At first glance this arrangement of courses seenis complicated and perhaps confusing. Really it is not. More than that, by combining those courses that meet the needs of any school or community, a program can be arranged that may provide for three years of European history (four years in all), or for a two year course in European history, or for one year of European history with one of American. For example, a three year course in European histry, including A' A", BC, B" C', is our old friend Ancient, M. & M., and English History, favored by the Committee of Seven. A' Α", Β ́ Β", C' C" is the three year course suggested by the Committee of Five. Again, if the school must prepare for college, since most colleges insist on ancient history for entrance, a two year course in European history can be made up of A'A", BC. For those schools that wish two years, chiefly on modern Europe, the two year European course favored by an overwhelming majority of the high school teachers, that is, A B, C'C" should meet their needs exactly. I need not discuss the later courses on civics, civic problems, economics and "sociology," for, like the subject of methods, that is "another story." than the average student can be persuaded to take our courses. Neither can it come through the student simply by arranging for him continuous work in history. We must obtain unity and continuity by making our work really continuous for the students, not simply in time but in methods, and in prerequisites for the later courses. We must demand each year not simply a knowledge of facts that the pupil has considered in the past but ability to solve more difficult problems, to extend his supplementary reading further and more independently, to organize better the material that he receives in class or gathers outside, to form truer judgments and to think logically, for history is as logical as any non-theoretical subject can be. I know you have heard all this very many times, but I fear that we shall tell it to ourselves, and try to tell it to others, a hundred times before we shall bring our work where we want it. To me the new courses in European history simplify almost all of these problems, for I believe that we can hope to get students in the new courses for two continuous years of European history where we despaired of getting students for more than one year of the old two or three year courses. If we can get them and keep them, then surely the problem of unity and continuity in our history work is that much nearer solution.2 College Entrance Examinations in History BY PROFESSOR E. D. FITE, CHIEF READER FOR 1914. The candidates for examination in history for 1914 in the examinations of the College Entrance Examination Board, were furnished with information blanks, which they were requested to fill out beforehand and place in the answer books at the time of the examination; thus no time of the examination period was taken for filling out the blanks. Formal assurance was given that the rating of the books would in no wise be influenced by the nature of the answers on the blanks, and this was strictly adhered to by the committee of readers. The questions asked on the blanks covered the type of school in which the candidate was prepared, whether it was public or private, in what year of the school course the subject was taken, how many weeks were spent on the subject per year, how many periods per week, how many minutes per period, and the author and title of the textbook. Forty-one per cent. of the candidates neglected to hand in the desired information, but as the number of failures among these was approximately the same as among the fifty-nine per cent. who did comply with the request, the returns of the latter may fairly be taken as representing the whole. any supervision; and the number thus preparing is probably larger in history than in other subjects. Last year sixty-four per cent. of those who prepared under a tutor failed to attain a mark of 60, this year sixty-six per cent.; in 1913 seventy-four per cent. of those who had no preparation outside of their own efforts, fell below 60, this year seventy-eight per cent. Those, too, who have failed to pass the examinations set by the colleges, or have been dismissed from their preparatory schools during the year for some breach of discipline, or who for various reasons have no certificate of scholarship from their teachers and can have none, undoubtedly find their way to the Board's examinations. Whether these conditions as to the standing of the candidates should persist, is a matter for the Board to decide. It is perhaps its business only to test the candidates by examinations and not to debar any because of the method of preparation, but while these conditions stand they may help to explain to the anxious teachers of the country, who are staggered by the large number of failures, why this number is so large. As to the question of the painstaking of the readers of the papers and the fairness of their standard of marking, teachers and others interested have a right to a description of their methods. In the opinion of the writer, such knowledge must be reassuring to all, that there is little opportunity for carelessness or unfairness. The readers, chosen from the colleges, the public high schools, and the private preparatory schools, by the Executive Committee of the Board in consultation with members of the Board and others, and allowed to serve for a number of years for the sake of their cumulative experience, must naturally make some mistakes. Great precaution, however, is taken to reduce these to a minimum. The committee of fifteen readers is divided into four small groups, each to read a single subject, on the principle that the smaller the group the more nearly possible will it be for the readers to maintain a common standard within the group. At the outset, every reader of a group reads the same five or six papers, and then all within the group consult concerning the standard to be agreed upon for every question. With an average rate of from five to six papers read per hour by each reader for six hours per day, it can be affirmed that more careful and more serious reading could scarcely be attained. Every book rated between 65 and 35 is read twice, so far as possible by a representative of the colleges and one from the preparatory schools, and the final marks given often represent considerable discussion by the two readers concerned. To assist in maintaining a common standard among the groups, the chief reader is present at the discussion by each group, preliminary to the determination of the standard, and spends the remainder of his time in watching for too high and too low marks, re-reading debatable papers, settling doubtful points as far as possible, and exercising general supervision. Not one on the committee of readers, either from preparatory schools or colleges, believes that the standard of rating is too high, and not one of them believes that the questions on the papers are too difficult. If the rating is fair, the setting of the papers may next be called in question. A description of method may again be interesting. The committee of Examiners is composed of representatives of both colleges and preparatory schools. Early in the fall, each member of the committee makes out a paper in each subject, which is criticized by each one of his colleagues and returned, to serve, with its criticisms, as the basis of the second paper by each examiner. From these second papers the chief examiner constructs a trial paper, which, in turn, is criticized by all and made the basis of the final paper, which is constructed by all the examiners, meeting together in private conference. An attempt is made to admit no question which is not touched upon in the customary text books. To say the least, this system is a careful one. The readers, it has already been pointed out, do not believe that the questions are too difficult, and the Committee of Revision consisting of the chief examiners in all subjects together with secondary school representatives, appointed by the New England Association of Colleges and Preparatory Schools, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, and the North Central Association of Colleges and Secondary Schools, to whom the questions for 1914 were submitted in completed form before the examinations, indicated that it approved of the nature of the questions. As to the text books, it is a common observation that the high school text books in history have materially improved in the past fifteen years, so that now it is possible to secure adequate books. In almost every instance, according to the returns on the information blanks, the better texts are in use. A very few candidates each year enter the examinations on the grammar school texts, but success achieved by these candidates is rare indeed. This brings us to the schools, and especially to the school programs. Comparison with 1913 as to the number of candidates devoting full time to history is not undertaken, because last year no report was made by the candidates as to the length of the recitation period. If we take full work to be work stretching through the entire year, for five recitations of at least thirty minutes each, or for four recitations of forty minutes each, then on this basis, according to this year's returns, we have the following table: Here certainly is food for thought for the makers of school programs. Inasmuch as the standard, to which the examination questions are made to conform, requires daily work for a year in each subject, satisfactory results cannot reasonably be expected of those candidates who have devoted to their subject short recitation periods, two or three times a week, for only a part of the year. This year the full time candidates were in every case considerably better off than the part time candidates, so far as attaining a mark of 60 was concerned. Nor can it be deemed that the candidates who are forced to divide what otherwise might be a full year's work in American history with the second subject of civics, have a fair chance in either subject. The feeling is strong among teachers that this combination of subjects is untenable. If the students in Ancient, Medieval and Modern, or English history have but one subject to master in a year's time, those in American history cannot master two in the same length of time. The makers of the school programs may feel that they can give but a year's time to American history and civics, so long as the Board counts these two subjects as a single unit. Less than five per cent. of the candidates in American history reported that they had studied this subject and civics separately. The number passing in ancient history could doubtless be increased if this subject were taken entirely out of the first year and placed later in the course. Eighty per cent. of those who took this subject in their first year failed to attain a rating of 60, while only thirty per cent. of those who took it in their fourth year fell below this rating. Some schools place the subject in two different years and thus devote to it from five to ten hours; but this seems to be both an unfair and an uneconomical use of time. Between sixty and seventy per cent. of the candidates in American history took the subject in the fourth year of the course, while English history as a rule was confined to the third or fourth years. Medieval and Modern European history, the most difficult subject of all, was taken almost entirely in the second or third year. It is fair question whether or not this subject, in which usually only about twenty-five per cent. of the candidates receive a rating of 60 or better, should be dropped entirely; but there can be no doubt that if the subject is continued by the Board as an entrance subject, it should be placed in the last year of the course. a The fact that Ancient history fares best in the rating is due to several causes. As taught from the text books, the subject itself is the easiest of the four, and in many an instance it is the pet of the school programs; no other subject is pursued in two different years, and in no other subject is full time so common. This sums up the results of my investigation of the information blanks of 1914. The information has now been gathered for two successive years, with substantially the same results, so that it would seem as if the work could well be supended for a few years till conditions have changed. History B. Medieval & Modern Latin... Greek French German Spanish Mathematics Physics Chemistry Biology Botany Geography Zoology. Drawing Music Total RATINGS .......... 3482 1.3 14.2 36.1 20.2 16.5 11.8 51.6 71.7 88.2 894 0.6 7.7 29.6 18.5 19.6 24.0 37.9 56.4 75.9 63 0.0 0.0 28.6 14.3 20.6 36.5 28.6 42.9 63.5 325 1.2 4.9 23.7 15.0 18.5 36.6 29.8 44.9 63,4 719 1.1 5.4 26.1 17.4 21.1 28.9 32.7 50.0 71.2 2001 0.8 6.2 27.4 17.3 20.0 28.2 34.4 51.8 71.8 5641 2.1 19.9 34.4 14.9 10.9 17.8 56.4 71.3 82.0 708 6.2 32.5 29.0 11.0 8.6 12.7 67.7 78.7 87.3 2309 3.6 23.5 34.8 14.2 10.7 13.3 61.9 76.1 86.0 1971 3.6 15.6 28.8 15.2 13.8 23.0 48.0 63.2 77.1 24 0.0 20.8 25.0 12.5 20.8 20.8 45.8 58.3 79.7 5827 8.1 15.2 25.3 12.2 12.3 26.9 48.6 60.8 73.1 9.1 24.7 55.5 66.1 75.3 9.3 16.3 62.3 74.4 83.7 733 9.7 18.4 27.4 10.6 478 4.4 24.3 33.5 12.1 12 8.3 25.0 25.0 16.7 16.7 8.3 58.3 75.0 91.7 22 0.0 22.7 36.4 36.4 4.5 0.0 59.1 95.5100.0 45 0.0 11.1 15.6 24.4 22.2 26.7 26.7 51.1 73.3 27 0.0 37.0 25.9 7.4 18.5 11.1 63.0 70.4 88.9 60 8.3 21.7 45.0 3.3 6.7 15.0 75.0 78.3 85.0 10 0.0 0.0 60.0 10.0 10.0 20.0 60.0 70.0 80.0 23350 4.1 17.1 30.9 14.9 12.9 20.1 52.1 67.0 79.9 60-100 50-100 40-100 UNIVERSITY OF CHICAGO. English History A. Ancient B. Medieval & Modern Latin 50 40 2239 2.0 17.4 39.1 18.8 13.9 8.8 58.5 77.3 91.2 577 0.9 10.7 34.8 19.2 15.6 18.7 46.4 65.7 81.3 38 0.0 0.0 28.9 23.7 21.1 26.3 28.9 52.6 73.7 198 2.0 6.1 27.8 15.7 17.7 30.8 35.9 51.5 69.2 426 1.9 7.3 28.2 17.8 20.4 24.4 37.3 55.2 75.6 1239 1.4 8.5 31.2 18.3 17.8 22.8 41.1 59.4 77.2 3568 3.1 25.1 36.5 13.9 9.3 12.1 64.7 78.6 87.9 Greek French German. 517 7.5 38.5 29.0 9.7 7.2 8.1 75.0 84.7 91.9 8.2 71.8 83.8 91.8 6.9 58.0 71.9 83.1 Mathematics Physics... Chemistry Biology 13 0.0 23.1 23.1 23.1 30.7 3808 10.7 18.5 27.3 12.2 11.1 20.3 56.5 68.7 79.7 8.4 19.1 63.5 72.5 80.9 7.1 8.0 73.3 84.9 91.9 0.0 12.5 75.0 87.5 87.5 0.0 46.2 69.3 100.0 Botany Geography 37 16.2 27.0 43.2 3 0.0 0.0 66.7 491 13.2 21.4 28.9 9.0 Total 14988 5.7 21.5 33.2 14.0 11.0 14.5 60.4 74.4 85.4 History in the Summer Schools, 1915 Chicago, Ill. European History. The Medieval Period, 376-1300. Assistant Professor Walker. European History. The Later Medieval and Early Medern Period, 1300-1715. Dr. Harvey. European History. The Later Modern Period, 1715-1900. Mr. Scott. Survey of the Ancient Orient from Prehistoric Times to Alexander the Great. Professor Breasted. History of Antiquity. IV. The Civilization of the Mediterranean World from Alexander to Augustus. Assistant Professor Huth. The End of the Roman Republic. Assistant Professor Huth. The End of the Middle Ages, 1250-1500. Professor Thomp son. The Rise and Decay of the Absolute Monarchy in the Seventeenth and Eighteenth Centuries. Dr. Harvey. The Expansion of Europe in the Nineteenth Century. Mr. Scott. The Political and Social Institutions of Russia. Assistant Professor Harper. Influence of Geography on American History. Professor Barrows and Miss Lanier. Imperial England. Professor Terry. History of the United States. The Formative Period, 1783-1829. Associate Professor Shepardson. GRADUATE COURSES. The Church and the Barbarians. Assistant Professor Walker. Medieval Economic and Social History from the Crusades to the Epoch of Discovery. Professor Thompson. The Struggle for the English Constitution. Professor Terry. American Historiography and Bibliography. Assistant Professor Jernegan. The Constitutional and Political History of the American Colonies. Professor McLaughlin. Teachers' Course in American History, 1760-1860. Associate Professor Shepardson. United States History. The New West, 1763-1830. Assistant Professor Jernegan. United States History. The Old South, 1763-1833. Professor Dodd. State Constitutions. Professor McLaughlin. Studies in Confederate Internal History. Professor Dodd. Geographic Influences in the History of the Western States. Professor Barrows. COLUMBIA UNIVERSITY. New York, N. Y. American History. Mr. Hill. Ancient History. Mr. Hill. The Foundations of Modern Europe. Dr. Kendrick. Modern and Contemporary European History. Mr. Fox. The Foundations of Modern Europe. Dr. Kendrick. Modern and Contemporary European History. Dr. Humphrey. Foundations of European Civilization. Dr. Humphrey. A Survey of American History to 1789. Mr. Fox. The Orient and Early Greece. Professor Magoffin. Rome to the End of the Republic. Professor Magoffin. The Middle Ages: Political and Social. Professor Muzzey. The Protestant Revolt and the Wars of Religion, 15171648. Professor Ogg. The Old Regime, the French Revolution and the Work of Napoleon. Professor Muzzey. European History, 1815-1870. Dr. Shapiro. European History Since 1870. Professor Krehbiel. Formation and Development of the English Constitution to the Close of the Seventeenth Century. Professor Schuyler. The British Empire. Professor Schuyler. The United States, 1815-1850, with Special Reference to the Development of the West. Professor Lingley. Recent History of the United States. Professor Lingley. Iberian America, Its Settlement and Its Intellectual, Social and Industrial Development. Mr. Goldsmith. Origins of Nationalism and Democracy in Modern Europe. Professor Shotwell. Nationalism and Democracy in Europe Since 1870. Professor Hayes. The Expansion of Europe to the Close of the Eighteenth Century. Professor Ogg. Methods of Historical Study. Dr. Shapiro. Seminar in Recent European History. Professor Krehbiel. CORNELL UNIVERSITY. Ithaca, N. Y., July 6 to August 13, 1915. American Government and Politics. Professor Bretz. American History. The Period of Civil War and Recon struction, 1850-1875. Professor Bretz. Greek and Roman History. Professor Sill. European History Since 1814. Professor Sill. DARTMOUTH COLLEGE. Hanover, N. H., July 6 to August 13, 1915. Political History of the United States, 1829-1877. Professor Anderson. The World War. Professor Anderson. UNIVERSITY OF DENVER, Denver, Colorado, June 14 to July 23, 1915. Industrial War and Peace. Professor LeRossignol. LeRossignol. Child Welfare. Professor Warfield. Eugenics. Professor Warfield. United States History. Professor Warfield. HARVARD UNIVERSITY. Cambridge, Mass., July 1 to August 12, 1915. Principles of Government, especially American Government. Assistant Professor Arthur N. Holcombe and Professor A. B. Hart. Elements of International Law and Modern International Questions. Professors George G. Wilson and A. B. Hart. Municipal Sanitation. Professor George C. Whipple. European History. Professors Ephraim Emerton and Edwin F. Gay. Ancient History for Teachers. Professors William S. Ferguson and Charles H. Haskins. The History of American Politics, 1750-1876. Professor Allen Johnson. Military History. Captain A. L. Conger. JOHNS HOPKINS UNIVERSITY. Latin-American History and Diplomacy. Professor Latané. American Party Government. Assistant Professor Myers. UNIVERSITY OF ILLINOIS. Urbana, Ill., June 21 to August 13, 1915. Professor Carter, of Miami University, and Professor Civics. Mr. Guiler. English History from the Early Period to the Accession of Queen Elizabeth. Associate Professor Bradford. History of the Ohio Valley from Earliest Period Until 1820. Associate Professor Bradford. History of the Ohio Valley, 1820-1900. Associate Professor Bradford. UNIVERSITY OF MICHIGAN. Ann Arbor, Mich., June 28 to August 20, 1915. The History of Greece. Assistant Professor Marsh. The History of Rome to the Founding of the Roman Empire. Assistant Professor Marsh. Social and Political Europe in the Age of the Renaissance and Reformation. Professor Dow. The Teaching of History. Professor Dow. The History of England Under the Stuarts, 1603-1714. Professor Turner. The History of Europe Since 1870. Professor Turner. History of the United States Since the Close of the Civil War, 1873-1913. Professor Paxson. Seminar in American History. Professor Paxson. UNIVERSITY OF MINNESOTA. Modern Europe. Minneapolis, Minn. Modern England from the Seventeenth Century to the Nineteenth Century. American History from the End of Jackson's Administration. Teachers' Course in History and Government. English Constitutional History. Research in English Institutions. UNIVERSITY OF MISSOURI. Columbia, Mo., June 10 to August 6, 1915. Ancient History. Mr. Wrench. Modern History. Mr. Wrench. English History and Government. Mr. Trenholme. Europe Since 1815. Mr. Trenholme. American Social History. Mr. Stephens. European Culture: Medieval Civilization. Mr. Wrench. American Diplomatic History. Mr. Stephens. English Constitutional History. Mr. Trenholme. NEW YORK UNIVERSITY. New York, N. Y., July 5 to August 13, 1915. American History, 1783-1861. Professor Brown. Seminar in American History. Professor Brown. English History Since the Revolution. Professor Brown. Modern European History. Assistant Professor Jones. History of the Napoleonic Period. Assistant Professor Jones. History of Europe Since 1870. Assistant Professor Jones. Ancient History. Professor Waters. Decline and Disintegration of the Roman Republic. Professor Sihler. Commerce and Culture of Latin-American Countries. Professor Swiggett. American Government. Dr. McLeod. Principles of Politics. Mr. Crecraft. Political Parties in the United States. Mr. Crecraft. Current International Problems of the United States. Mr. Crecraft. Municipal Government and Current Problems. Mr. Cre craft. Constitutional and Party Development in New York State. Mr. Ayres. |