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Current History and Outline Maps

Teachers of history and geography have at the present time the most remarkable opportunity ever presented to their profession. The morning newspaper brings into prominence towns and localities almost unknown to American students, and geographical relationships of a new and amazing character become the subject of common conversation on the street corners. The history of nations and of races is reviewed by every weekly paper or monthly magazine. Analogies and comparisons between historical and present events are drawn by reporters and syndicate writers with a courage deserving of the European firing-line.

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The problem for the teacher is not to awaken an interest in current events, but to control that interest which has already been called into life by head-lines, Sunday illustrated supplements, the movies," and semi-scientific magazine articles. The accounts of events need to be read, digested, criticized, and made the student's own possession. There should be some 'come-back' on the pupil's part-some thought and work which will put into word or color or arrangement the facts which pass so quickly before him.

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Many devices will accomplish this end, but when the purpose is to show geographical relationship of historical facts, nothing better can be used than the

McKinley Desk and Wall Outline Maps

EUROPEAN WAR IN GENERAL

The wall map of Central Europe and the desk map of the same region show excellently the area of the battle lines in the East and the West. Wall and desk outline maps of Europe may be used to show the alliances, and the situation in the Mediterranean. ENGLAND AND THE NORTH SEA

To show the British Isles in their relation to the North Sea, the coast of Europe and the Baltic region, use the desk maps of the Baltic lands and the wall map of Europe.

THE WESTERN BATTLE LINE

Use the wall and desk maps of France, of Central Europe, of the British Isles, and of England.

THE EASTERN BATTLE LINE

This can be shown on the wall and desk maps of Europe and of Central Europe; and on the desk maps of the Baltic lands, of Germany, and of Russia.

THE DARDANELLES REGION

Use wall and desk maps of Southeastern Europe and of the Danube Valley; wall maps of Europe, of the Roman Empire, and of Alexander's Empire.

CAUCASUS AND PERSIAN REGION

Use the ancient history map in wall or desk size, entitled, "Eastern World," which shows the region from the Mediterranean to India.

THE TURKISH EMPIRE Use the wall and desk maps, 66 'Eastern World." For the situation in Palestine and Egypt, use the wall and desk maps of those countries.

THE GERMAN EMPIRE

The several states of the Empire and many other facts may be shown on desk maps of Germany, and wall and desk maps of Central Europe.

RECTIFYING THE ITALIAN BOUNDARY Use wall and desk outline maps of Italy which show the Trent region and the Istrian Peninsula; or use the wall and desk maps of Central Europe.

JAPANESE INTERVENTION IN CHINA Use the desk map of China and Japan, and the wall map of Asia.

THE MEXICAN SITUATION

Use desk maps of Mexico, of West Indies, and of Southwestern United States; and wall map of North America.

THE PANAMA CANAL

Many maps may be used to show the location of the canal and the lines of trade centering at the Isthmus. Use wall and desk maps of the World, of North America, of South America, and desk maps of the West Indies, and of Mexico.

WALL OUTLINE MAPS, 32x44 and 32 x 48 inches
Prices, 15 to 20 cents according to quantity Holder for Wall Maps, 75 cents

DESK OUTLINE, 10x15, 7%1⁄2 x 10 and 5x71⁄2 inches
Prices, 85 cents, 50 cents, 35 cents respectively
Carriage extra

Write at once for samples stating the purpose for which you need the maps

McKinley Publishing Company

PHILADELPHIA

PENNA.

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Volume VI. Number 10.

PHILADELPHIA, DECEMBER, 1915.

$2.00 a year. 20 cents a copy.

How the Working Museum of History Works

BY PROFESSOR EDWARD CARLTON PAGE, STATE NORMAL SCHOOL, DE KALB, ILL.

In this paper we shall not attempt to argue the value of the use of actual historical objects in the teaching of history, though unfortunately there seem to be some to whom such argument might be profitably addressed. Neither will we narrate how a serviceable collection of such objects may be gathered by almost any school with very slight expenditure of money. Our own museum is not quite three years old, yet we have assembled about two thousand separate items besides a special collection of two thousand Indian relics donated by one of our citizens. Not counting the cabinet cases, the total expenditure has been not to exceed ten dollars, chiefly for crating and express. But we do not care now to speak at length of these things. Our object rather is to show by the story of the concrete workings of a particular institution how a museum of history may be kept constantly in Pactive service.

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In these days of making things concrete and of visualizing, it would seem natural that museums of history at work would be very common, at least in normal schools. Yet only a cursory investigation reveals, first, the fact that very few such schools have enough historical objects to be dignified by the term "collection," and, secondly, the more striking fact that few make any real use of what they do have. A friend of ours has the museum idea pretty well developed and assembled a fair-sized collection in the normal school where he had charge of the department of history. Called to another institution, he left the museum as a legacy to his successor. After a

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time, he met the latter at a teachers' meeting, and, course, inquired about the progress of the museum and especially as to its use. He was unconcernedly informed that the museum had not been of much use, for they had lost the keys two years before and had not been able to get into the cabinets! We are com■pelled to believe that this incident is not an isolated one, but rather that it is typical of the mental at titude of a large proportion of teachers of history. So a somewhat detailed consideration of the ways a museum may be used will probably not be a work of supererogation.

First then, of greatest importance, is the taking of the objects into the classroom. In our own museum, everything goes except a few articles too large or too heavy to move, and a very few too fragile to handle. To be sure, there is danger that some things may be

1 Read before the Mississippi Valley Historical Association, at New Orleans, April 24, 1915.

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injured or lost or stolen, though an experience of three years has demonstrated this danger to be almost negligible. But were it greater, we believe it is better to lose some things while in use rather than preserve them by "cold storage."

Of course, the taking of articles into the schoolroom and wonderingly staring at them as curiosities is of little value. Historical objects have educative value, insofar as they reveal to some degree the life of other times or other climes. The teacher must see this, and must help the pupil to see it, or the presence of the object is of little avail. In our classes in the Normal School, we constantly, by precept and by example, preach the gospel of the museum of history. When our students become student-teachers in the Training School, they are expected to make large use of the museum, and they do. We give our personal attention to delivery of material to the applicants for it. No article is allowed to go out unless the student-teacher understands the significance thereof. The supervising critic-teachers watch to see that correct interpretative use is made of the material.

The method of comparison is one of the most effective for bringing out the significance of articles. One way of comparison is to contrast the manner of different peoples in doing a certain thing. Thus, one class made use of our resources in the way of foot apparel. Eighteen or twenty kinds of foot-wear from nine different countries and three continents excited the intensest of intelligent interest. Here was the basis for many little themes, for drawings, for oral reports, and for investigations of other customs of these same people.

Another method of comparison is to contrast one age with another in its method of solving its problems. This is most helpful because it shows the evolution of phases of life. For example, we have procured about twenty-five different articles showing the evolution of the process of getting fire and making a light. When children have whirled the primitive fire-stick until it begins to smoke, when they have struck a spark with flint and steel, when they have actually made candles by dipping and by molding them in molds one hundred fifty years old, when they have contrasted a replica of the original incandescent lamp with the latest tungsten pattern-wher they have done these things and others, they have not simply been learning how men came up from primitive limitations towards rational freedom, but they have actually experienced the process. The enthu

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siasm which illumines the countenances of children living such experiences affords compensation to the schoolmaster for many weary hours of drudgery. Pupils appreciate most those things they are allowed to handle and use. Accordingly we encourage this in all cases possible. A little procession around the schoolroom with wide-awake caps and capes, torches, flambeaus and a Civil War fife will do more to make the old-fashioned campaign a reality than all the books in the library. A few days ago we quizzed a sixth-grade class about the early life of Franklin, and one of them made the remark that Franklin's father was a tallow candler. We asked what that was, and were told he made candles. We asked if they knew how candles were made, and they answered, "Yes," with enthusiasm. When asked how they knew, they fairly shrieked, "We've made 'em." The fact that the molds were as old as Franklin's time did not detract from their interest. For them, at least one phase of the past was a living reality.

After using things from the museum, pupils occasionally write us letters telling what they have learned from the material. These letters are highly instructive as to the workings of the child mind, and are a serviceable guide as to how to utilize objects to the greatest advantage.

Some idea of the extent to which articles are taken from the museum may be obtained when we state that two hundred twenty-five separate items were taken out in fourteen weeks of the fall term. Two hundred thirty-six were taken out in eleven weeks of last term. Things are in brisker demand this term. Last week thirty-four items were taken out in one day. Twenty-seven of the items were mateTial illustrating the financing of the Civil War-Confederate currency (State and national), a Confederate bond, a United States bond in facsimile, an income tax receipt, and a promissory note, a will, a bank check, a photograph, all bearing war revenue stamps, etc. Other articles of the day were various Indian relics. The day before, United States and British flags and a colonial horn-book (in reproduction) were in demand. About the same time photographs of colonial exteriors and interiors were called for. These demands may be considered typical of the variety from day to day.

Next in importance to taking the museum into the schoolroom is taking classes to the museum. To get the greatest value out of such visitation requires a good deal of care. If classes are too large, it is difficult to give educative guidance. Consequently, we encourage their coming in small groups. Then there is danger that the pupils, attracted by curiosity, will glance at many things without intelligently seeing anything. To obviate this, we select a comparatively narrow range of related objects, let them observe these with such explanation as may be needful, and then send them off with the eager desire to come again aad study other things. To facilitate this process, one or more teachers always accompany the pupils. Where it seems necessary, the teachers them

selves are instructed beforehand in regard to the objects, in order that they may assist in explanations. Of course, these class visits are frequent from our own training schools and from the ward schools of the city. But not infrequently teachers of country schools near at hand and of village schools on the interurbans bring in their pupils for study in the museum. In every case we endeavor to focus their attention upon some particular group of articles illustrating some phase of history, in order that they may carry away something definite and lasting rather than a confused and fleeting recollection of many things.

We regard very highly for educative purposes special exhibits. These are made up of material segre gated from the rest of the museum, and selected because it expresses a unitary idea. The anniversary of an important event, the illustration of the evolution of some phase of history, etc., are the occasions for these special exhibits. We aim not to have them frequently enough to become commonplace, and yet we want them often enough to be expected.

We have had five such displays so far this school year. The first was in celebration of the centennial of the Star Spangled Banner. Perhaps the most striking feature was an exact replica, four feet long, of the original Star Spangled Banner. The next display was in celebration of Chicago Day, Oc tober 9. Relics of the fire and of the Columbian Exposition, including the eighty official photographs of the fair by Jackson, were the most interesting parts of the exhibit. Another interesting display was a series of colored posters showing the military uniforms of the European nations engaged in the present war, together with an account of their national songs, and a twelve-inch silk flag of each. Perhaps our most extensive exhibit, and the one best wrought out, was put on in February, showing how men have solved the problem of apparel. It must have consisted of one hundred fifty or more items, large and small. A newspaper description of the display is printed as an appendix to this paper. Just at present a rather varied display of things from the Philippines is on.

In course of time nearly every article in the museum will be segregated for particular study in these special exhibits. Many articles will appear several times in different groupings. We are careful to have a well-defined unitary idea back of these groupings, and we endeavor to make this idea clear by ample labeling, by public explanations to our student body, and by newspaper articles.

We are fortunate in the possession of an admirable exhibition hall. There is a spacious, welllighted corridor adjacent to the history department. Around the walls of this corridor, and in portable cases, there is ample room for a display as extensive as we can ever desire. Through this corridor nearly every student in school passes nearly every day in the year. Consequently, the exhibits are admirably obtruded upon the attention of all, and easy oppor tunity is given for a study of the exhibit item by item

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