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As regards the first of these two propositions, this committee would accept or approve no standard lower than that which has been set up by the committee of this association on the certification of high school history teachers. A brief restatement of the most essential parts of that report as made in May, 1913, may be well made here so that the position of this committee may be clearly understood.

The committee on the certification of high school history teachers declared that the Mississippi Valley Historical Association ought not to countenance the appointment in our high schools of persons who have not completed a standard college course which later in the report was defined as one whose studies stretch over four years and aggregate about 120 semester hours or points. The committee held that those who intend to teach history in the high schools should give from 25 to 40 of the 120 semester hours or points to history. Although there was no attempt to prescribe hard and fast regulations which should always be observed in detail, the committee suggested that these 25 to 40 semester hours devoted to history might be distributed as follows: 1. Survey or general introductory courses during the first two years-such as European or medieval and modern history in the freshman year, and American history in the sophomore year to the amount of 12 hours; 2. Advanced or special courses, 20 hours; 3. Methods of teaching history, 2 to 4 hours; 4. Pro-seminary courses, 2 to 6 hours. In addition to this work the committee recommended that prospective high school history teachers should devote some time to subjects related to history, such as political science, political economy and sociology. It also took account of the preparation in psychology and pedagogy commonly fixed by university regulation or State law and required of all candidates for the teaching profession. (Proceedings of the Mississippi Valley Historical Association, 1912 18, pages 23-32.)

The committee on the place of the normal school in the preparation of high school history teachers is in substantial agreement with the standards set up by the committee whose report has just been summarized. There may be good reasons for differing with that committee in some of the details of its recommendations. For example, it may be better for those who are preparing to teach history in the high schools to spend more than 12 semester hours upon survey or peneral courses in history. The committee on certifcation itself expressed some doubts upon that very point. Since nearly all the high schools are organized nowadays with three or four year courses in history, it may be quite advisable for those who are preparing to teach these courses to pursue college courses that cover in a general way the same fields that are studied in the high school courses, If instead of 12 hours being spent in pursuing survey or general courses. something like 18 or 24 hours are devoted to that sort of work, then the number of hours recommended for special courses would be correspondingly cut down.

Again, there may be some doubt as to the ad

visability or desirability of introducing any pro-seminary courses in the undergraduate work. Even admitting that such courses would be beneficial to the prospective high school history teacher, there would be no justification in considering them absolutely necessary. The function of the high school teacher is that of teaching, and not of investigation. Proseminary courses in history are therefore not to be considered as indispensable in the preparation of high school history teachers.

Notwithstanding the difference in details, this committee agrees in general with the committee on certification as to the requirements it laid down. The candidate for a position as teacher of history in the high school ought to have completed a standard college or teachers college course of four years whose studies stretch over four years and aggregate about 120 semester hours, and he ought to have devoted 25 to 40 of the 120 semester hours to history.

As far as general requirements for high school teachers are concerned, the North Central Association of Colleges and Secondary Schools is in accord with the committee on certification and with this special committee. The standard of the North Central Association which is published in its proceedings every year says that "the minimum attainment of teachers of academic subjects shall be equivalent to graduation from a college belonging to the North Central Association of Colleges and Secondary Schools. This requires the completion of a four years course of study or 120 semester hours, in advance of a standard four years high school course, and includes at least eleven hours in education."

Gradually this standard of preparation is being adopted in the high schools and it is becoming more and more difficult for one to secure or to hold a position in the better high schools unless he has attained to this standard. But there are at present many high school history teachers doing very good and effective work whose preparation, both general and special, is less than that which has just been stated and approved. Many of these teachers prepare themselves for their work wholly in normal schools that require less than 120 hours for graduation, and are to be found not only in small high schools but also in some of the large city high schools as well. It must also be admitted that many high school history teachers who have formally complied with the approved standards of preparation for their work as stated above, are nevertheless failures. But in most cases inefficiency in history teaching is due to lack of adequate preparation, and the time has come when nothing less than the standards which have just been stated will be satisfactory. The demands upon the high school teachers are becoming more exacting and the study of history is becoming more nearly scientific, so that if history is to hold its own with the other subjects that are crowding our high school curricula, the educational institutions that undertake to prepare high school history teachers must see to it that such teachers are given opportunity to qualify themselves according to the standards which have been defined by the committee on certification and approved by this

committee.

Having put ourselves on record regarding the preparation that should be made by high school history teachers for their work, let us turn now to the other proposition which the committee have set for their consideration; viz., to what extent do those normal schools that definitely undertake to prepare young men and women for the task of teaching his tory in our high schools succeed in giving their students the preparation which complies with the standards just approved. Regarding this proposition the committee are compelled to state that in their judgment not more than fifteen or sixteen of the thirtythree normal schools reporting to the committee that they are definitely attempting to prepare high school teachers, are able at the present time to give to their students the sort of preparation that will conform in full to the approved requirements. In other words there are only 15 or 16 normal schools that are offering the standard teachers' college course of 120 semester hours and that are giving in such a course 25 to 40 hours of college history.

This is at first glance a very unsatisfactory state of affairs. But those who know conditions in the normal schools and in the districts they serve, realize that things are not so unsatisfactory as they may seem.

In the first place, although only about one half of the normal schools now preparing high school teachers have four years teachers' college courses, there are many indications that most of the others will likely have such courses in the very near future. The most noticeable tendency in recent years among the normal schools that are given to the preparation of high school teachers has been the strengthening and the lengthening of their curricula. In fact most of the 15 or 16 normal schools that are now practically standard teachers colleges, have become so only in the last ten years. It seems safe to say that if the normal schools that are endeavoring to prepare high school teachers and that yet fall short of being standard teachers' colleges, are allowed to continue in their natural development unmolested by outside influences, it will not be many years until they will become such.

In the second place the normal schools that are doing only two or three years of teachers' college work are doing a very much needed service for the high schools in their districts. Unfortunately there are many high schools that are paying very meagre salaries for their teachers, especially their history teachers, and they cannot always command the services of the graduates of colleges or teachers' colleges. When conditions in our towns and villages change so that better remuneration will be given for high school instruction than is now generally the case, then better prepared teachers may be commanded, and the demand for better preparation on the part of the teachers will react upon the normal schools that are not yet standard teachers colleges, and will serve

to bring them up to that rank if they are but allowed to go on in their development unhindered. Until that good day comes, however, the normal school with the two or three years teachers' college course will continue to do a work for the small high schools of the country that no other institution can or will do, and due recognition should be given for this service.

An examination of the 15 or 16 normal schools which are virtually standard teachers' colleges, discloses the fact that in point of faculty, equipment, and course of study they compare favorably with the best of the regular colleges in their sections of the country, and that they are decidedly superior to a great many of these colleges. Only two or three of the 15 or 16 normal schools have less than two professors who devote most if not all of their time to the teaching of history and allied subjects of college rank, while many have three or four such professors. As to the preparation which these normal school professors have made for their work, there are very few of them who have done no post graduate work in history. Fully one half of them have the A. M. degree, and one half of the remainder have done graduate work beyond the A. M. degree.

The material equipment of these 15 or 16 normal schools for the teaching of history is apparently very good. In addition to maps and charts and well selected libraries, there are stereopticons and lantern slides in abundance in many of them, and in some, historical museums are beginning to be organized.

Most of the courses in history offered in these 15 or 16 normal schools are of a survey or general character, but every one of them also offers several special courses covering restricted fields. No one of these schools offers less than 25 hours of history and several offer 60 hours or more. All of them offer work in political science, political economy, and sociology, which ranges in amount from 10 to 30 hours.

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There is one facility which every normal school has that is frequently lacking in the regular college, and that is the practice school or the training school. The importance of this facility was almost overlooked by the committee on certification of high school history teachers. In their report the subject was dismissed with a single short sentence to the effect that, when a practice course can be arranged, the best results can be obtained." We wish to give greater emphasis to this matter than did the committee whose report has just been quoted. We hold that practice teaching under proficient supervision is not only desirable but practically indispensable in the preparation of teachers, not only for elementary grades, but also for the high school grades as well.

We wish also to insist that the normal schools that undertake to prepare high school teachers should maintain high school classes for practice teaching. As yet not all of the 15 or 16 normal schools that are practically standard teachers' colleges have such classes, but from present indications it will not be very

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In this connutum attention should be called to the spacint emphasis that normal schools put in some form or her spem methods of teaching. In some of them this matter in dealt with directly in connection with thu caurus in history, and in others in separate courses on the teaching of history. It is rather easy to put undue stress upon methods and some normal meluole have been charged, perhaps justly, with doing this very thing. But on the other hand many of the collegen have either ignored the matter altogether or have been content with a certain perfunctory effort which of course fails to be of any benefit to the prospective teacher,

In reaching the conclusions that have been set forth in this report, the committee have been guided by the idea that the whole field of preparing teachers for the public school work from the kindergarten to the high school inclusive, should be open to the normal schools. Some normal schools may by choice prefer to restrict themselves to the task of preparing elemenMary school teachers. That is undoubtedly the biggest field in education and is in no way inferior to any other; and every normal school worthy of the name will continue to render its larger service in that field. But the view is fast gaining ground that high school teachers receive the best preparation in those schools where elementary school teachers are also being prepared. A recognition of this principle is seen in the way the teachers' colleges that have been recently established in connection with universities are organined. Invariably they cover the entire field of education; they would fail in their mission if they did not do so,

If it is right and proper that teachers' colleges connected with universities should cover the whole field of education, it is equally right for the normal schools and the teachers' colleges that stand alone to do so if they choose. The idea that high school teachers should be prepared in one sort of a school and elementary school teachers in another, is a vicious one It tends to the "creation of different standards and ideals which result in a serious break in the spirit, the method, and the character of the work of the child as it passes from the elementary school to the high school" Morcover the preparation of elementary school teachers and of high school teachers in separate institutions begets a kind of educational caste which draws a rather definite lime between the high school aristocracy and the elementary school commonalty. Such condition ought not to exist, and it will disappear to a Large extent wherever it does now exist, if whatever

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restrictions impoved spon normal schools by legislation or by some outside controlling educational infuences are removed and these schools are allowed to enter freely the whole field of education.

In concission the committee wish to express to this association their appreciation of the opportunity that has been given for making this investigation and submitting this report. The data they have gathered and on which they have based their report, are available for the use of all who may be interested in the subject.

PERIODICAL LITERATURE

EDITED BY GERTRUDE BRAMLETTE RICHARDS, PH.D.

In the August "North American Review," Major-General Carter, U. S. A., discusses "Public Opinion and Defense" in a manner most gratifying to all pacifists.

Frank H. Simonds compares the present situation in the European war with the second year of the Civil War in his article, "Germany Loses the Initiative," in the August "Review of Reviews."

"The Sewanee Review" for July, 1916, publishes "The Beginnings of the French Revolution," a study of French characteristics as expressed then by Sedley Lynch Ware, and "Little Laughs in History," a delightful account of humorous episodes of more or less importance, by H. Merian Allen.

Students of agriculture will find much to interest them in the article on "Agricultural France and the War" in "La Nouvelle Revue" for June, 1916, by Senateur de la Côte-d'Or. The author considers the "associations syndicates" which he divides into two classes, free and authorized, as the backbone of French organization, and as the reason why France has been able to husband her resources so admirably.

Richard Washburn Child discusses "The Better-half of Russia" in a most entertaining manner in the August "Century." As the name implies, the article is a study of Russian women, especially of the third class, the "intelligentsia." The startlingly large proportion of these active, educated, self-expressive women of Russia, who have, from the middle of the last century, asserted their eagerness for professional training, have been given unusual opportunity for coming to the front, not as a part of a woman's movement, but as a part of a great human movement. And it is these women who to-day possess a vision calmer than that of the Russian men.

The leading article in "The Contemporary Review" for June, 1916, on "National Unity and the Coalition," by Sir W. Ryland Adkins, M.P., is a discussion of the position today of the Coalition Cabinet, "the only form of government which really reflects what is happening."

C. C. Pearson's article on "The Readjuster Movement in Virginia," in the "American Historical Review" for July, deals with the period between the end of the reconstruetion movement and the beginning of the recent educational and industrial Renaissance. In this period, all Southern States experienced a series of independent political movements, more or less successful. The one in Virginia which centered around the State debt was especially interesting. This debt originally contracted in the development of transportation, the accumulation of war and reconstruction interest, amounted to some $45,000,000, and the State's assets amounted to $10,000,000 in State bonds. According to the author, the most important results of the movement were the changes in the dominant party and the rejuvenation of the Republican party.

Miss Ruth A. Gallaher is continuing her studies of the relations between the Indians and Europeans in the "Iowa Journal of History and Politics" for July, 1916. This is the third of her articles on the Indian agents, and gives an unusually clear account of the relations between the two races. In Iowa the period of hostility was shorter than elsewhere, because there the pioneer days came when the Indians had become accustomed to removal. The greatest cause of difficulty, however, lay in the fact that both Indian agents and military officers not infrequently found themselves involved in expensive litigation because of their attempts to enforce the indefinite regulations of the depart

ment.

The letters of the elder William Byrd in the July number of the "Virginia Magazine of History" give glimpses of the quaint customs of the closing years of the seventeenth century, as well as of the interesting personality of the writer, who has been rather eclipsed by his more polished and courtly son of the same name.

The belated German periodicals give interesting points of view on the war. In the March "Deutsche Rundschau," Alfredo Hartwig discusses the effect of the war on the relations of Japan and North America, showing an understandable contempt for North American bankers and ironmongers.

Sir Guildford Molesworth's "Common Origins of the Religions of India," in the "Asiatic Review" for May, is decidedly worth reading. According to the author, the three leading religions of India, Hinduism, Buddhism and Mohammedanism, all debased and overlaid with various accretions of medieval growth, have a common origin, and, indeed, were originally identical.

The war articles in the current number of the "Atlantic" are especially interesting. Cyril Campbell's discussion of General Smuts's "Campaign in German East Africa" was written on the field. The author criticises Mr. Gladstone's "indecisive, vacillating attitude" in his forreign policies as the cause of the chief campaigns in Africa in 1914-15, resulting in "a meagre record of sporadic raids, isolated bush fights and attacks on block-houses, the results as a whole favoring the Germans." That the more recent campaigns have had a different outcome is due to General Smuts, the secret of whose success is the mobility of his army, which the author claims is the most diverse in organization since the barbarian invasions. T. Lathrop Stoddard's article on "Russia's State of Mind" in the same magazine characterizes Russian public opinion as complex and glaringly contradictory and vexed by many cross currents tending in radically divergent directions.

"One of the Garrison" publishes an intensely interest ing and vivid account of the Irish situation in April in "In Trinity College During the Sinn Fein Rebellion" in "Blackwood's Magazine" for July.

Archibald Hurd's "Testing of the New British Navy," May 31, 1916, in the July "Fortnightly Review," claims that the moral victory of the British is everlasting, even though their squadrons were denied anything in the nature of a general engagement.

Thackeray's notes for an Essay on Napoleon are published by his daughter in "The Cornhill Magazine" for March.

Prof. W. P. M. Kennedy has an interesting brief account of "Richard Hakluyt" in "The Canadian Magazine" for March.

R. F. O'Connor's "Blessed Catherine of Racconigi" in the "American Catholic Quarterly Review" for April, is full of interest to students of fifteenth century history.

Louise Closser Hali's somewhat misnomered, article in the August "Harper's," "We Discover the Old Dominion " (beginning a series) gives what purports to be an authentic account of the Barbara Frietchie incident.

"The Nineteenth Century" for July publishes "Neutrality in Northern Europe," by Rt. Rev. Bishop Bury, who gives his impressions received during a recent visit to Norway and Sweden. According to Bishop Bury, neutrality in Scandinavia is as unreliable as it has been in America. While it is hard to form a satisfactory opinion of the public feeling in either country, yet Norway's sympathy is generally for the Allies and Sweden's for Germany.

Reports from
The Historical Field

Dr. W. S. McKechnie, the well-known author of the book on Magna Charta, has been promoted to a full professorship in Glasgow University, after serving for many years as a lecturer. The chair is one in Conveyancing, but as the feudal law still is in force in Scotland in land transfers, the field is near Dr. McKechnie's own interests.

"The Outlook for International Law" is the title of pamphlet No. 3, Vol. 6, of the publications of the World Peace Foundation. The paper is an address delivered by Elihu Root before the American Society of International Law in Washington, D. C., December 28, 1915.

"The Independent" for June 12, 1916, contains a num ber of replies sent in response to the following inquiries: "Of all you were taught at schcool, what has proved most useful to you in after life?" "What have you had to learn since leaving school that you might have been taught there?" The editors, in commenting upon the replies, state that they show "the impracticability of prescribing any single course of study as suited to all minds and future careers. Almost every conceivable study is mentioned among those which have proved most useful, and some in. conceivable studies are mentioned among those most missed."

Brother Denis Edward, president of LaSalle College, Philadelphia, read a paper on Wednesday, June 28, before the College Department of the Catholic Educational Association meeting in its thirteenth annual convention in Baltimore, upon the topic, "The Scope and Value of History in Catholic Colleges."

"Five Hundred Practical Questions in Economics " will be published by D. C. Heath & Company for the New England History Teachers' Association. The questions were compiled by a special committee of the Association, consisting of Winthrop Tirrell, High School of Commerce, Boston, chairman; Prof. Edmund E. Day, Harvard University; Horace Kidger, Newton (Mass). Technical High School; Thomas H. H. Knight, Girls' High School, Boston; Margaret McGill, Newton (Mass.) Classical High School; Prof. Sara H. Stites, Simmons College. This publication will be sold at a very reasonable price. The Association hopes that the questions may tend to make the study of economics more practical and more interesting.

"The New Purchase," by B. R. Hall, describing life in Indiana and the Northwest before 1843, is being reprinted by the Princeton University Press with notes and introduction by Prof. James E. Woodburn, of Indiana University. The appearance of this work fits in well with the Indiana Centennial Celebration.

"Relations Between the United States and Great Britain," is the title of Hollywood Junior College Studies, No. 1, published by the Student Association of the Hollywood High School, Los Angeles, Cal. The pamphlet is the composition of a freshman college student, Miss Juliet Green, and is based upon official treaties and secondary historical material. It is an ambitious bit of work for a freshman girl and shows what results can be obtained from well directed instruction in the junior colleges.

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A pageant by the Farm Clubs, of Anoka County, Minn., entitled, "The History of Agriculture," was given at Anoka on August 18-19, 1916. The book of the pageant by Roe Chase includes thirteen scenes each presented by one of the clubs of the county.

New York State, with nearly 600,000 foreign born whites unable to speak English and with 362,000 who can neither read nor write any language, has taken energetic steps toward Americanizing the alien. Preliminary surveys were followed up by the establishing of institutions for the preparation of teachers for foreigners. Two publications have also been issued by the State, entitled "Citizenship Syllabus" and "Rochester Plan of Immigrant Education."

A brief bibliography of books in English, Spanish and Portugese relating to the Latin-American States has been prepared by Peter H. Goldsmith, director of the PanAmerican Division of the American Association for International Conciliation (The Macmillan Co.). The bibliography contains about 300 references to recent descriptions and early works concerning these countries.

Prof. Robert McNutt McElroy, of Princeton University, will have leave of absence during 1916-17 to lecture in various Chinese universities at the request of the Chinese government.

Dr. Leonard P. Fox has been appointed instructor in the Department of History and Politics of Princeton University.

The American Political Science Review for August, 1916, contains a wide variety of contributed articles. "The Political Theory of the Disruption of the Scottish Church" is expounded by Prof. H. J. Laski. Charles H. Cunningham discusses the Origin of the Friar Lands Question in the Philippines, tracing the subject from the early settlement of the friars in the islands down to the period of American occupation. "Presidential Special Agents in Diplomacy" is treated by Henry N. Wriston; and "Problems of Percentages in Direct Government," by C. O. Gardner. Three papers upon the Initiative and Referendum are the work respectively of W. A. Schnader, Robert E. Cushman and F. W. Coker. The number contains the usual valuable bibliographical, personal and legislative notes.

HISTORY TEACHERS' ASSOCIATIONS.

Additions to and corrections of the following list of associations are requested by the editor of the MAGAZINE.

Alabama History Teachers' Association, T. L. Grove, Tuscaloosa, Ala., member of Executive Council.

American Historical Association-Secretary, Waldo G. Leland, Washington, D. C.

History Section of Colorado State Teachers' Association -Chairman, Prof. C. C. Eckhardt, University of Colorado, Boulder, Col.

History Teachers' Association of Florida-President, Miss Caroline Brevard, Woman's College, Tallahassee; secretary, Miss E. M. Williams, Jacksonville.

Indiana History Teachers' Association-President, Beverley W. Bond, Jr., Purdue University, Lafayette, Ind.; Secretary, D. H. Eilsenberry, Muncie, Ind.

Iowa Society of Social Science Teachers-President, Prof. L. B. Schmidt, Ames, Ia.; secretary, Miss Mary Kassan, East High School, Des Moines, Ia.

Jasper County, Mo., History Association-Secretary, Miss Elizabeth Peiffer, Carthage, Mo.

Kleio Club of University of Missouri.

Association of History Teachers of Middle States and Maryland-President, Miss Jessie C. Evans, William Penn High School, Philadelphia; secretary, Prof. L. R. Schuyler, City College, New York City.

Mississippi Valley Historical Association, Teachers' Section-Chairman, A. O. Thomas, Lincoln, Neb.; Secretary, Howard C. Hill, State Normal School, Milwaukee, Wis.

Missouri Association of Teachers of History and Government-Secretary, Jesse E. Wrench, Columbia, Mo.

Nebraska History Teachers' Association-Secretary, Julia M. Wort, Lincoln, Neb.

New England History Teachers' Association-Secretary, Mr. Horace Kidger, 82 Madison Avenue, Newtonville, Mass.

New York City Conference Chairman, Fred H. Paine, East District High School, Brooklyn; secretary-treasurer, Miss Florence E. Stryker, State Normal School, Montclair, N. J.

Northwest Association of Teachers of History, Economics and Government-Secretary, Prof. L. T. Jackson, Pullman,

Wash.

Ohio History Teachers' Association-Chairman, Wilbur H. Siebert, Ohio State University, Columbus; secretary, Miss A. P. Dickson, Dayton.

Political Science Club of students who have majored in history at Ohio State University.

South Dakota History Teachers' Association-Secretary, Edwin Ott, Sioux Falls, S. D.

Tennessee History Teachers' Association-Secretarytreasurer, Max Souby, Murfreesboro, Tenn.

Texas History Teachers' Section of the State Teachers' Association-President, Frederic Duncalf, Austin, Tex.; Secretary, L. F. McKay, Temple, Tex.

Twin City History Teachers' Association-Secretary, Miss Amanda Sundean, 2828 South Girard Avenue, Minneapolis, Minn., teacher in West High School.

Virginia History Teachers' Section of Virginia State Teachers' Association-President, Prof. J. W. Wayland, Harrisonburg, Va.; secretary, Katherine Wicker, Norfolk,

Va.

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