 
 military details. 
 
 Results: annexation of territory by treaty of Gua- 
 dalupe Hidalgo; description of this territory. 
 
 Influence of further territorial expansion upon 
 slavery, showing how the organization of new terri- 
 tory reopened the slavery question. 
 
 Fairbanks: The Western United States, p. 106. 
 Schouler: History of the United States, chap. 
 
 XVIII. 
 
 Rhodes: History of the United States, chap. I. 
 Von Hoist: John C. Calhoun, chap. VIII.
 
 IN THE ELEMENTARY SCHOOLS 83 
 
 D. EXPANSION MAKES THE SLAVERY QUESTION 
 DOMINANT. 
 
 1. CALIFORNIA, some of the consequences of an- 
 
 nexation. 
 
 This topic has three units of value. 
 
 Discovery of gold: how made; the rush to the gold 
 fields; similar discoveries in Australia. 
 
 The slavery question again: need of State govern- 
 ment in California; the Free Soil Party; attitude of 
 Southerners toward the admission of California; the 
 Compromise of 1850. 
 
 Failure of the Compromise: the Fugitive Slave Law; 
 methods of enforcement; the Underground Railway; 
 Personal Liberty Laws; "Uncle Tom's Cabin." 
 Hart: Source Book, pp. 105-107, 108, 109. 
 
 Romance of the Civil War, Part II. 
 
 Sparks: The Men Who Made the Nation, chap. X. 
 Rhodes: History of the United States, chap. II. 
 Lodge: Daniel Webster, chap. IX. 
 
 2. THE NORTH RE-ENFORCED, industrial and social 
 
 development. 
 
 This topic has four units of value. 
 
 New causes of emigration from Europe: famine in 
 Ireland; political troubles of Germany, 1848 to 1849; 
 where these emigrants settled; their feeling about 
 slavery. 
 
 Development of transportation: railroad building; 
 steamboat traffic on the lakes and rivers; the tele- 
 graph. 
 
 The New West: opening of new farm lands; im- 
 provement in agricultural machinery; growth of
 
 84 THE STUDY OF HISTORY 
 
 Western cities; centres of commerce and manufactu- 
 ring; increase of wealth of these new regions. 
 
 Kendall: Source Book in English History, pp. 
 414-419. 
 
 Wilson: A History of the American People. 
 
 3. SLAVERY IN THE WEST AGAIN. 
 This topic has three units of value. 
 
 The Kansas-Nebraska question: the plan to leave 
 the decision to the settlers themselves; the Kansas- 
 Nebraska Bill; organization of emigration. 
 
 A new party: the collapse of the Whig party; the 
 make-up of the Republican party; the election of 1856. 
 
 The slavery question becomes acute: the Dred Scott 
 case; the Lincoln-Douglas debates; the John Brown 
 raid. 
 
 Hill: Liberty Documents, chap.. XXI. 
 
 Elson: Side Lights, chap. IV. 
 
 Sparks: The Men Who Made the Nation, chap. 
 
 XL 
 
 Old South Leaflets, No. 83. 
 Rhodes: History of the United States, chap. V. 
 
 E. THE CRISIS OF THE REPUBLIC. 
 
 i. THE CRISIS OF THE UNION. 
 
 This topic has four units of value. 
 
 The election of 1860: the candidates, their platforms 
 and cries; the attitude of the South; the election of 
 Lincoln. 
 
 The Secession Movement: its theory: Northern and 
 Southern points of view; the steps taken to form a 
 Southern Confederacy; the doubtful States; President
 
 IN THE ELEMENTARY SCHOOLS 85 
 
 Buchanan's policy; attempts at compromise; affair of 
 the Star of the West. 
 
 Elson: Side Lights on American History, chaps. 
 
 I, II, III, IV. 
 Rhodes: History of the United States, chaps. 
 
 XIII and XIV. 
 Ropes: Story of the Civil War, Vol. I, chaps. 
 
 I to V. 
 Morse: Abraham Lincoln, Vol. I, chap. VI. 
 
 2. CIVIL WAR. 
 
 This topic has two units of value. 
 
 Relative power of the Southern Confederacy and of 
 the Federal Government: resources of the two sec- 
 tions, immediate and capable of organization. 
 
 Fort Sumter and the call to arms; Bull Run and its 
 lessons; organizing for the struggle; methods of pay- 
 ing expenses; paper money; loans. 
 
 Hart: Source Book, pp. 119-131, 200-207, 220- 
 
 241. 
 
 Rhodes : History of the United States, chap. XV. 
 Ropes: The Story of the Civil War, Vol. I, chaps. 
 
 VI-IX. 
 Morse: Abraham Lincoln, Vol. I, chap. VIII. 
 
 3. VARYING FORTUNES OF CONFLICT. 
 This topic has four units of value. 
 
 Cutting off the Confederacy from the outside world; 
 the blockade, the Monitor and the Merrimac; blockade 
 running; the Trent affair; attitude of different classes 
 of the English people toward the conflict. 
 
 General plan of the struggle on land: the blow aimed 
 at the capital of the Confederacy; the failure of Mc- 
 Clellan (without dwelling on names or details of par- 
 ticular battles) ; the attempt to divide the Confederacy
 
 86 THE STUDY OF HISTORY 
 
 along the line of the Mississippi; Grant's campaign of 
 1862. 
 
 The Emancipation Proclamation as a war measure; 
 war policy toward the negroes. 
 
 Elson: Side Lights on American History, chap. IV. 
 Hart: Romance of the Civil War, pp. 347-362, 
 
 266-269. 
 Kendall: Source Book in English History, pp. 
 
 440-449. 
 
 Hill: Liberty Documents, XXII. 
 Hart: Contemporaries, Vol. IV. 
 Dunning: Essays on Civil War and Reconstruc- 
 tion. 
 Rhodes: History of the United States, chaps. 
 
 XVI-XVIII, XXII. 
 Ropes: The Story of the Civil War, Vol. I, chaps. 
 
 X-XII; also Vol. II, chaps. I-II. 
 Morse: Abraham Lincoln, Vol. I, chap. X; Vol. 
 
 II, chaps. I, II, IV. 
 Adams: Charles Francis Adams, chaps. IX- 
 
 XVIII. 
 
 4. TURNING OF THE TIDE. 
 
 This topic has three units of value. 
 
 Crisis of the struggle in the East, a study of Gettys- 
 burg, with simple mention of the battles which led to 
 it (from Fredericksburg to Antietam). The army of 
 the Potomac had failed to break Lee's defence of the 
 approach to Richmond, but Lee's attempt to invade 
 the Northern States, and force a peace, supported by 
 European sentiment, was defeated at Gettysburg. 
 Elson: Side Lights on American History, chap. V. 
 Hart: Romance of the Civil War, pp. 321-327. 
 
 Crisis on the Mississippi, struggle about Vicksburg 
 (without military details). 
 
 On the threshold of the cotton States, from Chicka- 
 mauga to Mission Ridge. This campaign opened the
 
 IN THE ELEMENTARY SCHOOLS 87 
 
 way for the invasion of the cotton States, as Gettys- 
 burg had made possible the Virginia campaign of 1864. 
 
 Rhodes: History of the United States, chaps XX 
 and XXI. 
 
 Morse: Abraham Lincoln, Vol. II, chap. VII. 
 
 5. OVERTHROW OF THE CONFEDERACY. 
 This topic has three units of value. 
 
 The Virginia campaign of 1864, emphasizing the 
 tenacious defence by Lee and the persistent attacks of 
 Grant. 
 
 Sherman's invasion of the cotton States, its relation 
 to Grant's campaign; fall of Fort Fisher; effects on 
 the resources of the Confederacy. 
 
 Appomattox: surrender of Lee; assassination of Lin- 
 coln; dismissal of the armies. 
 
 Elson : Side Lights on American History, chap. VI. 
 Hart: Romance of the Civil War, pp. 277-282, 
 
 312-318, 342-368. 
 
 Rhodes: History of the United States, chaps. 
 XXIII-XXVI. 
 
 6. THE PROBLEMS OF RESTORATION OF PEACE. 
 This topic has three units of value. 
 
 Reconstruction: policies of Lincoln, of Johnson, of 
 
 the Republican party. 
 
 Methods of reconstruction; Amendments to the 
 Constitution; acts of Congress; quarrel of Congress 
 and the President. 
 
 Troubles in the South: Carpet-bag government; Ku- 
 Klux; the "force" bills; opposition of the Liberal Re- 
 publicans in the election of 1872. 
 
 Elson: Side Lights on American History, Vol. 
 
 II, chaps. VII, VIII, X. 
 
 Sparks: The Men Who Made the Nation, chap. 
 XII.
 
 88 THE STUDY OF HISTORY 
 
 Rhodes: History of the United States, chaps. 
 
 XXX-XXXIII. 
 
 Morse: Abraham Lincoln, Vol. II, chap. VIII. 
 Hill: Liberty Documents, XXIII. 
 
 F. THE NEW UNION AND THE LARGER EUROPE. 
 
 1. THE NEW UNION. 
 
 This topic has three units of value. 
 
 Opening of the far West: Pacific railways; distribu- 
 tion of the public lands; a typical Western settlement. 
 Financial crisis: payment of the national debt; 
 panic of 1873 and its causes; reorganization of busi- 
 ness; exhibition of 1876. 
 
 Close of Reconstruction Policies: the disputed elec- 
 tion of 1876; policy of Hayes toward the South; re- 
 moval of United States troops and the results. 
 
 Rhodes: History of the United States, chaps. 
 
 XXXIV, XXXVII. 
 Fairbanks: The Western United States, pp. 187- 
 
 2 33- 
 Elson: Side Lights on American History, chaps. 
 
 IX, X, XL 
 
 2. DEVELOPMENT OF GREAT BRITAIN.* 
 This topic has two units of value. 
 
 Growth of self-government: until 1832 the House of 
 Commons did not represent the people adequately. 
 On account of the shifting of population many seats 
 in the House were controlled by the great landlords. 
 Several cities had no representatives. Much of this 
 
 * The European history suggested here may be given by the teacher in the 
 form of supplementary talks. By using, in such talks, simple material 
 adapted to the mental grasp of pupils, teachers will meet all the require- 
 ments which the committee has in mind.
 
 IN THE ELEMENTARY SCHOOLS 89 
 
 inequality was removed by the Reform Bill of 1832. 
 How suffrage in England has become practically uni- 
 versal; laws securing the freedom and secrecy of the 
 ballot. 
 
 Macy: The English Constitution, chaps. XLIV- 
 
 XLV. 
 Kendall: Source Book of English History, pp. 
 
 391-400. 
 Warren: Stories from English History, pp. 406, 
 
 43 2 - 
 
 How the House of Commons has used its power: 
 factory laws, laws improving the conditions of Irish 
 tenants, etc. 
 
 Kendall: Source Book, chap. XXI. 
 Warren: Stories, pp. 393-417. 
 Cheyney: Industrial and Social History of Eng- 
 land, chap. IX. 
 
 The British Empire: brief descriptions of English 
 communities beyond the seas, Canada, Australia, 
 South Africa, etc.; English still the greatest trading 
 people of the world. 
 
 Egerton : Origin and Growth of English Colonies. 
 Caldecott: English Colonization and Empire. 
 Dilke: Problems of Greater Britain. 
 Kendall: Source Book, chap. XXI-XXII. 
 Warren: Stories, pp. 423, 427, 43 8 ~455- 
 
 3. GREAT CHANGES IN GERMANY, ITALY, AND 
 FRANCE.* 
 
 This topic has three units of value. 
 
 During the last half century of the American Re- 
 public's existence a great change has come over the 
 appearance of Europe and over the relative influence 
 
 * The European -history suggested here may be given by the teacher in the 
 form of supplementary talks. By using, in such talks, simple material 
 adapted to the mental grasp of pupils, teachers will meet all the require- 
 ments which the committee has in mind.
 
 90 THE STUDY OF HISTORY 
 
 of its several states. The pupil should not leave the 
 elementary school without some knowledge of the 
 great states with which the Republic has close rela- 
 tions and which are its rivals in the enterprises of 
 trade and in the assertion of political influence. The 
 pupil knows something of these states from the study 
 of geography. The aim of this group of topics is to 
 give him something of the historical point of view. 
 Compare a map of Europe of 1856 with the present 
 map of Europe to see how different was the appearance 
 of Italy, the part Prussia held in Germany, and the 
 hold Austria had on both Italy and Germany. Brief 
 story of the unification of Italy centering about Victor 
 Emmanuel and Garibaldi. Story of Prussia's tri- 
 umph over Austria and France, centring about Bis- 
 marck, von Moltke, and William I, and resulting in 
 the founding of the present German Empire. France 
 becomes a Republic and reorganizes her national life 
 after her great defeat; Napoleon III, Thiers, and 
 Gambetta are the chief French characters. If the 
 teacher keeps closely to the geographical and the 
 simpler results, illustrating with typical incidents 
 from the careers of the principal characters, the end 
 will be attained. Nearly all the manuals of modern 
 history contain sufficient material. See also: 
 
 Rase: A Century of Continental History. 
 
 Phillips: The Nineteenth Century. 
 
 Fyffe: History of Modern Europe. 
 
 4. THE LARGER EUROPE.* 
 
 This topic has two units of value. 
 Stories of great explorers: work of Livingstone, of 
 Stanley in Central Africa. 
 
 Johnston: The Colonization of Africa. 
 
 * The European history suggested here may be given by the teacher in 
 the form of supplementary talks. By using, in such talks, simple material 
 adapted to the mental grasp of pupils, teachers will meet all the require- 
 ments which the committee has in mind.
 
 IN THE ELEMENTARY SCHOOLS 91 
 
 How Africa was divided, illustrated by the founding 
 of the Congo State; the English possessions in the 
 Nile Valley, and at the Cape, with the cry for a rail- 
 way from "the Cape to Cairo"; the French in Algiers; 
 the Germans in Eastern and South-west Africa. 
 
 Keltic: The Partition of Africa. 
 European interests in Asia: the English in India, the 
 French in Indo-China, the Dutch in the Spice Islands; 
 European trading stations and territorial possessions 
 in China. 
 
 Reinsch: World Politics. 
 
 Hunter: Brief History of the Indian Peoples. 
 
 Caldecott: English Colonization and Empire, 
 chap. I. 
 
 Douglas: Europe and the Far East. 
 
 Day: The Dutch in Java. 
 
 5. THE PROBLEMS OF THE REPUBLIC. 
 This topic has five units of value. 
 
 From industrial growth: consolidation of railways, 
 development of great industries, national in extent; 
 legislation against monopolies, against impure foods 
 and other industrial frauds; labor laws; the labor 
 movement. 
 
 From commercial rivalry of Europe; supremacy of 
 English shipping; growth of German trade, etc. 
 
 From the war with Spain: the annexation of Porto 
 Rico and the Philippines; withdrawal from Cuba; 
 Colonial problems; Panama Canal. 
 
 Hill: Liberty Documents, XXIV. 
 Education: development of public schools, technical 
 schools and universities. 
 
 Fairbanks: The Western United States, pp. 259, 
 
 302. 
 
 Elson: Side Lights on American History, chap. 
 XIV.
 
 THE PREPARATION OF THE TEACHER 
 OF ELEMENTARY HISTORY. 
 
 At different stages of the elementary work there is a 
 difference of aim which the teacher must recognize and 
 which must determine where she will put her stress. In the 
 early years there is no marked conception of sequence of time 
 or of locality, and therefore these matters may be ignored in 
 presentation. The story, and the inference from the story 
 as to certain traits of character, are vital, and the picturesque 
 presentation is the all-important thing. To tell the stories so 
 that the pupils will tell them again, with a vocabulary en- 
 riched by the teacher's telling, is a sufficient achievement for 
 the first two years. The two prominent features are the 
 appeal to the imagination, and incidentally the development 
 of the vocabulary as it accompanies the acquired mental 
 experience. Both achievements the teacher must be pre- 
 pared to foster, and she must bear both aims in mind, so 
 that besides content the attainment of form is kept in view. 
 Good simple narrative awakens imitation and stimulates re- 
 production. The character of the reproduction should be 
 the unconscious imitation of a good model. There should be 
 no attempt to call for a literary model in historical narrative, 
 therefore the art of narration is a marked feature in the 
 training of the elementary teacher. It can be cultivated, 
 trained. Like musical expression, its governing principles, 
 as acquired by practise, should form the exercises in the 
 
 normal school training of the kindergartner and the primary 
 
 92
 
 THE STUDY OF HISTORY 93 
 
 teacher. Since the value of any story will be deadened by 
 monotony of manner, the teacher must acquire the art of 
 interesting presentation, either by the precepts of some 
 master or else by rigorous self -training. It includes logical 
 arrangement of subject'-matter and freedom in arrangement 
 (to pursue constantly the same sequence in arrangement is 
 bad). Every normal school should have a master of diction, 
 whose work would include training in the various forms of 
 presentation. Such training would be a distinct improve- 
 ment upon our usual study of rhetoric, would bring it back 
 to its real purpose of employing advantageously the speaking 
 art. The teacher should be so artistic that his narrative 
 seems devoid of all art. There must be variation in the 
 method of introducing the subject. At times we must start 
 from the beginning, at times from the opposite end, working 
 forward and backward; or else we may announce a general 
 proposition and work entirely backward in the process of 
 elucidating it. 
 
 The normal school should also offer a very specific 
 training in the development of questioning skill. Here there 
 is as' much variety possible as in direct narrative. There 
 should be variation in the form of the question, from the 
 broad to the most specific, calculated now to draw forth 
 all that a pupil knows, now to prove what he does not know, 
 what may be susceptible of misunderstanding, leading up to 
 the formulation of his general experience through the ques- 
 tion. In all our teaching we must try to realize the effect 
 on the pupil's mind. According to the impression our teach- 
 ing makes, our methods must be calculated. This technical 
 attainment our teachers, because of the prevalence of the 
 text-book, have cultivated but inadequately. 
 
 Aside from these technical requisites, there must be
 
 94 THE STUDY OF HISTORY 
 
 genuine interest for the subject in the teacher. Technical 
 cleverness will conceal only for a time hollowness of sym- 
 pathy. Not every primary teacher ought to be urged, or 
 permitted, to teach history. For the general test leading up 
 to appointment as a primary teacher only a moderate know- 
 ledge of history, on a par, say, with the knowledge of arith- 
 metic and geography, is required. 
 
 The condition in the case of history is very peculiar. By 
 the time a teacher has advanced by grades from the lowest 
 primary she may have reached the stage where she is to 
 teach history, when meanwhile her interest in the subject has 
 completely faded away. Such a teacher ought not be per- 
 mitted to deprive the subject of its charm. Could there not 
 be instituted two examinations for elementary teachers, one 
 for the four lower grades and a second occurring later, if the 
 teacher proposes to take up history teaching? In that case 
 the qualities particularly necessary could be enforced. Be- 
 tween the all-round elementary teacher who teaches every 
 subject and the departmental teacher who limits herself to 
 one, there should be the system of the group teacher, who 
 concentrates herself upon a group of elementary subjects. 
 Thus, history, geography, and literature would be one 
 group; arithmetic and nature study might be the other. 
 Correlation within limited range is thus made possible. 
 Much of our attempted correlation has been injurious, 
 as, for instance, when we try to correlate arithmetic with 
 literature. 
 
 In the training of the teacher, furthermore, the note-book 
 should be a valuable adjunct, since memory is not always 
 reliable. The habit of cross references, from poetry to fact 
 from incident to locality, is as valuable to our pupils as to 
 us. It invites imitation and individual mental activity; so,
 
 ' IN THE ELEMENTARY SCHOOLS 95 
 
 too, training in the use of illustrative material is essential; 
 how to use it; how not to abuse it; how to secure advan- 
 tageous results, constructive as well as receptive, from it. A 
 difference is to be noted between the opportunity for a pro- 
 longed impression when a picture is for some time before 
 the class, and the brief impression that is dependent on the 
 use of slides. Finally, the desire to advance the children in 
 this subject can only become effective if the teacher realizes 
 that she must know far more than her pupils. To be only 
 slightly in advance and rest content with this precarious ad- 
 vantage is ruinous. In history teaching there is so much to 
 appeal to the mature mind that the increase in knowledge 
 should go on continuously, now by accession of new informa- 
 tion, now by reconstruction of one's previous knowledge 
 from new points of view. For that reason, and because this 
 constant growth of information requires time, the teaching 
 of history by the group teacher, as she has been designated, is 
 much more desirable than by the teacher who handles every 
 subject of the grade. 
 
 METHOD. 
 
 It goes without saying that material equipment is of little 
 value unless the teacher has the proper vital equipment. 
 First, there must be a clearly defined knowledge of the sub- 
 ject-matter. Without it the work must be largely mechan- 
 ical and lifeless, a mere memoriter process of learning a dry 
 outline of events found in some text-book. With such 
 knowledge, the teacher needs some ability to weigh and sift 
 evidence in order to form intelligent inferences and reach in- 
 dependent judgments in the interpretation of historical ma- 
 terial. Of course, proper organization of subject-matter in-
 
 96 THE STUDY OF HISTORY 
 
 volves the historical spirit and the judicial temper. In order 
 to get at the truth, different authorities, both primary and 
 secondary, should be consulted, and conflicting views should 
 be compared. For historical truth has not mathematical 
 certainty and precision. It is difficult enough to learn just 
 what was said and done; but when this is ascertained, it is 
 necessary to ask further, What did the thoughts and events 
 mean ? What spirit and purpose lay back of them ? What 
 ideals and convictions were their impelling force ? The cor- 
 rect answer to such questions involves the power to interpret 
 the meaning of history, the power to penetrate through ex- 
 ternal manifestations to the deep, hidden currents of human 
 life and destiny. Such a result must be conditioned upon 
 patient investigation, clear thinking, and a fair-minded con- 
 sideration of men, manners, and institutions. 
 
 But the vital equipment involves something more than 
 scholarship and the power of historical interpretation. Suc- 
 cessful teaching calls for sympathetic insight into the needs, 
 interests, capacities, and knowledge of the learner, and 
 without such insight it will be impossible to present in a vital 
 way the truths of history. It is at this point that many 
 scholarly men and women fail in the class-room. They 
 know enough about the subject-matter, but they know too 
 little, and care too little, about the immature minds and 
 scanty knowledge of their pupils. Teaching of a fine quality 
 calls for quite as much knowledge of the pupil as of the 
 subject-matter. 
 
 Along with the knowledge of history and of the learner's 
 needs, the teacher should possess skill in handling the sub- 
 ject-matter. He should have the ability to narrate events 
 clearly, graphically, and logically, and to vitalize the recita- 
 tion by such an artistic presentation of material that the
 
 IN THE ELEMENTARY SCHOOLS 97 
 
 truths of history may be translated and transformed into the 
 mental and moral fibre of the learner's being. 
 
 But in order to secure satisfactory results, even a schol- 
 arly and sympathetic teacher needs suitable tools. It is just 
 as important for the history department to have good equip- 
 ment as it is that the scientific department should have a 
 well equipped laboratory. Books, maps, charts, objects, and 
 pictures are absolutely necessary. 
 
 Keeping in mind the teacher's equipment, we may turn 
 our attention in a more specific way to the method to be em- 
 ployed in carrying out the course of study as outlined by the 
 committee. In the first three grades there is no thought of \ 
 organized history. The work here outlined suggests simple ' 
 material, much of which is centred about holidays. The 
 child craves more life. He likes movement. He is especially 
 fond of the dramatic, the picturesque, the personal of deeds 
 of daring, of tales of heroism, of thrilling adventure. He can- 
 not grasp the meaning of events, nor can he appreciate causal 
 relations; but he can understand certain simple facts, ele- 
 mentary ideas, and universal truths symbolized in stories, in- 
 cidents, and episodes; and these facts, ideas, and truths appeal 
 in a moving way to his emotions, his imagination, and his will. 
 
 To this end free use should be made of pictures, photo- 
 graphs, scrap-books, and blackboard illustrations, and some- 
 thing should be done with games and dramatization. The 
 constructive work as suggested in the course will also help to 
 impress a vivid picture of the past; and poetry, songs, and 
 art will contribute to the making of right impressions on the 
 child's sensitive nature. 
 
 In the first three grades much of the subject-matter 
 should be presented in story form; in Grades IV and V the
 
 98 THE STUDY OF HISTORY 
 
 biographical element should receive emphasis. Leaders, 
 heroes, and patriots should be identified with great move- 
 ments and important situations. But in every case the 
 share of the leader should be made the strong feature ; for in 
 that way historic truth makes its strongest appeal to the 
 young. They feel a deep interest in the representative man, 
 who embodies in himself the ideals and aims of the people 
 he represents. Care should be taken to emphasize the 
 social side. Historic leaders do not work for themselves 
 merely, but are impelled by social forces and interests. Here, 
 again, the personal appearance of these men, the pictures of 
 their homes, and selections from their speeches and writings 
 will aid in making the facts vivid. 
 
 Much of the work in the first five grades should 
 be oral, especially in the first three as already suggested, 
 and should be presented in story form. The language should 
 be simple, vivid, and colorful, with the distinct aim of making 
 the past live again in the heart and head of the child. The 
 stories should be repeated so that the pupil will become 
 familiar with them, and should form the basis of much oral 
 and written language. As early as the third grade, a part of 
 the pupil's work should take the form of talking and writing 
 from simple blackboard outlines, some of which should be 
 copied into note-books for reviews. In the fourth and fifth 
 grades the pupils themselves, in class work, will help to make 
 out these outlines. Wherever suitable material can be found 
 in historical readers it should be used both in reading and 
 language lessons. 
 
 Much of the teaching should be done through lan- 
 guage presented in story form, but free use should be
 
 IN THE ELEMENTARY SCHOOLS 99 
 
 made of the various kinds of objective material already 
 suggested for the preceding grades. Of course historic 
 readers will be found of great service, but nothing can take 
 the place of the teacher's vivid presentation of incidents, 
 episodes, and events, of descriptions, situations, and move- 
 ments. In Grade VI there should also be brought into 
 requisition a good text-book, from which lessons may be 
 assigned and studied. 
 
 In Grades VII and VIII much more can be done with 
 organized history than at any earlier stage. The logic of 
 events, including proper emphasis upon time, place, and 
 other causal relations, should receive consideration. But 
 failure is inevitable unless the immature thought and 
 limited experience of the young learner are taken into 
 account. Only typical events should receive emphasis, 
 and these should be so grouped and so presented as to 
 make definite and vivid impressions. Quality and not 
 quantity should be the key-word. In requiring young chil- 
 dren to memorize indiscriminate details that only tradition 
 and certain conventional standards can possibly approve, 
 there is little but text-book cramming, which is stultifying to 
 teacher and pupil alike. 
 
 When the pupil reaches the last two years of the gram- 
 mar school he should be able to make an intelligent use of 
 the text-book. He should have more or less ability to 
 study lessons after such lessons have been wisely assigned. 
 This is the natural outcome of all his previous use of books. 
 Of course the class should not confine its work to one 
 text-book. On the contrary, there should be almost daily 
 reference to histories containing more illuminating, and
 
 ioo THE STUDY OF HISTORY 
 
 therefore more interesting, accounts than those found in the 
 condensed statements to which text-book writers must con- 
 fine themselves. If suitable reference books in sufficient 
 number are at hand and there should be several of each 
 kind easily accessible to every class it will not be difficult so 
 to plan as to make it possible for every pupil to read a brief 
 and definite assignment almost daily. Unless page refer- 
 ences are made, pupils will waste time in aimless reading, if 
 indeed they read at all. In addition to the references, special 
 topics should be looked up by individual members of the class. 
 These topics should be selected with reference to the graphic, 
 suggestive, or stimulating quality of the material they em- 
 body. 
 
 Before the pupil is expected to set about the task of 
 getting ready for the recitation by studying the text-book or 
 looking up the references or special topics, he should receive 
 definite help and suggestion from the teacher so that he may 
 work with intelligence and, it is hoped, with interest. In 
 some cases the teacher will study at least parts of the lesson 
 with the class, but whether this is done or not, the pupil 
 should be led to see the connection of the lesson-facts with 
 what he already knows. If more attention were devoted to 
 such preparatory work, there would be less time wasted in 
 dreamy dawdling over words that have no meaning. 
 
 On the assumption of the thoughtful preparation of the 
 lesson, which should be assigned from the standpoint of 
 topics rather than pages, the pupil should be trained to tell 
 in clear, connected, and natural language, the facts he has 
 gathered in his reading and study. Such a result is not 
 likely to follow unless he is permitted to develop a self- 
 reliant attitude in the recitation. Teachers who insist upon 
 constantly interrupting him with questions that disturb the
 
 IN THE ELEMENTARY SCHOOLS 101 
 
 free expression of his thought deprive him of his natural 
 rights. Only after he has had an opportunity to recite on a 
 given topic should the teacher continue the discussion by 
 asking clear, incisive, thought-provoking questions. They 
 should have a larger purpose than finding the pupil's "limit 
 of information. They should aim to clear up misty notions, 
 stimulate interest, and sharpen the edge of curiosity. 
 
 Of equal value are those questions which the pupils 
 should be required to prepare for their recitation day by 
 day. They will stimulate thought, and will help the learner 
 to interpret the meaning of the subject-matter. With a skil- 
 ful teacher much thoughtful work will be the outcome of 
 this method. The questions and sometimes, especially in 
 review work, an entire recitation may be devoted to them 
 will call for differences of opinion concerning men and 
 motives. In such cases it will be well to encourage the 
 children to express their opinions with some freedom, 
 even though such opinions are crude and childish, as in the 
 nature of the case they must be. Discussion will help 
 children to form the habit of patiently weighing the pros 
 and cons of a question before reaching a conclusion. It 
 will help them to search patiently for truth and to see its 
 many-sided nature, results which are among the best that 
 can come from historical study. 
 
 To strengthen the pupils in this kind of work, the history 
 class should be organized into a debating club, and the club 
 should at stated times have short debates on subjects about 
 which the class already has more or less definite knowledge. 
 Not only will the debating help the pupils to formulate defi- 
 nite ideas and organize well their facts, but it will stimulate 
 them to read for further information. 
 
 There is great value in making comparisons of like-
 
 102 THE STUDY OF HISTORY 
 
 nesses and differences between men, manners, and institu- 
 tions of various times and places. The opportunities for 
 making such comparisons are many. The following are a 
 few of the examples : In what respects were the Pilgrims and 
 Puritans alike, and in what respects different ? Contrast the 
 Virginia settlers, in their character and aims, with the set- 
 tlers of Massachusetts. Compare the life of the people in 
 Virginia and Massachusetts as affected by geographic condi- 
 tions. Contrast present modes of travel and transportation 
 with those in use at the beginning of Washington's adminis- 
 tration. What was the difference between the American and 
 the English point of view of colonial taxation just before the 
 outbreak of the American Revolution? In what respects 
 were the character and work of George Washington and of 
 Abraham Lincoln alike, and in what respects were they 
 different ? What good and what bad results came from the 
 invention of the cotton-gin ? Find as many points of likeness 
 and difference as you can between the industrial life of to- 
 day and that in Washington's administration. 
 
 After due preparation such comparisons may be made 
 orally in class, and in many cases should be written out in 
 note-books. This is only one way in which note-books may 
 be made useful. But we do not hesitate to say that it is easy 
 to require too much note-book work, which may become 
 mechanical and devoid of special educational value. There 
 should, however, be much written work. It is a good plan 
 to call frequently for short written exercises, and thus test not 
 only the pupil's clearness and accuracy of statement but also 
 the quality of the teaching. Without such written work it 
 is not easy to ascertain how much the individual members of 
 the class are getting out of their instruction. Moreover, 
 certain problems may be presented, the written solution of
 
 IN THE ELEMENTARY SCHOOLS 103 
 
 which will test the pupil's reasoning power. In such cases 
 the teacher should take care that pupils have the facts and 
 conditions necessary for intelligent thinking. If, for exam- 
 ple, McClellan's advance upon Richmond in 1862 is the 
 topic under discussion and the facts are well in hand, the 
 following questions may be asked: Would you have favored 
 an advance overland or by water? Give reasons for your 
 answer. After arriving at Yorktown, would you have made 
 an immediate attack or would you have followed McClel- 
 lan's plan? If the class is studying Madison's administra- 
 tion, pupils may be asked to tell whether, if they had been 
 living at that time, they would have favored war with England 
 or with France. 
 
 To answer such questions is to get some insight into 
 the logic of events. But nowhere is such logic more clearly 
 discernible than in the relation existing between geography 
 and history. As soon as the pupils are able to do so, they 
 should be required to use the map in locating events, and 
 should make free use of outline maps. But care should be 
 taken to use maps which represent conditions pretty much 
 as they were at the time when the events took place. It is a 
 mistake in tracing out the routes taken by explorers, for 
 instance, to use political maps which, on account of the mass 
 of details presented, are confusing and misleading to the 
 pupil. A map with a few important physical facts on which 
 the routes taken are clearly indicated is much better. Quite 
 as important as routes of travel are such geographical con- 
 ditions as soil, climate, rivers, and mountains. Grammar 
 school pupils can easily see the relation between soil and 
 climate on the one hand and the growth of tobacco in Vir- 
 ginia on the other, and the equally close relation between the 
 cultivation of tobacco in Virginia and the establishment of
 
 io 4 THE STUDY OF HISTORY 
 
 rural life there. The same is true for the relation between 
 tobacco and the demand for slavery in Virginia, as well as 
 between the growth of cotton and the extension of slavery in 
 various parts of the South. If the four great staples of the 
 South rice, sugar, cotton, and tobacco could have been 
 cultivated to advantage by slave labor in the mountain areas, 
 the Confederate cause would probably have received the 
 cordial support of the people living in those areas, who sent 
 many thousands of soldiers into the Northern army because 
 they had no sympathy with slavery. These are only a few 
 illustrations of how greatly geographical forces and condi- 
 tions modify historic movements. 
 
 Time is another element in the logic of history, for an 
 event may be a result with reference to what preceded and 
 a cause with reference to what followed. To know, there- 
 fore, when an event took place, adds to our power of inter- 
 preting its meaning; but it is by no means worth while to 
 know the exact date of any but the most significant events, 
 about which the less significant may be clustered. For exact 
 memorizing we may select important dates like 1492, 1588, 
 1689, and 1789, which stand about a century apart. It is 
 important to know that Columbus discovered America in 
 1492, but it is not important to know just when the Cabots 
 reached the mainland, nor just when Columbus made his 
 other voyages of discovery. Within fifty years from 1492 
 the principal Spanish explorations were made. It is not 
 amiss to require pupils to memorize the date when De Soto 
 discovered the Mississippi River, but the exact dates when 
 De Leon, Balboa, Cortez, and Pizarro did their work are not 
 of special value in helping the pupils to reason about the 
 facts of history. With another great event, the defeat of the 
 Spanish Armada by England in 1588, may be associated in
 
 IN THE ELEMENTARY SCHOOLS 105 
 
 a similar manner Raleigh's attempt to plant a colony in 
 Virginia. 
 
 In showing the logical relation of events in history, 
 reviews are of much value. But the subject-matter may be 
 presented in a different manner from the way in which it is 
 presented in advance work. Reviews may be biographical, 
 chronological, or geographical. If they are biographical, 
 events will be centred about representative men; if chrono- 
 logical, the time element will be emphasized ; if geographical, 
 the place element will be made prominent. But perhaps the 
 most helpful kind of review is that which deals with separate 
 phases of historical development. The entire attention may 
 be concentrated upon some single movement like the Indian 
 question, the slavery question, the development of trans- 
 portation and means of communication, the growth of the 
 West, the acquisition of territory, the growth of immigration, 
 the causes of important wars, or some other historic move- 
 ment. Such a review will enable the pupil to get an insight 
 into development along a. definite line. History is so com- 
 plex that confusion is likely to arise unless certain phases of 
 historic growth are singled out for emphasis. 
 
 This method of review indicates that in developing the 
 logic of events the grouping of topics is quite as important 
 as the selection of facts. To the committee there seems to 
 be no good reason why, for example, presidential adminis- 
 trations should, as a rule, have any influence on the grouping 
 of events. 
 
 At every stage of the work, more or less should be done 
 with pictures, but they should be carefully selected with 
 reference to their suggestive value in illustrating life per- 
 sonal, industrial, and social. If too many are used the 
 pupil's imagination will not have an opportunity for due
 
 io6 
 
 exercise in recalling the exact situation. Other means of 
 giving a sense of reality and appealing to the feelings are 
 found in visiting historic scenes and in reading source ma- 
 terial like letters, journals, diaries, and other personal ac- 
 counts from the pens of men and women who took part in the 
 events they narrate or witnessed the scenes they portray. 
 But the value of the study of original sources in grammar 
 schools may be easily overrated; for, after all, historic ma- 
 terial, whether it consists of letters, journals, manuscripts, 
 or facts gathered by the historian, must be interpreted by 
 the pupil in order that he may appreciate the inner spirit of 
 the life which is described. Although a certain freshness 
 and stimulus come from the accounts written by eye-wit- 
 nesses or by the participants in the events, yet these accounts 
 are only symbols and must themselves be interpreted before 
 the truth can be discerned. For such interpretation the 
 young mind will find the best help in the illuminating pages 
 of the great historian, whose genius has been applied to re- 
 producing with imaginative power the men, the manners, 
 and the institutions of by-gone days. 
 
 Of course poetry and fiction have great value and should 
 be brought into requisition at various points where they can 
 make the deepest impression upon the life of the pupil. 
 Many of our patriotic poems should be studied or learned, 
 but the historic setting when there is an historic setting 
 should first be carefully presented in order that the meaning 
 of the poem may be better understood. As has been well 
 said, "Poetry paints what history describes"; and the novel- 
 ist can vividly present in concrete detail the motives and 
 ideals that are characteristic of the age. Both poetry and 
 fiction will help the pupil to reexperience the best that men 
 have felt and thought and done.
 
 IN THE ELEMENTARY SCHOOLS 107 
 
 As has been suggested more than once in this discussion 
 of method, the moral element is of surpassing importance in 
 history. Truth has its supreme embodiment in personality. 
 Therefore special emphasis should be given to personal 
 force, because it is truth in the concrete and the great life 
 principles as they have been embodied in individual men that 
 win the deep interest of the boy or girl in the grammar school. 
 By emphasizing the service of distinguished men as they are 
 identified with great social, industrial, and political move- 
 ments, the pupil will get at the true meaning of history, for 
 the aims and aspirations of great leaders reveal the aims 
 and aspirations that inspire the people. 
 
 AN OUTLINE FOR TEACHING THE DEVELOP- 
 MENT OF A CONSTITUTIONAL GOVERN- 
 MENT IN THE EIGHTH GRADE DURING 
 THREE LESSONS OF FORTY MINUTES 
 EACH* 
 
 Objective material : Pictures of Independence Hall and 
 of Washington, Madison, Franklin, and Hamilton. Copies 
 of the Constitution. Maps showing distribution of votes in 
 the adoption of the Constitution by the States. 
 
 Method: Review by rapid questioning or by topical 
 recitation from the blackboard outline. Advance lessons 
 developed by teacher from references; from the pupils' 
 knowledge of English and colonial government; by class 
 research in text-books and in copies of the Constitution. 
 
 *The Committee is under obligation to Miss Blanche A. Cheney of 
 the Lowell Normal School for this outline.
 
 io8 THE STUDY OF HISTORY 
 
 References for the teacher: 
 
 Bancroft: History of Constitution of the United States, 
 
 2 vols. 
 
 Fiske: Critical Period, pp. 212-345. 
 Gay: James Madison, pp. 88-127. 
 
 Texts and references for pupils: 
 Copies of the Constitution. 
 
 Short histories of the United States by Fiske, Gordy, 
 Mace, McMaster, Scudder, Woodburn, and Moran, 
 etc. 
 
 Reference books: 
 
 Hart : American History Told by Contemporaries, III, 
 pp. 198-254. 
 
 Formation of the Union, pp. 121-135. 
 
 Hill: Liberty Documents, pp. 244-285. 
 
 McLaughlin: The Confederation and the Constitu- 
 tion, pp. 168-317. 
 
 McMaster, Vol. I, pp. 416-423; 436-502. 
 
 Schouler: Vol. I, pp. 19-70. 
 
 Walker: Making of the Nation, pp. 19-62. 
 
 I. THE FEDERAL CONVENTION. 
 
 1. Steps leading to the Convention: Failure of the 
 
 Confederation. Annapolis Convention. 
 
 2. Time and place. 
 
 3. Leaders: Washington, Franklin, Madison, Ham- 
 
 ilton. 
 
 4. Difficulties : Great task of forming a government 
 
 which should act directly upon the people in- 
 stead of the States; want of authority; jealousy 
 of Congress; prejudices of the people; dis- 
 sensions among members of Convention. 
 
 5. Discussion of the plans submitted: New Jersey 
 
 plan simply amended Articles of Confedera- 
 tion. Virginia plan a radical cure for all 
 evils of Confederation.
 
 109 
 
 6. The framing of the Constitution on the Virginia 
 plan. 
 
 a. Sources of the Constitution: English 
 
 laws and institutions; colonial legisla- 
 tures; State constitutions; experience 
 of the defects of the Articles of Con- 
 federation; original features. 
 
 b. Three departments of Federal govern- 
 
 ment: Legislative, executive, judicial. 
 
 c. The great compromises: State repre- 
 
 sentation; slave representation; slave 
 trade and commerce. 
 
 d. Powers granted Federal government and 
 
 States. (Dwell upon importance of 
 power of coercion and taxation.) In- 
 ference: Constitution grants Federal 
 government power over affairs that 
 concern all the States and cannot be 
 settled harmoniously by the States 
 acting separately; the States are al- 
 lowed all powers not specified in the 
 Constitution, particularly the right to 
 manage their own internal affairs. 
 
 e. Other important features: The Con- 
 
 stitution, the supreme law of the land, 
 the "elastic clause." 
 
 /. Signing of the Constitution and adjourn- 
 ment of the Convention. (Franklin's 
 prophecy.) 
 
 II. RATIFICATION OF THE CONSTITUTION. 
 
 1. Constitution submitted to Congress. 
 
 2. Congress transmitted it to the State legislatures. 
 
 3. Reception by the people: Arguments pro and 
 
 con; Federalists and Anti-Federalists. 
 
 4. State Conventions called.
 
 no THE STUDY OF HISTORY 
 
 5. Adoption by States, 1788. (Use maps showing 
 distribution of votes in McLaughlin, Confed- 
 eration and Constitution, pp. 279-301.) 
 
 III. THE CONSTITUTION IN OPERATION, 1789. 
 
 IV. THE BILL OF RIGHTS. 
 
 1. Massachusetts' objection and proposition. 
 
 2. Provisions: Freedom of speech, press, religion; 
 
 right to petition Congress, trial by jury, bear 
 arms, etc. (Compare with the English Bill 
 of Rights.) 
 
 3. Adopted by Congress, 1791. 
 
 V. CHARACTER OF THE CONSTITUTION. 
 
 1. Hayne's view "A compact of sovereign States." 
 
 2. Webster's view "The people have declared that 
 
 this Constitution shall be the supreme law." 
 
 3. Bancroft's view "The Constitution creates an 
 
 indissoluble union of imperishable States." 
 For later views by Hart, McLaughlin, Thorpe, etc., see 
 Hill, Liberty Documents, pp. 273-285. 
 
 AN OUTLINE FOR TEACHING THE BIRTH OF 
 THE GERMAN NATION IN THE EIGHTH 
 GRADE* 
 
 Time allowance: Four lessons of thirty minutes each. 
 
 OBJECTIVE MATERIAL: Pictures of King William, of 
 Bismarck, of Napoleon III, of the battle of Sadowa, and of 
 the scene at Versailles when the Emperor was proclaimed. 
 A sketch map on the board, chalk lines of different colors to 
 show the territory of the Austrian Empire, of France, of Italy, 
 and Schleswig-Holstein, and a daily increasing number of 
 battlefields and cities mentioned in the lesson. 
 
 *The Committee is under obligation to Miss Blanche Hazard of 
 Cambridge, Massachusetts, for this outline.
 
 Ill 
 
 METHOD. 
 
 We began by joining the idea of this new nation's birth 
 with that of the struggle to save our own through the Civil 
 War and reconstruction. With this link secured, the ad- 
 vance lesson was developed from new material and repro- 
 duced orally. In each lesson after the first a review was 
 made of the whole subject as far as it had been taught. At 
 the close of the fourth lesson the class read aloud a biography 
 of Bismarck. Here they recognized facts and impressions 
 quickly. Last of all, as a part of their English work, the 
 class wrote a story of the birth of the German nation. 
 
 References for the teachers: 
 Henderson, E. F. : Short History of Germany. 
 Phillips: Modern Europe. 
 Robinson, J. H. : Readings on History of Western 
 
 Europe, Vol. II. 
 
 Bismarck: Reflections and Reminiscences. 
 Bourne, Henry E. : Mediaeval and Modern Europe. 
 Whitcomb, I. B. : Heroes of the Nations. 
 
 I. INTRODUCTION. 
 
 While the United States are struggling to save their 
 nation in 1861-1866, German states are trying to 
 form a nation. Italy trying also to form a nation. 
 
 II. CONDITIONS IN GERMANY after Napoleon I's con- 
 
 quest. 
 
 III. CONGRESS OF VIENNA in 1815 organized the Ger- 
 
 man Confederation. 
 
 1. Members of Confederation. 
 
 2. Leader Austria. 
 
 3. Action through Diet or Council of Representa- 
 
 tives. 
 
 4. Rivalry within Confederation between Prussia 
 
 and Austria.
 
 ii2 THE STUDY OF HISTORY 
 
 IV. CUSTOMS UNION. 
 
 1. Members nearly the same as those of the Ger- 
 
 man Confederation. 
 
 2. Bond treaties to secure free trade among them- 
 
 selves. 
 
 3. Leader Prussia. 
 
 4. Austria outside of this union. 
 
 a. Reason needed protective duties. 
 
 b. Result bitterness. 
 
 V. RIVALRY between political union and economic union. 
 
 1. Reason. 
 
 2. No real unity. 
 
 3. Benefit training school for states under Prus- 
 
 sian leadership. 
 
 VI. KING WILLIAM I OF PRUSSIA UNDERTAKES TASK 
 
 OF SECURING GERMAN NATION. 
 
 1. Accession to throne of Prussia, 1861. 
 
 2. Belief in strong army. 
 
 3. Chief advisers Bismarck and Von Moltke. 
 
 4. Prorogues Parliament when it refuses to increase 
 
 army, and then makes ordinances while "they 
 were not in session." This was constitutional 
 but high-handed. 
 
 VII. WAR WITH AUSTRIA NECESSARY TO DECIDE RI- 
 
 VALRY AND TO LET GERMANY BECOME A NATION 
 UNDER PRUSSIAN LEADERSHIP. 
 i. Problems to be solved. 
 
 a. Who should declare war? 
 
 6. On what pretext? 
 
 c. On which sides would the small states 
 
 array themselves? 
 
 d. What would be the attitude of neigh- 
 
 bors? 
 
 1. Of Italy ( which allies ? 
 
 2. Of France < which foes? 
 
 3. Of Russia ( which neutral ?
 
 2. Preparation for distant but desired war. 
 
 a. Bismarck secures gratitude of Russia by 
 
 closing Prussian frontier to Polish in- 
 surrectionists. 
 
 b. Prussia shows Italy their common in- 
 
 terests in trying to secure national 
 unity and their common foe, Austria; 
 hence compact. 
 
 c. Prussia finds Napoleon III. and France 
 
 holding aloof. 
 
 3. Occasion Quarrel over Schleswig-Holstein, 
 
 1863. 
 
 4. War is declared when Prussian troops entered 
 
 Holstein "to prevent revolutionary ideas 
 nourished by Austria from spreading there," 
 and into Schleswig which was under Prussian 
 rule. 
 
 5. Austria calls old diet, and that body declares war 
 
 on Prussia. 
 
 6. Prussia retaliates by declaring German Con- 
 
 federation dissolved. 
 
 7. Course of Austro-Prussian War. "Six Weeks' 
 
 War." 
 
 a. Hanoverian troops captured, Saxony 
 
 overrun, and Bohemia invaded by 
 Prussian army. 
 
 b. Italy attacks Austrian troops in Venetia, 
 
 but fails. 
 
 c. Decisive battle at Sadowa, 1866 Prus- 
 
 sian victory. 
 
 8. Peace made at Prague. 
 
 a. Both sides ready: why? 
 
 b. Terms: Bismarck's demands are slight 
 
 and respect Austria's rights within 
 Austria. 
 
 r), Prussia recognized as leader in Germany; 
 Hanover, Hesse-Cassel, Schleswig-Holstein 
 added to Prussia.
 
 ii 4 THE STUDY OF HISTORY 
 
 VIII. NORTH GERMAN FEDERATION FORMED. 
 
 1. Members German states north of the Main. 
 
 2. Leader Prussia. 
 
 3. President Prussian King. 
 
 4. Constitution provides for a federal government, 
 
 a federal council (Senate), and Reichstag 
 (popular assembly). 
 
 5. Powers of this federal government. 
 
 IX. THE WINNING OF SOUTHERN GERMANY. 
 
 1. Barriers religion and traditions. 
 
 2. Ready for partial union with Prussia in a Cus- 
 
 toms Union. 
 
 3. Made secret treaties of defensive alliance with 
 
 Bismarck. 
 
 4. Refused Napoleon Ill's overtures. 
 
 5. Gave full allegiance to Prussia at close of Franco- 
 
 Prussian War. 
 
 X. LAST STEP IN ESTABLISHING GERMAN NATION 
 
 FRANCO-PRUSSIAN WAR, 1870-1871. 
 
 1. Cause rivalry of Austria and Prussia. 
 
 2. Occasion the misquoted telegram. 
 
 3. Allies all German states except Austria vs. 
 
 France. 
 
 4. Course Details, leaders, campaigns, victories. 
 
 5. Peace dictating of terms at Versailles where 
 
 King William of Prussia was declared Em- 
 peror of the German nation. 
 
 ILLUSTRATIVE MATERIAL 
 
 Langl, Historical Pictures, about 24 x 18 inches, un- 
 mounted, about 75 cents each. 
 
 (i) Modern Athens, with Acropolis; (2) Parthenon, 
 present condition; (3) Parthenon restored; (4) Discus 
 Thrower; (5) Hermes; (6) Venus of Milo.
 
 IN THE ELEMENTARY SCHOOLS 115 
 
 For the appearance of the Greek in peace and in war 
 the following four pictures: (7) the statue of Sophocles; 
 (8) Greek funeral slab, as in Botsford, Ancient History 
 for Beginners, p. 252; (9) Tanagra woman; (10) a Greek 
 warrior of the Alexandrian period, from the Alexandrian 
 Sarcophagus, (n) Zeus, the Zeus Otricoli; (12) Athena, 
 the Lemnian, full statue; . (13) Apollo Musagetes, in long 
 flowing robe, or Apollo and the Muses. 
 
 Roman: (i) the Forum (restoration by Huelsen); (2) 
 Triumphal Arch, Constan tine's Arch; (3) the Colosseum, 
 exterior view; (4) Colosseum, interior view, or interior of 
 amphitheatre in France (Nimes or Aries); (5) Roman aque- 
 duct; (6) Roman road (perhaps gateway of Perugia with view 
 of the Appian Way); (7) a Roman general addressing his 
 soldiers (colored reconstruction published in Germany); (8) 
 a Roman in toga; (9) a vestal virgin (antique statue). 
 
 Christianity and mediaeval times; for the beginning of 
 the Christian Era: (i) Sistine Madonna; (2) Perugino's 
 Birth of Christ and Adoration of the Shepherds, at Perugia; 
 (3) Crucifixion, Perugino, from fresco in Florence; (4) prim- 
 itive German life, a German court-yard (chromo-lithograph) ; 
 (5) monastic life, showing the various occupations of the 
 monks; (6) a tournament; (7) a castle; (8) cathedral at 
 Rheims; (9) the Alhambra; (10) Crusaders before Jerusalem 
 (Lohmeyer Wandbilder fur den Geschichtlichen Unterricht).* 
 
 These and other publications of illustrations for school 
 purposes can be obtained through any importer of German 
 books. 
 
 In addition, reproductions of: (i) Alma Tadema, Fes- 
 
 * Numbers 4 to 7 in this list appear in Lehmann, Kulturgeschicht- 
 liche Bilder (colored) ; numbers 8 and 9 in Langl, Bilder Zur Geschichte; 
 number 10 as indicated above.
 
 n6 THE STUDY OF HISTORY 
 
 tival of the Roses; (2) Alma Tadema, Vestal Virgin; (3) 
 Gerome, Pollice Verso; (4) Gabriel Max, The Christian 
 Martyr. 
 
 The attention of the pupils could be called to the fact 
 that these four modern paintings represent the personal im- 
 pressions of the artists who have, however, been exceedingly 
 accurate in their studies of the architectural material at hand. 
 In the same way the German chromo-lithographs, like the 
 representations of Monastic life, the Crusaders before Jeru- 
 salem, etc., are conscientious interpretations in form and 
 color of the source material available. 
 
 To the pictures previously mentioned may be added the 
 representations of the Bayeux Tapestry, that can be found in 
 Gardiner's Student's History of England. Also reproduc- 
 tions of Carpaccio, pictures of Venice and the Plaza San 
 Marco, as well as representations of the church of San 
 Marco, as type of the relationship with the East. 
 
 Representations in colors of the Saracenic influence in 
 architecture, revealed in the Dome of Palermo and the 
 Cloisters of Monreale at Palermo. 
 
 ELEMENTARY CIVICS 
 
 We believe that elementary civics should permeate the 
 entire school life of the child. In the early grades the most 
 effective features of this instruction will be directly connected 
 with the teaching of regular subjects in the course of study- 
 Through story, poem, and song there is the quickening of 
 those emotions which influence civic life. The words and 
 biographies of great men furnish many opportunities for in- 
 cidental instruction in civics. The elements of geography 
 serve to emphasize the interdependence of men the very
 
 IN THE ELEMENTARY SCHOOLS 117 
 
 earliest lesson in civic instruction. A study of pictures and 
 architecture arouses the desire for civic beauty and order- 
 liness. 
 
 It is recommended that civics and history should, so far 
 as possible, be taught as allied subjects with the emphasis 
 at one time upon history and at another time upon present 
 civics. Along with the incidental instruction in civics, there 
 should be given suitable lessons in the present-day political 
 activities connected with the life of the child. He should 
 gradually come to realize that each political unit: town, city, 
 state, nation, is a group of people organized in such a man- 
 ner as to do for the members of that group those kinds of 
 work which all need to have done. 
 
 The special aim in the teaching of civics therefore 
 should be to help the child realize himself as a member of 
 each political group that does work for him. It should help 
 him to realize as concretely and vividly as possible: 
 
 1. What the most important things are that are done 
 for its members by each political group. 
 
 2. That there is a division of labor among these groups: 
 town, city, state, nation, each in the main doing the work 
 that is needed by its own members. 
 
 3. The general way in which the members of each 
 group do their work in other words, learn about the officers, 
 laws, elections, taxation, etc., of each unit as merely the 
 machinery by which the needed work is done. 
 
 4. That there should always be a reciprocal exchange; 
 honest service for honest support between the members of 
 each group "the public" and the smaller number of mem- 
 bers "office holders" who are chosen to have special 
 charge of the work of the group. 
 
 Specific civic instruction cannot be carried on to ad-
 
 u8 THE STUDY OF HISTORY 
 
 vantage, it is thought, earlier than the fifth grade. The 
 Committee cannot sanction the plan followed by some writers 
 of texts in histoiy for the elemental y schools. This consists 
 in introducing two or three chapters on the framework of 
 the National government at that point in the study of history 
 where the new government goes into operation. Such ac- 
 counts, at best, give the pupil an inadequate idea of the 
 character of our government. He can, by reading these 
 chapters, gain little knowledge of the real problems connected 
 with the carrying on of municipal, state, and national affairs. 
 The pupil might more profitably be given certain clauses of 
 the Constitution to read for himself. 
 
 The Committee is of the unanimous opinion that the 
 best results can be secured in the teaching of government in 
 the seventh and eighth grades when pupils are assigned 
 definite readings in a good text on civics. Many of these 
 assignments should accompany the regular lessons in his- 
 tory. Others would be taken more advantageously as sepa- 
 rate lessons, for which provision should be made in the 
 programme. 
 
 NOTE: Stated approximately, the time to be given 
 civics should be at least twenty minutes a week for a half 
 year in grades five and six; forty minutes in grade seven, and 
 sixty minutes in grade eight. 
 
 FIFTH GRADE: a. The "run to a fire" is of interest to 
 pupils of all grades, but it is recommended that a study of 
 this activity be made in the fifth grade. By visiting a fire 
 station, the child may be taught better to appreciate the 
 system now in use in the cities in contrast with former meth- 
 ods of fighting a fire. It is a community interest supported 
 by the people, and the people have a right to insist upon the
 
 IN THE ELEMENTARY SCHOOLS 119 
 
 most efficient service possible. Besides, there is no better 
 material for the purpose of developing, in the child, high 
 ideals of bravery and faithful performance of duty than in a 
 study of our modern city fire departments. The child should 
 get an idea of the organization of a fire company and the 
 relation of one company to another. He should learn of the 
 causes and prevention of fires. 
 
 b. The Police department studied in a like manner. 
 
 c. The coming of the postman furnishes the occasion 
 for the introduction of an elementary account of the post- 
 office system. 
 
 d. He should be taught to see the nature of the services 
 rendered by, and his obligation to, the "garbage-man" and 
 the street sprinkler. A discussion of the systems of streets 
 and alleys and parks, and care therefor, should be introduced. 
 
 e. Schools and public libraries. 
 
 SIXTH GRADE: As in the fifth grade, the thing done 
 should be kept foremost. Excursions should, whenever pos- 
 sible, be made to the places talked about. 
 
 a. Water supply and sewerage system. 
 
 b. (i) The Board of Health and the Commissioner of 
 Health who report on epidemics, grant permits, post notices, 
 and enforce the laws and ordinances relative to the preserva- 
 tion of health in a community; (2) Sanitary and plumbing 
 inspectors, whose duties are to visit tenements, shops, etc., 
 and issue and investigate complaints; (3) Hospitals. 
 
 c. Suffrage, immigration, and naturalization. 
 
 d. Juvenile courts. 
 
 e. The simplest form of city government may here be 
 introduced with mayor and council. Why they are needed, 
 and their duties. Caucus and elections.
 
 120 THE STUDY OF HISTORY 
 
 SEVENTH GRADE. NOTE: Through the elementary 
 history of the seventh grade the child progresses from the 
 isolation of local units to the Union produced through the 
 Revolutionary War from colonial forms of government and 
 life to State. The names of colonial governor, assembly, 
 senate, charter have become known to him. Governor, 
 legislature, constitution, as in part developed from these, 
 ought, at least, to receive brief attention. Interest in his 
 history, also, will have been increased if a present condition is 
 used to illustrate a past fact; as the Stamp Act in 1765 and 
 Internal Revenue Stamps; Writs of Assistance, and Search 
 Warrants. 
 
 Aided by a good text in civics, the aim should be to 
 bring out other concrete functions of local and state govern- 
 ments than those previously developed. Now the machinery 
 through which these functions are performed is made more 
 prominent but should not be made the primary object. 
 
 a. Overseers of the poor. 
 
 b. State charities, asylums, almshouses, etc. 
 
 c. State schools. 
 
 d. State penal institutions. 
 
 e. How care is taken of forests and parks by State and 
 National aid. * 
 
 /. Government construction of roads, canals, harbors, etc. 
 
 g. State government. State taxation. 
 
 EIGHTH GRADE: The pupil has now advanced in his 
 history to the formation of the National government and its 
 development. A discussion of a number of the topics will 
 call for the study of topics which may strictly be classified 
 as in the domain of civics, as: methods of selecting presi- 
 dential electors, nomination of candidates for President and 
 Vice-President, Presidential succession, etc.
 
 IN THE ELEMENTARY SCHOOLS 121 
 
 With the aid of a good text-book in civics, he should 
 .study National government as it works to-day. The aim 
 .should be again, not so much to know the machinery as the 
 functions of the various parts. Comparison should also be 
 made in an elementary way of town, city, county, State and 
 National governments. There should likewise be the gath- 
 ering together of the various threads of concrete civic study 
 done in all the preceding grades. 
 
 Much valuable supplementary instruction in civics may 
 be given, especially in the last two grades, by introducing for 
 discussion, during the general exercise, topics related to the 
 different lines of human activity, such as : child labor, corrup- 
 tion in politics. 
 
 If "good citizenship must be the religion of our common 
 schools," the introduction of such a course, or one with like 
 aims, into our public school programmes, needs no appeal. 
 We want our children to receive that sort of instruction which 
 will fit them for citizenship in the largest sense. Having 
 progressed from grade to grade and taken up the concrete 
 civic topics of the course, the pupil should come to see 
 clearly : 
 
 a. The division of labor among the different political units. 
 
 b. That the machinery of these units demands intelligent 
 support from citizens, and should exist merely for the pur- 
 pose of rendering service back to him. 
 
 c. Special methods of local city government, officers, 
 ideals, etc. 
 
 d. That in the many-sided life of our American democ- 
 racy there are opportunities on every hand for American 
 boys and girls to exercise all they have found brave and wise 
 and true in the study of their European and American 
 ancestry.
 
 122 THE STUDY OF HISTORY 
 
 BIBLIOGRAPHY. , 
 
 Much assistance may be gotten by the teacher in the 
 presentation of these topics from annual reports by the 
 various officers and departments, such as the fire department, 
 board of health, charity organizations. 
 
 There are numerous text-books suitable to pupils of these 
 grades. Bryce's American Commonwealth is excellent for 
 reference. 
 
 Respectfully submitted, 
 
 JAMES ALTON JAMES, Northwestern 
 
 University, Chairman. 
 HENRY E. BOURNE, Western Reserve 
 
 University. 
 EUGENE C. BROOKS, Trinity College, 
 
 N. C. 
 WILBUR F. GORDY, Superintendent of 
 
 Schools, Springfield, Mass. 
 MABEL HILL, Lowell, Mass., Normal 
 
 School. 
 JULIUS SACHS, Teachers' College, New 
 
 York. 
 HENRY W. THURSTON, Chief Probation 
 
 Officer, Chicago, formerly of the Cook 
 
 County Normal School. 
 J. H. VAN SICKLE, Superintendent of 
 
 Schools, Baltimore.
 
 APPENDIX I. 
 
 THE PRESENT CONDITION OF HISTORY IN THE 
 ELEMENTARY SCHOOLS. 
 
 At the first preliminary meeting of the Committee it 
 was decided that a knowledge of what was actually being 
 done in the teaching of elementary history in the schools of 
 the country was essential to the making of any^programme. 
 A circular of inquiry was prepared and sent to some two 
 hundred and fifty superintendents of schools. The schools 
 were selected from thirty-five different States, usually upon 
 the recommendation of some one familiar with the educa- 
 tional work of the State. Typical schools were, as far as 
 possible, selected, varying from the school in a town of one 
 thousand inhabitants to the schools of the large city. The 
 letter was as follows: 
 
 MY DEAR SIR: 
 
 You are well aware of the good results accomplished in 
 the high schools through the efforts of the Committee of 
 Seven of the American Historical Association. A year ago, 
 this Association appointed a Committee of Eight to consider 
 the subject of history in the elementary schools. It is hoped 
 that the Committee of Eight may present suggestions for a 
 programme in history for the elementary schools which will 
 be generally acceptable to superintendents and teachers. 
 
 May we, therefore, ask your cooperation? The Com- 
 mittee will be gratified if you will answer the accompanying 
 
 123
 
 124. THE STUDY OF HISTORY 
 
 questions relative to the course of study in history actually 
 given in your elementary schools. Your answer is not to be 
 made public, and even brief replies will be appreciated. 
 
 1. What courses do you give in history (biography or 
 technical history) in the following grades? 
 
 2. How many periods a week are allowed history in the 
 several grades? 
 
 3. To what extent is supplementary material introduced 
 books, other illustrative matter? 
 
 4. Do the teachers in the grades have any special train- 
 ing for teaching history? 
 
 5. Is State history taught? 
 
 6. To what extent has the teaching of civics been in- 
 troduced ? 
 
 About one hundred and fifty of the answers returned 
 were sufficiently complete to justify a few general conclusions 
 on what is being done. These inferences have been strength- 
 ened by many personal letters from superintendents ex- 
 pressing deep interest in what the Committee was attempting 
 to do, and from a knowledge on the part of the members 
 themselves of the conditions obtaining in their own States. 
 It will be seen by examining the replies that : (i) While too 
 great a number of schools have still to find an adequate place 
 for history in their programmes, a large majority of superin- 
 tendents have seen fit to give the subject sufficient time to 
 secure good results. (2) The content of the courses varies 
 greatly. (3) Much remains to be accomplished in the prep- 
 aration of teachers. 
 
 The summaries follow the order of the questions: 
 i. A study of one hundred and fifty replies shows that 
 about ninety-six schools have provided for some history in
 
 APPENDIX 125 
 
 all of the grades; six in seven grades; fourteen in six; ten in 
 five; eight in four; ten in three, and six in two. Seventy pro- 
 vide for the teaching of American history alone in the last 
 three or four grades. Unfortunately, in many cases, this is 
 accomplished by using an elementary text on the subject in 
 the fifth and sixth grades, and a more advanced book for the 
 remaining grades, covering the same field. Forty schools 
 give from one-half to one year of English history, usually in 
 the seventh grade. 
 
 2. The time assigned varies greatly. Two schools in 
 widely different sections of the country show: (i) Three pe- 
 riods of twenty minutes each throughout the year in grades 
 two, three, and four; three periods of thirty minutes in grades 
 five and six; two of forty minutes in grade seven, and three 
 of forty minutes in the eighth grade. (2) Third and fourth 
 grades, two fifteen-minute periods a week; fifth and sixth, 
 two twenty-five-minute periods; seventh, two twenty-five- 
 minute periods during one-half year and five forty-five-minute 
 periods the second half-year; eighth, five forty-five-minute 
 periods. 
 
 3. All the replies indicate an appreciation of the neces- 
 sity for material to supplement the text, even though great 
 difficulty is experienced in securing sufficient appropriations 
 for such equipment. The public library, at times, under 
 the. control of the school board, does effective cooperative 
 service. 
 
 4. One-seventh only of the schools from which answers 
 were received, have introduced departmental instruction and 
 require special training in teachers of history in the last two 
 grades. In some instances the sixth grade is also included. 
 
 5. State history is taught in one-half of these schools. 
 The demands of the legislatures for the teaching of this
 
 126 
 
 THE STUDY OF HISTORY 
 
 subject seem to be satisfied, in the majority of instances, by 
 giving it in connection with State geography. 
 
 6. Eighty of the schools provide for teaching civics in 
 the eighth grade, usually as a special subject, during the last 
 half-year; twenty in the seventh and eighth grades; eight in 
 the last three grades; three in the last four; seven in the last 
 five, and one in all grades. 
 
 We here present a time table of studies which is now in 
 operation in a city school, with the hope that it will prove 
 suggestive to superintendents who are unable to find an 
 adequate place for history in their programmes. The lead- 
 ing subjects only are included: 
 
 COURSES OF STUDY. 
 
 TIME TABLE, IN MINUTES PE" f WEEK, FOR THE PRIMARY AND GRAMMAR 
 
 SCHOOLS. 
 
 
 1ST 
 YEAR 
 
 2D 
 
 YEAR 
 
 3D 
 
 YEAR 
 
 4TH 
 YEAR 
 
 STH 
 
 YEAR 
 
 6TH 
 YEAR 
 
 7TH 
 
 YEAR 
 
 STH 
 
 YEAR 
 
 9TH 
 YEAR 
 
 Reading . . 
 
 755 
 
 59 
 
 520 
 
 3 00 
 
 220 
 
 20O 
 
 1 60 
 
 15 
 
 ISO 
 
 Arithmetic . 
 
 150 
 
 2IO 
 
 240 
 
 250 
 
 280 
 
 280 
 
 280 
 
 280 
 
 1 80 
 
 Algebra . . 
 
 
 
 
 
 
 
 
 
 1 2O 
 
 Grammar . 
 
 
 
 
 
 
 
 130 
 
 15 
 
 170 
 
 Composition and 
 
 
 
 
 
 
 
 
 
 
 Language 
 
 
 75 
 
 75 
 
 15 
 
 150 
 
 2OO 
 
 IOO 
 
 IOO 
 
 IOO 
 
 Geography 
 
 
 
 3 
 
 1 80 
 
 180 
 
 180 
 
 170 
 
 150 
 
 150 
 
 History 
 
 20 
 
 20 
 
 3 
 
 40 
 
 60 
 
 60 
 
 I4O 
 
 150 
 
 150 
 
 Spelling 
 
 60 
 
 90 
 
 90 
 
 IOO 
 
 IOO 
 
 IOO 
 
 IOO 
 
 IOO 
 
 90 
 
 Writing 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 Drawing 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 Music . 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 60 
 
 Nature Study 
 
 3 
 
 3 
 
 3 
 
 60 
 
 60 
 
 30 
 
 3 
 
 3 
 
 30
 
 APPENDIX II. 
 
 History in the elementary schools in Germany begins 
 (usually) in the fourth school year. In some instances it 
 begins in the third school year. Two hours per week are 
 devoted to the subject. The work is confined mainly to 
 biography and it deals almost exclusively with national his- 
 tory. Correlation with geography is close. This is favored 
 by the equalization of the time devoted to these two subjects 
 after the third school year and by the limited field covered in 
 the two subjects. The predominance of the national both 
 in geography and in history is a marked characteristic. 
 
 The topics treated in Berlin are the following: 
 
 Fourth School Year 
 Fifth School Year 
 
 Sixth School Year 
 
 Seventh and Eighth School 
 Years 
 
 National biography. 
 
 Review biographies; take chiv- 
 alry, the Crusades, growth of 
 towns, inventions, discover- 
 ies, the Reformation, the 
 Thirty Years' War, and the 
 founding of the kingdom of 
 Prussia. 
 
 National biographies, the Amer- 
 ican revolution, the French 
 revolution, the Napoleonic 
 Empire, analysis of the Prus- 
 sian government, and the free- 
 dom and union of Italy. 
 
 The history, government, and 
 civilization of Germany and 
 Prussia. 
 
 127
 
 i 2 8 THE STUDY OF HISTORY 
 
 In Leipzig the following: 
 
 Third School Year . . . History of Leipzig. 
 
 Fourth School Year . . History of Saxony. 
 
 Fifth School Year . . . Leading points in the history of 
 
 Germany. 
 
 Sixth School Year . . . Short selections from Greek, Ro- 
 man, and Assyrian history. 
 Old German history to Char- 
 lemagne. 
 
 Seventh School Year. . . History to the Thirty Years' 
 
 War. 
 
 Eighth School Year . . History of Brandenburg. Ger- 
 man history to the present 
 
 time. 
 
 i 
 
 In Prussian higher schools in years corresponding to the 
 elementary years IV to VIII the Lehrplan shows the follow- 
 ing arrangement: 
 
 For Sexta (Year IV) .... National history beginning 
 
 with events closely re- 
 lated to the pupils' en- 
 vironment and working 
 from the known to un- 
 known. 
 
 For Quinta (Year V) ... Legendary history of Greece 
 
 and Rome. 
 
 For Quarta (Year Vfy . . . Grecian history to the death 
 
 of Alexander the Great, 
 and Roman history to the 
 death of Augustus. 
 
 For Untertertia (Year VII) . . To the end of the Middle 
 
 Ages. 
 
 For Obertertia (Year VIII) . To the accession of Fred- 
 erick the Great.
 
 APPENDIX 129 
 
 Formerly two years of mythology and biography pre- 
 ceded the early history of Germany. The plan pursued in 
 the elementary school and the change of plan in the higher 
 schools indicates the purpose of the government to use his- 
 tory to forward in a direct manner the making of patriotic 
 citizens. The Herbartians argue for greater continuity in 
 the course and for character building as the direct aim rather 
 than patriotism, as the latter is sure to follow the former. 
 
 Text-books in history are little in evidence. The read- 
 ing book contains carefully selected historical material, and 
 there are other texts that may be purchased, but their pur- 
 chase is not obligatory. The method of presentation is the 
 oral method. The teacher speaks for two or three minutes 
 and then questions on what he has said. He asks a separate 
 question for each important point. After the whole has been 
 repeated by one or two children, the teacher gives more facts 
 which are dealt with in the same manner, and so on through 
 the lesson. 
 
 In the lower classes pictures are extensively used. In 
 the higher classes notes and dates are dictated. These are 
 copied and learned. In the Leipzig Lehrplan sixty or seventy 
 dates are given which the pupils are expected to learn. 
 
 In the French curriculum the following topics appear: 
 
 In years II, III, IV, V . Elementary French history, 
 
 chiefly biography. 
 
 Beginning with the sixth grade the so-called Premier 
 (first) Cycle is introduced, which provides for the elemen- 
 tary presentation in that grade of the History of Antiquity. 
 VII. Middle age. 
 VIII. Modern times. 
 IX. Contemporary period since 1789.
 
 130 THE STUDY OF HISTORY 
 
 The London Board of Education issued a circular for 
 history teachers in 1908 which provides for elementary his- 
 tory as follows: 
 
 " The first stage, which begins at the earliest age and 
 ends at about the age of twelve, will consist almost entirely 
 of stories. The pupils should become familiar with the 
 chief events and characters from the history of the most 
 important nations, in their traditional form. Where the field 
 is so great there is endless scope for selection, but it might 
 include, besides the obvious stories from the history of the 
 British Isles, stories such as those of the Siege of Troy, the 
 Persian Wars, Alexander the Great, stories from Roman 
 history, the fall of Jerusalem, and the history of the Early 
 Church, the sack of Rome by Alaric, and the invasion of 
 Attila, Charlemagne, The Cid, St. Louis, St. Francis of 
 Assisi, William the Silent, Columbus and other explorers, 
 Galileo, Washington, Garibaldi." 
 
 " The work of the years' from about twelve to about 
 sixteen is the most difficult to arrange." 
 
 " In nearly every school it will be necessary here to 
 place a formal course covering the whole of English history 
 from the invasion of the Romans to the present day. For 
 this not less than three years is necessary. The best ar- 
 rangement seems to be to divide the course into three 
 parts, in chronological succession, assigning one part to each 
 year, and, if possible, to give one year to general revision, 
 laying special stress on those matters which, owing to their 
 difficulty, were omitted before."
 
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 N. Y., Century. 
 
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 Fisher, G. P.: The True Revolution. 
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 its Relations to Civil and Religious Liberty. Discovery of America. 
 
 2 vols., 1892. Dutch and Quaker Colonies. 2 vols., 1899. New 
 
 France and New England, 1902. Old Virginia and Her Neighbors. 
 
 2 vols., 1897. The American Revolution. 2 vols., 1891. Critical 
 
 Period of American History, 1888: Boston, Houghton & Mifflin. 
 Fletcher, C. R. L.: Gustave Adolphus. N. Y., Putnam. 
 Foote and Skinner: Explorers and Founders of America. 
 Foumier, August: Napoleon the First. N. Y., Holt. 
 Fowler: Julius Caesar. 
 Franklin, Benjamin: Autobiography. (Riverside Literature Series.) 
 
 Boston, Houghton & Mifflin. 
 
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 Froissart: The Boys' Froissart. N. Y., Scribner. 
 Frothingham, Richard: Rise of the Republic. Boston, Little, Brown & 
 
 Co. 
 Fyffe, C. A.: History of Modern Europe N. Y., Holt 
 
 Gambrill, J. M.: History of Maryland. 
 
 Gardiner, B. M.: The French Revolution, N. Y., Longmans.
 
 i 3 4 BIBLIOGRAPHY 
 
 Gardiner, Samuel Rawson: The Puritan Revolution. N. Y., Scribner. 
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 Houghton & Mifflin. 
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 Gilliat, E.: God Save King Alfred. Illustrated by Borghum. N. Y., 
 
 Macmillan. 
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 Houghton & Mifflin. 
 Goodwin, John A.: The Pilgrim Republic. Boston, Houghton & 
 
 Mifflin. 
 
 Goodyear, W. H.: Roman and Mediaeval Art. N. Y., Macmillan. 
 Gordy, Wilbur F. : American Explorers. American Leaders. Colonial 
 
 Days. Leaders and Heroes. N. Y., Scribner. 
 
 Green, J. R.: A Short History of the English People. N. Y., Mac- 
 millan. 
 
 Green: King Arthur and His Court. 
 
 Griffis, W. G. : Brave Little Holland. Boston, Houghton & Mifflin. 
 Guerber, Helene A.: The Story of the Thirteen Colonies. Story of 
 
 the Greeks. Story of the Romans. Story of the English. N. Y., 
 
 American Book Co. 
 Guizot, F. P. G.: History of France. N. Y., Scribner. 
 
 Haaren, J. H., and Poland, A. B.: Famous Men of Greece. Famous 
 Men of the Middle Ages Famous Men of Rome. N. Y., Uni- 
 versity Pub. Co. 
 
 Half a Hundred Stories: Told by Nearly Half a Hundred Persons. 
 
 Hapgood, Norman: George Washington. N. Y., Macmillan. 
 
 Harrison, Frederic: William the Silent. N. Y., Macmillan. 
 
 Hart, Albert Bushnell: Camps and Firesides of the Revolution. Col- 
 onial Children. Contemporaries. Romance of the Civil War. 
 Source* Book of American History. N. Y., Macmillan. 
 
 Hassall, Arthur: Louis XIV. N. Y., Putnam. 
 
 Henderson, E. F.: History of Germany. History of Germany of the 
 Middle Ages. N. Y., Macmillan. 
 
 Hill, Mabel: Liberty Documents. N. Y., Longmans. 
 
 Hinsdale, B. A.: Old Northwest. N. Y., Silver, Burdett, 1899. 
 
 Hitchcock, Ripley: The Louisiana Purchase. Boston, Ginn. 
 
 Holm, A. : History of Greece. 4 vols. N. Y., Macmillan. 
 
 Hosmer, James K.: Samuel Adams. (American Statesman Series.) 
 Boston, Houghton & Mifflin.
 
 BIBLIOGRAPHY 135 
 
 Hughes, T. : Life of Alfred the Great. N. Y., Macmillan. 
 
 Hume, M. A. S.: Philip II. (Life). N. Y., Macmillan. 
 
 Hunter, W. W.: Brief History of the Indian Peoples. New York, 
 
 Macmillan. 
 Husted: Story of Indian Chieftains. Story of Indian Children. 
 
 Indian Stories Retold from St. Nicholas. N. Y., Century. 
 Irving, Washington: Knickerbocker's History of New York. N Y., 
 Putnam. 
 
 Johnston, R. M. : Napoleon. N. Y., Barnes. 
 
 Johonnot, James: Ten Great Events in History. N. Y., American 
 
 Book Co. 
 Jusserand, J. J.: English Wayfaring Life in the Middle Ages. N. Y., 
 
 Putnam. 
 
 Keary, C. F. : Vikings in Western Christendom. N. Y., Putnam. 
 
 Keltie, J. Scott: The Partition of Africa. London, Stanford, 1893. 
 
 Kendall, E. K.: Source Book. N. Y., Macmillan. 
 
 Kilman: Stories from Chaucer. 
 
 Kingsley, Charles: Heroes. Boston, Ginn. 
 
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 Ginn. 
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 & Mifflin. 
 
 Macdonald, William: Jacksonian Democracy. (American Nation 
 
 Series.) N. Y., Harper. 
 
 Macy, Jesse: The English Constitution. N. Y., Macmillan. 
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 Malleson: Lord Clive. Dupliex. N. Y., Macmillan.
 
 136 BIBLIOGRAPHY 
 
 Manly: Southern Literature. 
 
 Merivale: History of the Romans under the Empire. 
 
 Morris: Heroes of Discoveries in America. Philadelphia, Lippincott. 
 
 Morse, J. T., Jr.: Benjamin Franklin. Thomas Jefferson. (American 
 
 Statesman Series.) Boston, Houghton & Mifflin. 
 Motley, J. L.: Rise of the Dutch Republic. 3 vols. N. Y., Harper. 
 Munro, D. C., and Sellery, G. C.: Mediaeval Civilization. N. Y., 
 
 Century. 
 
 
 Old South Leaflets. Directors of the Old South Work. Boston (Old 
 
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 Page, Thomas Nelson: Among the Camps, 1891. Two Little Con- 
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 Parkman, Francis: A Struggle for a Continent. Pioneers of New 
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 Payne, E. J.: European Colonies. N. Y., Macmillan. 
 
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 Phillips, W. A.: Modern Europe, 1901. The Nineteenth Century. 
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 Plutarch. Lives. Boston, Little, Brown & Co. 
 
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 1889. 
 
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 1850. 4 volumes so far published (extending to 1864). Volume V 
 
 announced. N. Y., Harper. 
 
 Richardson, A. S.: Our Country. Boston, Houghton & Mifflin. 
 Robinson, H. W.: Readings on History of Western Europe. Boston, 
 
 Ginn,
 
 BIBLIOGRAPHY 137 
 
 Roosevelt, Theodore: The Winning of the West. N. Y., Putnam. 
 Ropes, J. C.: Story of the Civil War. 2 vols. N. Y., Putnam. 
 
 Scribner's Civil War Stories Retold from St. Nicholas. 
 
 Scudder, H. E.: George Washington. Boston, Houghton & Mifflin. 
 
 Seeley, J. R.: Expansion of England. Boston, Little, Brown & Co. 
 
 Semple, E. C.: American History and its Geographical Condition. 
 Boston, Houghton & Mifflin. 
 
 Seymour, Mary: Chaucer's Stories. N. Y., F. Nelson. 
 
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 Smith and Button: The Colonies. 
 
 Smith, R. B. : Rome and Carthage. N. Y., Scribner. 
 
 Southworth: Builders of Our Country. 
 
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 dred Years Ago. Every Day Life in the Colonies. Boston, 
 Heath. 
 
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 138 BIBLIOGRAPHY 
 
 Turner, Frederick Jackson: Rise of the New West. (American Nation 
 
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 Tyler, Moses Coit: Patrick Henry. (American Statesman Series.) 
 
 Boston, Houghton & Mifflin. 
 
 Von Hoist, Dr. H.: John C. Calhoun. (American Statesman Series.) 
 Boston, Houghton & Mifflin. 
 
 Warren: Stories from English History. Boston, Heath. 
 Weeden, William B.: The Economic and Social History of New Eng- 
 land. Boston, Houghton & Mifflin. 
 Wheeler: Alexander the Great. 
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 Winsor, Justin: Christopher Columbus. 
 
 Young, C. M.: Book of Golden Deeds. N. Y., Macmillan.
 
 INDEX 
 
 Adams, Samuel, 17. 
 
 Adolphus, Gustavus, 56; 
 
 Africa, Partition of, 91. 
 
 Alexander the Great, 10, 29. 
 
 Alfred, 10, 36. 
 
 American Historical Association, v, 
 
 viii, 123. 
 
 American History, how understood, x. 
 Anti-slavery, 81. 
 Appomattox, 87. 
 Arnold, Benedict, 70. 
 Athens, 27. 
 
 Bacon's Rebellion, 60. 
 Balboa, 43. 
 Baltimore, Lord, 54. 
 Bayard, 45. 
 
 Bismarck, 90, no, 113. 
 Bonaparte, Napoleon, 76. 
 Boone, Daniel, 18. 
 Boston, settlement of, 53. 
 Braddock Expedition, 63. 
 Brown, John, 84. 
 Bruce, Robert, 10. 
 Buchanan, James, 85. 
 Burgoyne's expedition, 68. 
 
 Cabot, 12. 
 
 Caesar, Julius, 32. 
 
 Calhoun, John C., 21. 
 
 California, gold discovered, 21, 83. 
 
 Canute, 10. 
 
 Carson, Kit, 21. 
 
 Cartier, 43. 
 
 Cathedrals, mediaeval, 39. 
 
 Champlain, 12, 59. 
 
 Charter, the great, 37, 38. 
 
 Christians, 33, 34. 
 
 Cincinnatus, 10. 
 
 Civics, 116122. 
 
 Clark, George Rogers, 19, 69. 
 
 Clark, William, 20. 
 
 Clay, Henry, 2. 
 
 Clive, Lord, 61. 
 
 Colonization, American, xii. 
 
 Colosseum, 115. 
 
 Columbus, 10, 12, 42. 
 
 Commerce, mediaeval, 40. 
 
 Committee of Eight, how constituted, 
 
 v; meetings, v; point of view, 
 
 v; method of procedure, vi. 
 Committee of Seven, 123. 
 Compromise of 1850, 83. 
 Compromises of the Constitution, 
 
 109. 
 
 Confederacy, Southern, 85. 
 Constitution, American, 73, 109. 
 Convention, Annapolis, 108. 
 Convention, Constitutional, 72, 73. 
 
 1 08. 
 
 Coordination, xvi. 
 Correlation, 94. 
 Cortez, 12. 
 
 Crockett, David, 20. . 
 Crusades, results of, 39, 40. 
 
 David, 10. 
 
 Debates, tor. 
 
 De Soto, 12, 43. 
 
 Drake, 12, 44. 
 
 Dred Scott Decision, 84. 
 
 Dupleix, 61. 
 
 Dutch, the, 45, 46. 
 
 139
 
 140 
 
 INDEX 
 
 Eliot, John, 13. 
 
 Emancipation Proclamation, 86. 
 Emigration, Western, 78. 
 Erie Canal, 20. 
 European background, xii. 
 
 Forum, 115. 
 
 France, 89; revolution in, 74, 75. 
 
 Franklin, Benjamin, 15, 17, 18, 108. 
 
 Frederick the Great, 61, 64. 
 
 Fremont, John C., 21. 
 
 Fugitive Slave Law, 83. 
 
 Fulton, Robert, 20. 
 
 Gambetta, 90. 
 Garibaldi, 90. 
 Geography, xi, of North America, 
 
 48. 
 
 German tribes, 35. 
 Germany, 89. 
 Grant, Ulysses S., 87. 
 Great Britain, 88. 
 Greek boy, 27. 
 
 Greeks, why remember them, 26, 27.. 
 Greene, Nathaniel, 18. 
 
 Hale, Nathan, 18. 
 
 Hamilton, Alexander, 108. 
 
 Hampden, John, 55. 
 
 Harroun, 10. 
 
 Henry, Patrick, 17. 
 
 Hiawatha, 6. 
 
 Historical equipment, necessary, 97. 
 
 History teaching, aim in, x; failure 
 
 of, xiv. 
 Horatius, 10. 
 Houston* Sam, 20. 
 Hudson, Henry, 12, 58. 
 Huguenot exiles, 56. 
 
 Illustrative material, 114. 
 
 Indian Life, i, 2, 6. 
 
 Industries, colonial, 13; Quaker, 14; 
 
 Southern, 14. 
 Internal improvement, 80. 
 Italy, 89. 
 
 Jackson, Andrew, 20, 80, 81. 
 Jefferson, Thomas, 19, 20, 75. 
 Joan of Arc, 10. 
 Jones, John Paul, 18, 69. 
 Joseph, 10. 
 
 Kaskaskia, 19. 
 
 LaFayette,. 18. 
 
 La Salle, 15, 58. 
 
 Lee, Robert E., 21, 87. 
 
 Lewis, Meriwether, 20. 
 
 Lincoln, Abraham, 21; Douglas 
 
 Debates, 84. 
 London Company, 49. 
 Louisiana, purchase of, 75. 
 Lowell, Francis C., 78. 
 
 Madison Conference, vi, vii. 
 Madison, James, 108. 
 Magellan, 12, 43. 
 Maps, outline, 103. 
 Marco Polo, 41. 
 Marion, 18. 
 Memorial Day, 8. 
 Merrimac, 85. 
 Method, historical, 95-107. 
 Mexican War, 82. 
 
 Middle States and Maryland His- 
 torical Association, viii, ix. 
 Missouri compromise, 79. 
 Monasteries, mediaeval, 39. 
 Monitor, 85. 
 Montcalm, 64. 
 Morgan, 18. 
 Morse, S. F. B., 20. 
 Moses, 10. 
 
 Napoleon III, no. 
 
 New England Confederacy, 60. 
 
 New England History Teachers' 
 
 Association, viii. 
 North Central History Teachers' 
 
 Asssociation, viii. 
 Northmen, 41.
 
 INDEX 
 
 141 
 
 North-west, land claims of States, 
 72. 
 
 Oglethorpe, James, 14. 
 
 Ohio Valley, French and English in, 
 
 63- 
 Oregon Question, 81. 
 
 Pacific Railways, 88. 
 Penn, William, 14, 55. 
 Philip, King, 13. 
 Pictures, 105, 106. 
 Pilgrimages, mediaeval, 39. 
 Pilgrims, 3, 7, 51. 
 Plymouth Colony, 51. 
 Ponce de Leon, 12. 
 Prussia, 114. 
 
 Puritan, in England, 55; govern- 
 ment, 53. 
 
 Question method, 100, 101. 
 
 Raleigh, 12. 
 Reconstruction, 87, 88. 
 Reference books, 100. 
 Reviews, 105. 
 Revolutionary War, 68. 
 Roland, 10. 
 Roman Roads, 115. 
 Romans, 30, 31, 32. 
 Rome, 31, 33. 
 Russia, 113. 
 
 Samoset, 3. 
 
 Seven Years' War, 64. 
 Sevier, John, 18. 
 Sherman, T. J., 87. 
 
 Sistine Madonna, 115. 
 Slater, Samuel, 78. 
 Slavery, in West, 84. 
 Smith, John, 12. 
 Socrates, 28. 
 Source material, 106. 
 Stamp Act, 67. 
 Standish, Miles, 3, 13. 
 Star Spangled Banner, n. 
 Stuyvesant, Peter, 13, 57. 
 
 Teacher, group, 94, 95; preparatior 
 
 of, 91. 
 
 Tell, William, 10. 
 Texas, 81, 82. 
 Text-book, 99, 100. 
 Thanksgiving Day, i, 2, 3, 6. 
 Towns, walled, 38. 
 
 Ulysses, 10. 
 
 Venice, mediaeval, 41. 
 Victor Emmanuel, 90. 
 Vienna, Congress of, in. 
 Vikings, the, 36. 
 Vincennes, 19. 
 
 War of 1812, 76, 77. 
 
 Washington, George, 4, 7, 15, 18, 19. 
 
 108. 
 
 Washington's Birthday, i, 4, 7. 
 Webster, Daniel, 21. 
 Whitney, Eli, 19. 
 
 William I, King of Prussia, 90, 114 
 Williams, Roger, 94. 
 Winthrop, John, 13. 
 Wolfe, 64.
 
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