Σ → that he might go through a period of penance upon earth, but in the end be saved. Theodore (who has been painting busily). And hast thou heard that in the monastery of Wedinghausen in Westphalia there was a scribe named Richard, a Saxon, who spent many years in adding to the library of that institution? Twenty years after his death, when the rest of his body had crumbled into dust, the right hand, with which this holy work had been accomplished, was found intact, and has since been preserved under the altar as a holy relic? Rabanus. Wonderful! Fulrad. Two hours each day must we write, at the very least, according to the Rule of the blessed St. Benedict. Sometimes we may talk, as to-day, or one reads for us to copy, but sometimes for our souls' good we work in silence, and then no man may speak, unless he would do penance after. Then, if thou desirest a book, extend thy hand, thus, making motions similar to those in turning the leaves. If it be a pagan work, however, scratch thine ear as a dog doth, for unbelievers be but as dogs. But come now, to thy letters. Thine a's are crooked, and thy k's stand not upright. (They work.) Enter Angilbert. Abbot. Why, how now? A most hearty greeting, Angilbert. Art from the Emperor? Angilbert. Fulk and I are the missi for this district. We bear the new capitularies, and a letter for thee besides. Fulk lodgeth in the town to-night, but I came straight to thee. Abbot. And thou didst well. Shalt rest and sup, and then read us the new laws, that we may write them down and send them to the officials hereabout. Prepare new scrolls for this, my children. Have them ready. And what saith Charles to me? (Takes letter and opens it. He reads, "We hold our general assembly this year in the eastern part of Saxony, on the River Bode, at the place which is known as Strassfurt. Come so prepared with your men that you may be able to go thence well equipped in any direction, that is with arms and accoutrements, and provisions for war in the way of food and clothing. In your carts shall be implements of various kinds, axes, planes, augers, boards, spades, iron shovels, and other utensils necessary in an army. Bring supplies of food for three months.") That means the Saxons are out again. A pestiferous race! What peace hath a man for study in these days? (Shakes his head discontentedly.) Theodore advances with his pages. Abbot. What, Theodore, hast thou finished thy pages, then? Theodore. They are illuminated as perfectly as I may. I have not spared gold nor color. Abbot. Why, it is wondrous well done. It is a treasure, my son. Look, Angilbert. Come, now, we shall finish this book in a new way. In our monastery at York, we no longer roll these pages, but we fold them, thus, and make holes here, and here, and bind them together, and over all we place a cover of a coarser skin, to protect the leaves. S. Columba, in Iona, made them thus, and I have seen his great Book, called the Book of Kells, with a noble design stamped upon the cover. Angilbert. Charles hath a new book, sent from Canterbury, that hath covers of boards, with skins over them, and so the pages lie smooth, and cannot roll or be wrinkled. Abbot. Indeed, I like that well. We shall try it. Rabanus. Pardon, father, but I have seen in the shop of Anselm, the smith, certain small pieces of metal, fashioned for hinges. Might we not fasten them to the two sides of the cover for clasps? Abbot. Good, my son. This also will we try. Abbot. Greetings, daughter. What wouldst thou with us to-day? Barbara. I bring jewels. They were my mother's. Fulk hath but now brought them to me, and I would make of them some fitting gift for the honor of the Holy Church, before they tempt mine eyes away from duty. What sayest thou? What may I do with them? Re-enter Rabanus with the clasps. Abbot. Why I think thou art come in the very nick of time. See, here, and here, upon these clasps, they may be set, to ornament this volume of the Scriptures that one brother hath but now completed. What better use for jewels than a place upon the Book of Books? Anselm can do it. He is skilled in metal work. Shall it be so? Barbara. I am well pleased. Where are they, Gisela? Here, take them, father. Abbot. Sing we now the evensong, and then to They sing. supper. Making History Teaching Definite For The Public: A School Exhibit in History BY DANIEL C. KNOWLTON, PH.D., CENTRAL HIGH SCHOOL, NEWARK, N. J. THE PUBLIC AND THE SECONDARY CURRICULUM. The general public is woefully ignorant of what the presentation of a subject in the secondary school really involves either as to content or method. They may have some knowledge of the former, but they are entirely in the dark as to the latter. A subject like mathematics may connote to them something fairly definite; we are still dealing with realities when we mention Latin, German or physics; but the moment we enter the realm of the cultural we are lost to view in a veritable mystery of mysteries. The competition for recognition among the various secondary school subjects is so keen, the tendencies of the age are so utilitarian or materialistic that a definite campaign must be waged to justify the time and attention given to those subjects which have always been conceived as largely cultural in character. It behooves the earnest teacher of the social sciences, wherever and whenever the occasion arises to enlighten the public whom he serves on the tremendous changes which these subjects have undergone in the past quarter century, and to set forth clearly the aims sought in their presentation and the methods by which those aims are realized. It is not so much a question of explaining the content of the course of study as of describing the methods pursued in the given subject. Did the public but realize the real value which might accrue to a boy or girl were he to pursue these subjects for from one to four years, they would lend the teacher that sympathy and co-operation so much needed to make the work most effective. The pressure upon principals and boards of education from the tax-paying public is so strong, and the age is so critical that each subject must somehow or other "make good," if it is to remain in the curriculum. The cry for efficiency is heard on every hand. It is doubtful whether any satisfactory efficiency test can be applied to the results of our history teaching. There are other ways, however, which may be just as effective for justifying the time and energy spent upon the social studies, and one of these is the evolution of a satisfactory method of performing the work in hand. The average parent has not kept pace with the great changes accompanying the presentation of the social sciences, and every opportunity should be welcomed which enables the administrative or teaching staff of the public school to inform him. THE PLAN OF THE NEWARK SCHOOL EXHIBIT. Such an opportunity presented itself in the city of Newark in connection with the celebration of the 250th anniversary of the founding of the city. One of the features of the celebration was an exhibit of the work of the public schools held in the South Side High School from July 5 to August 5. Over fifty rooms in the building were given up to the various subjects represented in the Newark course of study, about a third of the space being devoted to the work of the high schools. The authorities in charge of the undertaking were so thoroughly in sympathy with the idea already expressed of enlightening the public as to what the schools were actually trying to accomplish that they selected this as the primary object of the entire exhibit. Thus we presented to the entire teaching force a unique opportunity that of making each subject intelligible to the public. This opportunity was especially welcomed by the teachers of the social sciences, and they sought in the secondary school exhibit particularly to make it not only definite in character, but self-explanatory. GENERAL ARRANGEMENT OF SOCIAL SCIENCE SECTION. One room was assigned for the purpose a classroom ordinarily seating forty students. The desks had been removed, and around the three available sides large screens were set up upon which to display the work. Mounts were supplied of a uniform color and size (22" by 28"), to be fastened to these. Four tables were arranged in the middle of the room and one under each set of windows. This left space on that side for a large show case. The following plan illustrates the general arrangement of the room and the amount of space devoted to each field of history: CIVICS CIVICS SHOW WRITINGS AND EUROPEAN 0000 AMERICAN ENGLISH ANCIENT Wall space was also assigned on either side of the corridor outside, thus affording an ample opportunity for displaying everything that was really vital to the work. It was expected that the new high school manual describing the course of study in the high schools would be off the press, and that accompanying each exhibit-e.g., that in ancient history-there would be this printed information stating the ground covered and the text-books used. This hope was not realized. It is very doubtful whether the public would have taken the time to read such a summary had it been available. In the corridor just outside the door by which the visitor would naturally enter was a large placard stating the general object of the course in the social sciences. This read as follows: The general aim of the course in the social sciences is to give the student a background for his own life and environment that he may better appreciate the character of the problems of life and devote himself more intelligently to their solution; that he may see more clearly the complicated character of human society, and, understanding the nature of the obstacles to be overcome, be more patient with the slow progress of reform; and finally that he may have that mental vision, clarified by a study of the past that will enable him to enjoy the rich life of the present, and to set himself manfully to the task of shaping the course of the future. A large chart at the right showed in graphic form how much history was required in the six courses offered in the four high schools. Just below appeared a large placard with the following statement of the objects sought by the exhibit: Note how the exhibit illustrates the following points: 1. The problem nature of the work. 2. The variety of the assignments. 3. The correlation of the work with the departments of art, English, sewing, manual training and mechanical drawing. 4. The points of contact maintained with the world to-day and the student's environment. 5. The realization of a definite aim in each course. 6. The use of illustrations. 7. The use of notebooks. 8. The nature and scope of outside reading. On a similar placard was a directory of the whole exhibit, arranged in accordance with the following plan: Object of the Course in the Social Sciences. Exhibit 1, Ancient. Exhibit 2, European. Exhibit 3, English. Exhibit 4, American. Exhibit 5, Economics. Exhibit 6. Civics. Tables: Text-books and books for supplementary reading; course of study syllabi; aids to study of subject; writings of members of the department; notebooks; examination papers; examples of class work. The aim of the course in American history was stated as follows: The general aim is to trace the progress and make clear the struggle for liberty. 1. For political liberty against the oppressive action of established government. 2. For religious liberty against the narrowing influence of an insistent theocracy. 3. For industrial liberty against the restrictive measures of established industry. 4. For a broader democracy against the aristocratic tendency of established society. 5. For a broader humanity against the entrenched power of wealth and privilege. The aim of the course in economics was stated as follows: 1. To make the students intelligent on present-day social and industrial problems and on their solution. 2. To develop in them an altruistic spirit. 3. To develop independent thinkers. 1 In the HISTORY TEACHER'S MAGAZINE, Vol. III, p. 151, appears a statement of the aim in European history. 1 The aim of the course in community civics was stated as follows: 1. To give the students a workable knowledge of the way in which Newark provides for the public welfare. 2. The arouse an abiding interest in civic affairs. 3. To develop a sense of civic obligation and personal responsibility. 4. To cultivate a public opinion that demands efficient, honest service in public office, GOOD CITIZEN SHIP. It was the particular object of the exhibit to show the various devices by which these aims were realized. This was no easy task in a field which was naturally characterized by much indefiniteness, but much was done to translate into definite pieces of work the actual experiences of the class-room, and to enable the uninitiated to realize just what a course in history involved and just what the boys and girls were doing. All the text-books and helps used were available. In short, nothing was omitted that was in any way connected with the actual presentation of the subject in the class-room. THE PROBLEM METHOD OF TEACHING. The problem nature of the work and the varied forms taken by the assignments were illustrated in the European field by a set of answers to the questions, "How would you frame the Near Eastern Question? How would you solve the Balkan problem? To each of the answers to the latter question was attached a criticism by a fellow student. Then again there were interviews with famous men in which the writers imagined themselves face to face with a Cromwell or an Erasmus, describing the man and voicing his views upon the questions of the day. There were answers to the query, "If I were Tzar; letters supposed to have been sent home by delegates, attending the Council of Constance, in which they set forth the difficulties involved in the situation before them; reports of interviews with representatives of the different classes in Germany, expressing their views of Luther and the Reformation; and speeches delivered at the trial of Louis XVI. A complete set of assignments actually used for an entire term was دو also displayed in typewritten form, making clear the constant insistence upon the problem nature of the work. CORRELATION WITH OTHER SUBJECTS. The attempt to correlate the work with that done in the department of English was illustrated by dramatizations-e.g., the sinking of the Maine, Columbus' first voyage, and the French Revolution; by reading lists and summaries of reading; and by elaborate. essays, note-books and briefs for debate. In every case the form followed was that prescribed by the department of English. Beautifully colored maps, plans of monasteries and castles, and of basilicas, temples and churches, bore witness to the great indebtedness to the art departments of the various schools. The work of entire classes in fixing from memory boundaries, etc., on outline maps showed the success attending efforts of this sort and the practical nature of this work. Elaborate graphs of the tariff problem; of the rise and fall of the power of king, church, nobles and commons in England throughout the Middle Ages; carefully drawn diagrams illustrating the commission form of government, the organization of a great railroad, and the progress of the temperance movement, all bore witness to the skill of many a student in mechanical drawing. Many of the maps and plans thus prepared -some of which were absolutely original-were executed on a large enough scale to be utilized as a part of the regular equipment of the department. One of the most attractive features of the exhibit from the standpoint of the visitor was a case of costume dolls dressed by students in the history classes who were also taking courses in sewing. The costumes were faithful reproductions of German plates. These were copied in water color by students in the history department who were enrolled in the art department, and it was therefore possible to appreciate the care taken to reproduce the exact color scheme of the originals. There were seven of these dolls representing a page, the wife of a German knight, a man of the people-a twelfth century type-women living in the cities during the twelfth and thirteenth centuries, and a Ku Klux rider mounted on his horse. DRAWING UPON THE PUPILS' ENVIRONMENT. The close relationship which was maintained with the student's life and environment was illustrated time and again, particularly in the use made of the magazine and newspaper. There were copies of such periodicals as the "Survey," the "Literary Digest," the "Independent," the "Outlook" and "Review of Reviews; " and the use made of the daily paper and the weekly or monthly periodical was illustrated in a variety of ways. Here, for example, in the economics exhibit were graphs of current prices; a map of the United States showing by years the passage of workmen's compensation laws; analyses of the party platforms of 1912 for economic clauses; reports of visits to factories; to penitentiaries; to courtrooms; and reports of strikes in the neighborhood, with their causes and other pertinent facts in tabular 66 form. "How would you decide the Oregon case?" illustrated the time and attention given to current happenings, and the sort of reaction upon the student resulting from the use of questions of this character. In the civics exhibit appeared the minutes of the Newark Charter Revision Committee STATE OF NEW JERSEY, EXECUTIVE DEPARTMENT. SEA GIRT, June 28, 1916. (the junior telligently and thoroughly. Sincerely yours, I am very glad to endorse the work of the high schools of this State in connection with instruction in social sciences. I consider this a very important branch of education, and I feel our schools are taking the matter up in C 191 119 class in civics in one of the high schools), accompanied by a diagram of the particular form of government which they finally recommended. Cartoons were displayed upon pages taken from note-books, accompanied in each case by an interpretation; other note-books with their carefully selected clippings from the local papers illustrated the emphasis placed upon a knowledge of local conditions. A series of large maps of the "Blood-red World" at various epochs: in 1648; during the Wars of Louis XIV; during the Napoleonic struggle; and as the result of the present great war, brought out clearly the effort to correlate the past with the present, and to throw light upon the great events of our day. A map of Africa as it would probably be apportioned among the great - powers in the event of a German victory also illustrated this same point. The use of the editorial and the news item to vitalize the work was also illustrated by specimens of work.2 Individual reading lists, types of tests, final examination papers, illustrated material drawn from books and magazines, large wall pictures and carefully prepared note-books served to make clear the other phases of the work to which attention was drawn in the large placard serving as a guide to the visitor. TESTIMONY OF NEW JERSEY'S CHIEF EXECUTIVE. To emphasize the value of such work as viewed by men of affairs-if further emphasis were needed after such a display-letters were on exhibition from the present Governor of New Jersey and from three of her ex-Governors. These letters follow: JAMES F. FIELDER. TRENTON, N. J., June 28, 1916. I take great pleasure in commending the work of your school in history, civics and economics. These are studies that bear upon the incidents of every-day life and a mastery of them enables the citizen to act intelligently for his country and wisely for himself. The great educational problem of to-day is how to coordinate the school with the life work of the individual, and social science study is a step in that direction. With best wishes, I am, Very sincerely yours, E. C. STOKES. In this day and age when so much is depending upon a knowledge of history and of all questions of social science, there seems to be little of anything that could be more important than these questions. It would seem that there should be no necessity for these great causes to be compelled to fight for their existence in the curriculum of the high schools. In the actual affairs of life these to-day are almost, if not quite, essential. When a great political party only four years ago went to the nation in an independent way and was almost successful largely upon these social questions, it would seem that the American people were quite interested in their vital features. Certain social sciences properly selected and judiciously studied, together with economics of government as well as private affairs should not be neglected in any public system of education. As business is broadening and international trade being extended, a knowledge of the history of all people would seem to me to be a first consideration. I wish you success in your efforts to accomplish the results which you seem to be trying to advance as I gather from the spirit of your letters. Yours very truly, JOHN FRANKLIN FORT. VALUE OF ECONOMICS. The value of a course in economics was brought forcibly home to the visitor by a placard upon which were tabulated the results of a questionnaire sent out a few years ago to the graduates of what was then the replied. The questions and answers follow: 2 See articles on this point in the HISTORY TEACHER'S only high school in the city. Seventy-nine students MAGAZINE, VI, 185-187, 216-218. |