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EQUIPMENT OF THE HISTORY LABORATORY

The history room should be a laboratory for the study of history as much as the chemistry room is a laboratory for the study of chemistry. The history room of the Emerson School is equipped with twenty tables, five feet long, and from twenty to thirty inches wide. Thus the first thing that is noticed upon entering the room is that the conventional desk is missing. A table of this size enables its students to make charts and maps as well as if they were in a drafting room. It also gives the greatest TEC flexibility in seating. The front

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tables easily seat four or five, and the others three, although as a rule two sit and work at each table. Should one student want a whole table for his chart, the others may easily go to another table. These tables were designed and built in the Emerson shops.

The wall space of the room is new usually occupied with illustrative charts,

fin material-maps,

pictures

and the like. The rear end of the

loan can thus be taken care of and turned to good use, as well as thereby preserving our own valuable relics.

Bulletin boards are used in the history room and in the halls for displaying newspaper pictures, cartoons and articles, postcards and other pictures unmounted. This convenient means of handling current news is worth while.

In connection with the auditorium we are enabled to use the stereopticon machine for throwing pictures on the screen to illustrate history and geography re

FIG. 5

room is wired so that pictures may be easily hung up. The wall space of the halls near the history room are thes likewise utilized. Students often stop and examine maps and pictures when they have leisure as they come through the halls.

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The branch of the public library in the Emerson School is near the history room, and this is an invaluable aid in conducting outside readings in source books and the standard manuals. Many standard reference books are placed in the book cabinets of the room. No history room can be without dictionaries of geography and biography, as well as the usual unabridged dictionary, historical and standard encyclopædias and atlases. The pupils of the grades are taught how to use them before they take up the high school

courses.

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In the halls near the history room are several large cabinets in which historical relics are on display. gentleman of the city loaned us his collection of Indian relics for nearly a year, and from this collection many concrete things concerning Indian life and dress have been taught many children. In another cabinet we have a collection of pottery from Central America. As a further piece of illustrative material of this sort are the Babylonian tablets which are framed between glass, exposing both sides. Anything of historic value which citizens are willing to

Too many maps, even large ones from the government, too incessant reference to geography, and especially too many pictures, lantern slides, perhaps games with history cards, it seems to me, some authorities to the contrary notwithstanding, we can hardly have."

We believe the equipment for vital history teaching includes more than just a room where pupils come to recite and hear lectures. Historical materials should not be confined to one recitation room. The walls of the recitation room should be used, and also the walls in the halls adjoining the history room. Special reports, debates and the like should be heard in the class room, but also in the auditorium or assembly room. Books should be used in the history room, but also in the library.

DESCRIPTION OF EMERSON SCHOOL HISTORY ROOMS HISTORY ROOM, EMERSON SCHOOL, VIEWED FROM REAB. FIG. 1

There are twelve maps or charts shown in this picture; of this number nine were made by the students of the history department. Above the book cabinet, at the left side, is a sample "Official National and State Ballot." It was secured during a campaign without charge; pasted upon muslin and mounted with strips at top and bottom. It has done good service for several years as a chart in studying elections. Next is a map of "The German Empire Since 1871." This was made as a special problem by two eleventh year students in the spring of 1912. It shows distinctly the territorial preponderance of Prussia. Beneath this is a chart, "Analysis of the Civil War." The boy who made this was compelled to leave school for several years and earn his living. He worked in the drafting department of one of the Gary Mills, and this is only one of the blue print charts he constructed during a year of history and civics study, after he was able to return and continue his studies. In the spring of 1914 he was the Gary representative in an interscholastic debate. The other contestants represented the other counties of our congressional district. He tied for the first honors. Next in order are maps showing "The Free and Slave States," "Seventy Years of Territorial Growth," Europe at the Height of Napoleon's Power," "Mexico," ""The Western Theatre of the European War," and finally a blue print map entitled, "European War Map," 1914. Copies of the latter map were sent to the other schools.

66

The maps purchased from publishers are also displayed as far as there is space to show them, and as they are needed. A few maps are rolled up and stand in the corners, as you may see, but we endeavor to have them out and working, if not in the room, then out in the halls adjoining the history room.

The picture of Kaiser Wilhelm II was drawn by one of the tenth year boys, who is an ardent German sympathizer. All the other pictures were mounted on cards by the pupils at various times during the past three years. The picture of President Wilson is a pen sketch, the original of the picture printed in the instructor's "Brief History."

The cabinet at the left is used in part for filing mounted pictures (from newspapers, magazines and purchased halftones). On the top of this cabinet are the "Congressional Records," which our congressman sends to us, and which have been used extensively in preparing debates.

The cabinet on the right contains the reference books and manuals used daily. Among them are forty geographies, the dictionaries, encyclopedias and atlases.

Upon the table with the globe are twelve genuine Babylonian tablets, mounted in a frame, with glass on both sides. A card tells the age of the tablet and a translation of the inscription. With this mounting they are easily passed about the class for examination, and still they are incapable of being mutilated.

The tables give a flat surface five feet long by twenty inches wide, with the exception of six tables, which are wider. The tops are soft, and thus make the use of thumb tacks a matter of expediency. In this picture the tables are covered with a heavy green cardboard. This does not interfere with the use of thumb tacks.

HISTORY ROOM, EMERSON SCHOOL, VIEWED FROM FRONT. FIG. 3

The rear wall of the history room is wired for the convenient hanging of illustrative material. The material shown in this picture is of a type which we have found very helpful, and which represents very little expenditure

of time or money. The pictures above the blackboard are a few that have been published in the newspapers and magazines illustrating European war news. A few of these preserved will be valuable in teaching history a few years hence. Beneath these are 66 Instructions to Voters," printed

in English and German; two sample referendum ballots (these were state constitutional amendments voted upon in November, 1914); sample township, county, state, city and our own school ballots; the "How to Vote" window. card with which the October, 1914, voters' meeting was advertised. On the right are several interesting maps and pictures in color, published in the " Chicago Sunday Tribune" during the autumn of 1914. They are pasted upon & stout manila card. This kind of material when placed in the halls always attracts the attention of children in the grades, high school students, and the adults who attend the Emerson evening school.

The large maps shown here illustrate a fact that will appeal to every student and teacher of history, namely, that if the map is convenient for instant use it will be used much more frequently than if time is consumed in getting it ready for use. Every week the maps are ar ranged to anticipate the needs of the coming week. No student is allowed to give a recitation or a report involving geographical points without placing it upon a map before the class. It is a student's business to see that Asia is present and upon the wall if a point in Asia is to be men. tioned.

Sometimes the illustrative material in the rear of the room is not as orderly in appearance as shown in this picture. In fact, it sometimes is several layers deep, but the rear of the room is always silently at work.

The children of the eighth and seventh grades who come into this room often ask about maps and charts which are being used by the high school students, and the instructor has occasionally taken the time to explain an event in ancient or modern European history to a class studying American history. An European background can in this manner be made clear. An example of this is the use of a map entitled, "The Iberian Peninsula, 1492." The interest aroused in the advanced history work is a bond which helps to keep the grammar grade pupils on the road to high school graduation.

This works both ways. The high school students are usually interested in the work of the younger pupils, and a short digression serves to review the work that they have had. The eighth grade Civil War chart, showing some of the military movements with considerable detail, is always used by the senior high school classes for a rapid survey of the war. Thus it might be said that the younger pupils are pulled toward the graduation goal, and the older stu dents are pushed toward it by the elimination of the break between the elementary and the secondary schools, which is made possible in the Gåry schools.

VIEW OF A HALL IN THE EMERSON SCHOOL. FIG. 2 This shows clearly how the walls of the hall adjoining the history room are used with maps, charts, cabinets, and how some of the floor space is used with the sand table and a model.

The two charts which appear in the immediate foreground are the most pretentious which we have ever made. They were reproduced upon this enlarged scale by the school painting instructor, with the assistance of history students working in his department. No one can study the "Bird's-eye View of the Panama Canal" without gain. ing a clear idea of this remarkable piece of engineering. One aspect of the Mexican civil strife is made clear by the chart, "Elements of the Mexican Republic." The map adjoining was seen in the picture of the front part of the

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history room, and this illustrates how they are transferred from halls to the room and vice versa. If a chart in the hall is needed, a student quickly brings it into the class

room.

The maps above the cabinets were made as problems in ancient and modern history classes. At the time this picture was taken, the period to which they apply was not being studied in class, but they are educationally active. The students who made them often point to them and claim authorship.

The sand table in the foreground is not being used in the class room, and in consequence it appears in the hall. Countless youngsters may be seen about it when they have & few leisure moments. This teaches a child many things, and without his knowing that he is being taught.

The first cabinet shows its contents clearly. This is a part of the school collection of Central American pottery. The mass of material that a child may see in a metropolitan museum is so great that unless frequent and very carefully directed visits are made, he carries away very confused ideas. No one thing stands out with distinctness. This small collection of pottery coming daily into the he map vision of the child is bound to leave a definite picture, and one that will not immediately fade.

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In the background is a Roman temple that will remain for many years a monument to the work and skill of a boy who graduated from the Emerson School in 1914.

As

is stated elsewhere, it is very valuable in the study of Greek and Roman architecture. Perhaps we will never have another boy with the persistence, coupled up with the skill in the use of tools that he possessed. He will never rs de forget this piece of work, and his work has benefited others. It is of social value.

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VIEW OF A HALL IN THE EMERSON SCHOOL. FIG. 4

This picture was taken and is here reproduced to show how the Emerson School history tables are used as bulletin boards. The table in the foreground contains editorials nd and newspaper clippings upon subjects of interest at the is the time in some classes. One of the typewritten pages posted Ton this table contains short quotations from a recent number of the " Independent." A map of Alaska was brought in by a student and was placed where others might be benefited.

The second table is the "Seventh Grade Newspaper." It contains classified clippings from the Chicago and Gary daily papers. The first column is devoted to foreign news; the second to American news; the third, local news, and the fourth, "cartoons and pictures." One of the instructors not connected with the history work recently remarked, "I usually take a few minutes now and then to read the clippings upon that table." He is not the only one who takes advantage of it. Students of the evening school, as well as day school students, find this a convenient way to keep abreast of contemporary events. Another bulletin

board hangs just outside the history room. This is convenient for announcements, as well as other illustrative material.

The cabinet shown here is now housing a collection of Indian relics which are the property of our Y. M. C. A. physical director, Mr. Pinneo. They are absolutely safe in this cabinet. We have several other private collections of interesting relics to replace this collection after a few months. One day, Mr. Pinnco dressed up in his complete Indian regalia and gave an interesting talk upon Indian lore in the auditorium. Another day he gave a demonstration of the primitive methods of kindling a fire. The janitors are constantly reminded of the necessity of removing finger and nose marks from the glass of this cabinet.

The large printed and lithographed maps are hung in the walls when there is space, and when not used elsewhere. They are constantly consulted by students of all ages of both the day and evening school.

ONE CORNER OF THE HISTORY ROOM (SUMMER OF 1913), EMERSON SCHOOL. FIG. 5

All inanimate objects shown here, with the exception of the chairs, were constructed in the Emerson School. The tables were constructed in the Emerson cabinet shop, under the supervision of Mr. S. S. Cowan. The mounted Perry pictures in the rear of the room were selected and mounted by several girls who presented special reports upon Renaissance art. Nearly all of these pictures have a typewritten explanation pasted on the back of the card.

At this time the Balkan War had reached its second stage, and the map of the Balkán Peninsula was relegated to the rear wall. Beneath this is a chart which illustrates some of the leading campaigns of the Civil War with considerable detail. This latter was constructed by eighth year pupils. The chart, "The Way a Bill Becomes a Law," was voluntarily constructed by a boy in the same class.

This picture is inserted to show that the history room presents different kinds of illustrative material. The picture was taken during the summer session, and this explains the unconventional appearance of the instructor.

THE MAGAZINE AND THE WAR

To the Editor of THE HISTORY TEACHER'S MAGAZINE: In an open letter to you, published in the March number of the MAGAZINE, Dr. Friedrich and Dr. Rühlmann have taken serious exception to statements made in the "Select Bibliography for the History of Europe in the Past Twenty-five Years," which I prepared for the November issue of the MAGAZINE. They declare themselves "astonished at the anti-German view and the sensible partiality of the author" who finds fault only with books which sympathize with Germany," and praises only those with "an anti-German bias." I feel constrained to make some answer to this, and hope you will find space to print it.

It is true I have criticised several books and articles because it seemed to me that the writers were so filled with patriotic enthusiasm that they slighted pertinent facts, and even twisted some of them a little in their country's interest. This seemed to me to be especially true of Professor Munsterberg's "The War and America and J. Ellis Barker's "The Ultimate Ruin of Germany." The one is pro-German, the other is bitterly anti-German. In many other instances I have noted bias on the British side as well as the German, and commended a number of proGerman articles.

After asserting that my comments were not impartial, Dr. Friedrich and Dr. Rühlmann proceed to rectify certain notions as to Pan-Germanism and Treitschke, German militarism, and the German cult of force. They assure us that Pan-Germanism is a purely cultural tendency, and not at all responsible for the present war. But assuredly a host of German professors, state officials, and journalists have taught the German people to believe that German civilization is superior to all others on the globe and destined to supplant them all, and that the German army and navy must be prepared to spread it by force. Of these ideas Treitschke and his followers have been ardent preachers. Perhaps this should not be called Pan-Germanism, but it is hard to doubt that the growing national aggressiveness thus fostered is one of the important causes underlying the war. Personally the writer finds it easy to sympathize with the German desire for expansion but

122

difficult to endorse a great war for the purpose. AngloSaxon countries also have had their preachers of militarism, among them Lord Roberts, Captain Mahan and Homer Lea, whose book, "The Day of the Saxon," unfortunately and quite accidentally escaped the writer's attention when compiling the bibliography. Mr. Lea urges the adoption of universal compulsory military service by the AngloSaxon nations, the centralization of government in the British Empire, and the necessity of awakening the militancy of the Anglo-Saxon peoples to protect the domains they now hold from being forcibly seized by rivals, chief of whom he regards Germany, Russia and Japan. But the Anglo-Saxon militarists have not converted the AngloSaxon peoples, while the German militarists have long held sway in their own country. The demands of the German General Staff have seldom been refused.

The learned editors imply that in the comments on books and articles under the heading "Militarism" German militarism is stated to have been the fundamental cause of the war. Careful reading will disprove this implication. The last item under the heading Militarism" suggests that militarism was the fundamental cause of the war," but not necessarily German militarism. In the writer's opinion, British, French and Russian militarism, as well as German militarism, are responsible for the war. But one may well ask: Did not Prussia originate the system of universal compulsory military service? Did not Prussia as leader of Germany annex Alsace-Lorraine, and so arouse a bitter and lasting revenge sentiment in France which caused that nation to adopt universal service? Has not the recent rapid building of a great German fighting navy convinced an unwilling Liberal English Cabinet that Britain, too, must build as rapidly for

self-preservation? Was not Germany the first power to make an enormous increase in her standing army right after the recent Balkan wars?

66

The learned editors assert that a cult of force does not exist in Germany, and that justice is the idol of the German nation." The answer is to point to desolated Belgium. Villard, in his " Germany Embattled," page 32 ff.) declares that "there are two Germanys to whose blending are due her Kultur and the animating spirit of the nation; first, the reactionaries who believe in "divine right of rulers, in the mailed fist, in government by aristocracy, in might against right, and have taught the doctrine that peace can only be assured if all the nations be armed to the teeth; " and, second, "the Germany of great souls, with its thinkers, its teachers, its scientists, its civic administrators, its poets, its glorious musicians, its philosophers, and its idealists." All thinking men must respect and admire the second, but the reactionaries seem to be in control. It is the reactionaries who are strongly imbued with the cult of force and have for a time succeeded in carrying the obedient mass of the German people with them. But however strongly it is asserted that Germany is fighting a defensive war against a world of hateful enemies conspiring to thwart her natural prosperity," it is difficult to convince the American people. The events of the war show that the German armies could easily have formed entrenched lines along their frontiers, and blocked any attempted invasion of Germany without any act of aggression. Would the great war have taken place had this been done? The German invasion of Belgium and the smashing blow delivered before France was ready do not look like a purely defensive war. CLARENCE PERKINS. Ohio State University.

1799 Adams, Hannah. An Abridgement of the History of New England. Dedham. 2d ed. Boston. 1807. 1803 Millot. Elements of History.

1805 Cooper, Rev. Mr. History of N. Am. Lansingburg, N. Y. 1818. 2d ed.

1806 Webster, Noah. Elements of Useful Knowledge. 1. Hartford. 3d. New London, 1807. II. New Haven. 1802-4-6-8. III. New Haven. 1806-1812. Whelpley, Saml. Compend of History. 2 vols. Morristown. 3d. N. Y., 1814; 5th, 1821; 8th, 1825. Tucker, Benj. Sacred and Profane History Epitomized. 1807 Johnson, W. R. History of Greece in Easy Verse. London.

1808 Cooper, Rev. Mr. History of Greece and Rome. Plymouth. 2d. 1818.

Bingham, Caleb. A Historical Grammar. Boston. 2d ed.

1809 Morse and Parish. A Compendious History of New England. Boston. 2d ed. Newburyport, 1820. Same, with abstract. 3d ed. Charlestown, 1820. 1811 Goldsmith. Abridged History of England. Alexan dria.

Anon. Sketches of Universal History. Phila. 1813 Goldsmith. History of England (Pennock's Edition). London. 15th ed., 1838; 45th ed., 1846.

Goldsmith. Grecian History. Phila. 6th ed. Sth ed., 1816.

Mayo, Robt. View of Ancient Geography and History. Phila.

1814 Blake, J. E. Text Book in Geography and Chronol ogy. Providence.

1816 Valpy, R. A Poetical Chronology of Ancient and English History. London. 6th ed. 1813. Boston. 1817 Butler, Fredk. A Catechetical Compend of General History. Hartford. 2d ed., 1818; 3d ed., Pittsburg, 1818; 4th, 1819.

Worcester, J. E. Universal Gazetteer, Ancient and Modern. 2 vols. Andover. Boston. 1823.

Snowdon, R. History of the United States of America. Phila.

Abernathy, A. Pocket Chronological Directory. Hartford.

Goldsmith. Roman History (abridged). 2d ed. Poughkeepsie. 1818. 3d ed., 1820, N. Y.: 25th ed., 1846. 1818 Goldsmith. Abridged History of England. Baltimore. 2d ed.

Butler, Fredk. Sketches of Universal History. Hartford. 2d ed.

Trimmer, Mary. Concise History of New England. 2 vols. Boston.

Tytler, A. F. Elements of General History. N. Y. Concord 37

Tytler, A. F. Elements of General History (ed. T. Robbins). Hartford. 2d ed., N. Y., 1819; Hartford, 1823. Tytler, A. F. History-Ancient and Modern. (R. Robbins.) Hartford. 2d ed., N. Y., 1819. 1819 Augustill

Phila.

(tr.). Summary of Universal History.

Davies, Benj. Robinson's Easy Grammar of History. Phila. 4th ed.

Adams, Alex.
Morrill, Thos.

glorious Morrill, Thos.

Roman Antiquities. N. Y. 2d ed., 1826.
Studies in History. Phila.
Studies of Rome. Phila,

Hunt, G. J. The Historical Reader. N. Y.

reactin 1820 Goldsmith. Abridged Roman History. Cooperstown. 1843-49-50. Key to same, 1853. Buffalo.

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1821 Emerson, Jos. Whateley's Compend of History. Boston. 5th. 8th, 1825.

Bossuet. Universal History. Tr. by Elphinstone. N. Y. Whelpley, Saml. Lectures on Ancient History. 8th ed. 1825.

Citizen of Mass. History of U. S. A. Keene, N. H. 2d

ed. 1823.

1822 Goodrich, C. A. History of the United States. Hartford. Hartford, 2d ed., 1823; 3d, 1823; 14th, 1826; New York, 2d ed., 1825; Concord, 1828; Keene, 1829; Boston, 6th ed., 1825; 35th ed., 1833; Phila., 1843; Bellows Falls, 10th ed., 1826; Lexington, Ky., 4th ed., 1825; enlarged edition, 1844; revised edition, 1852. Grimshaw, Wm. Key to Questions of the History of the United States. Phila.

1823 Tytler, A. F. Elements of General History (ed. I. Hill). Concord. 1823-25-28-31.

1824 Grimshaw, Wm. History of the United States.. Phila. 1824-26-53-60.

Hallworth, Thos. Efficacious Method in History and Chronology. N. Y.

Hallworth, Thos. Efficacious Method in General Ancient History. N. Y.

Hallworth, Thos. Efficacious Method in Sacred History. N. Y.

Hallworth, Thos. Efficacious Method in History of the U. S. N. Y.

Hume. History of England (abrg. by Robinson). N. Y. Williams, Saml. History of the American Revolution. New Haven.

Blake, J. L. The Historical Reader. Concord. 2d ed. Stonington, 1826-27.

1825 Allen, Jos. Easy Lessons in Geography and History. Boston.

Blair, David. Outlines of Chronology. Boston. 18261828. 4th ed., 1838.

1826-27-39-49; Keene, 1829-30-31-35; Cooperstown, 1839-43; Buffalo, 1853.

Eaton, Rebecca. Abridgement of Milner's Church History. Charlestown.

Stansburg, J. Elementary Catechism on the Constitution of the U. S.

Anon. Historical Atlas.

Goldsmith. History of Greece. Another edition. 1857. Questions to same. Phila. 4 editions. Key to Questions to same.

1827 Anon. Catechism of Universal History. N. Y. Blair, David. Outlines of Ancient History. Boston. Hall, S. R. Child's Assistant to Geography and History of Vermont. Montpelier. 2d ed. 1831. Smith. Modern History. N. Y. Smith. Ancient History. N. Y. Smith. Chronology. N. Y.

Worcester, J. E. Epitome of History. Cambridge. 1828 Eastman, F. C. A History of Vermont for Schools. Brattleboro.

Eastman, F. C. A History of the State of New York. Blair, David. Outlines of the History of Ancient Rome. Boston.

Blair, David. Outlines of the History of England. Boston.

Jones, Isaac. Constitutions of Massachusetts and the United States for Schools. Boston.

Willard, Emma. History of the United States. N. Y. 2d. 1843. Phila., also 1854.

Goodrich, C. A. Outline of Bible History. Boston. 1829 Emerson, Jos. Questions and Supplement to Goodrich. Boston.

Grimshaw, Wm. History and Life of Napoleon. Phila. Also 1854.

Barker, John W. Interesting Events in the History of the United States. New Haven.

1830 Grimshaw, Wm. Questions on the History of the United States. Phila.

Hildreth, Hosea. A View of the United States. Boston. 2d ed. 1831.

Thayer, Mrs. C. M. First Lessons in the History of the United States. N. Y. 4th ed.

Moritz, C. P. Myths of Greece and Rome. N. Y. Goodrich, C. A. Outlines of Ecclesiastical History. Hartford.

1831 Frost, John. Outlines of Universal History. Boston and Phila.

Parley, Peter. First Book on History. Revised 39-44. 4th ed.

1849.

Willard, Emma. School History of the United States. N. Y., 1831-47-50; Phila., 44.

Davenport, Bishop. History of the United States. Phila., 1844 and 1848.

1832 Peter, Parley. Tales About Ancient Rome. Boston. Peter, Parley. Second Book of History. N. Y. 55th ed. 1844.

Peabody. First Steps to the Study of History. Boston. Robbins, Royal. Outlines of Ancient and Modern History. Hartford. 1833-51.

Webster, Noah. History of the United States. New Haven. 33-35.

1833 Parley, Peter. Third Book of History. At least 16 editions.

Parley, Peter. Tales About Ancient and Modern Greece. Boston.

Putnam, Geo. P. Chronology. N. Y.

Sullivan, Wm. History Class Book. Pt. 1. Boston. 1834 Peabody, Eliz. Key to History. Pt. III. Boston. Robbins, Eliza. English History for Schools. Boston. Robbins, Royal. The World Displayed in its History and Geography. N. Y.

Sigourney, L. H. Evening Readings in History. Springfield. Story, Joseph.