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TRY AT OUR EXPENSE The McKinley Illustrated Topics for Ancient and American History The sale of the McKinley Outline Maps, Notebooks and Topics is accomplished only by inspection of sample copies without the use of agents. The publishers feel so confident of the ultimate adoption of these aids that they are willing to send expensive sets of samples to teachers of history and geography. To permit teachers to try in class the ILLUSTRATED TOPICS The publishers will furnish free of charge to any secondary school teacher of history enough copies of any one topic (selected from the twenty-eight Ancient Topics or the thirty-nine American Topics) to supply every student in any one class. Teachers in writing for these samples should state the school in which they are located, the grade of the class, the period of history studied, and the particular topic which they desire. McKINLEY PUBLISHING COMPANY 1619-1621 Ranstead Street Philadelphia, Pa. OCT 13 1916 The History Teacher's Magazine EDITED UNDER THE SUPERVISION OF A COMMITTEE OF THE AMERICAN HISTORICAL ASSOCIATION. Teaching War and Peace in American History, by Prof. A. C. McLaughlin 259. Two Views Regarding Historical Fiction: (1) by Eldridge Colby 264 (2) by Kate M. Monro 266 Freshman History at the University of California, by E. S. Brown 268 History Teachers' Associations 269 Teaching the History of the New South, II., by Prof. St. G. L. Sioussat The History Notebook in Secondary Schools, by R. D. Armstrong Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa. Copyright, 1916, McKinley Publishing Co. Entered as second-class matter, Oct. 26, 1909, at Post-office at Phila., Pa., under Act of March 3, 1879 ATHINAUM Bringing History to Life Professor Breasted, of Chicago, is one of the world's greatest historians. He writes with singular simplicity, directness, and vividness. He knows the needs of history courses. Can you imagine a man better qualified to write an ancient history? His new ancient history for high schools is a wonderful book. The story is told with a tenseness that few novels possess. The pictures of ancient life stand out with the intimate details that only a great scholar and investigator can supply. The book is sumptuously illustrated. We have printed in pamphlet form, a description and a specimen chapter. To receive it, you have only to say: "Tell me about London San Francisco Each paragraph treats one phase of the subject and is given a title which accurately describes it. Important events and documents are outlined in tabular form. Reference lists of both elementary and standard works follow each chapter. At the end of the book a comprehensive bibliography of books on ancient history, including historical fiction and source material, is given. A chronological outline of important dates is also placed at the end of the book. The maps are progressive and are not cluttered with detail. AMERICAN BOOK COMPANY NEW YORK CINCINNA CHICAGO TOWNE'S Social Problems 406 pages, list price, $1.00 A Book of the Problems that Confront Every Citizen Written in simple style and addressed to students of highschool age with the thought that it is they who will put into operation the principles which the reformers of our day are advancing. It discusses in a constructive fashion such important social questions as: Immigration; Child Labor; The Sweating System; The Liquor Problem; Poverty; Conservation. Towne's Social Problems deals largely with facts and with an analysis of conditions. Pure theory is kept in the background as much as possible in the thought that the more abstruse theoretical questions should be left for advanced courses. The effort has been made to present the matter in as clear and as impartial a manner as is possible; care has been taken also to give the authority for practically every important statement of fact made. Through the use of the supplementary questions and the references at the end of each chapter, ample material may be found for those classes that are able to spend more time on the course or any topic of particular interest. THE MACMILLAN COMPANY Boston 64-66 Fifth Avenue, New York San Francisco Dallas Geography and History H IGH school teachers of history assert that their students have not received good instruction in geography in the grades. College teachers of history claim that the high school graduates are lacking in appreciation of historical geography. College Entrance Examinations show that the answers to questions upon historical geography are the poorest upon examination papers. The pupils knowledge of historical geography, whether in grades, highschool, or college, can be increased by a frequent use of Outline Maps. Use Outline Maps not only for carefully prepared colored exercises, but also for frequent tests and examinations. By far the best series of Outline Maps is that of McKINLEY PUBLISHING COMPANY PHILADELPHIA, PA. Write for FREE samples Volume VII. Number 8. PHILADELPHIA, OCTOBER, 1916. $2.00 a year. 20 cents a сору. war. Teaching War and Peace in American History BY PROFESSOR ANDREW C. MCLAUGHLIN, UNIVERSITY OF CHICAGO. Some one has said that we talk peace but we teach If this assertion is true, we need to change our method of speech or examine somewhat more critically the subjects on which we lay stress in our teaching. A few years ago there was an effort on the part of some high-minded, disinterested persons to induce teachers of history and writers of texts to inculcate the doctrines of peace; authoritative textbooks were to be prepared with such a purpose continually in mind. There is very little evidence that either text writers or history teachers have reacted very readily and favorably to this suggestion. The reasons for this are, I suppose, evident enough. History is not written or taught for the purpose of inculcating any particular moral or immoral lessonan assertion that needs to be repeated a good many times, for there appears to be an impression in the minds of laymen, who do not belong to our special craft, that the chief purpose of historical study is to garner a few well-phrased precepts and store them away for possible use in an emergency, forgetting that careful, accurate, truthful examination of his torical facts and evidences is a virtue in itself, not a precept whereby virtue may be obtained. Doubtless it is because the historical teachers and writers have been more or less thoroughly convinced of the doctrine which I have just stated and are more or less fully conscious of the nature and obligation of their tasks, that they have not more readily taken up the suggestion that historical teaching be made subordinate to the task of inculcating the principles of peace and good-will to man. It may be pointed out, however, that the nature of historical study in certain other respects prevents us from making use of our position and materials in any such way as has been suggested. The task of the historical writer and teacher is to present the facts of the past as they occur, to arrange them in some form of chronological order, showing how one stage of existence grew out of another-in other words, to trace the actual current of human life. The very highest literary skill, and probably the highest pedagogical skill also, would be shown by an absolutely perfect organization of facts and incidents to show developments and to tell the story of human experience with perfect accuracy. Beyond all question this is the ideal of the historical art. The historical artist as well as the scientific historian will necessarily shrink from leaving the beaten path, which his art and science have pointed out to him, in order to distribute judgments and to indulge in praise or condemnation of conduct or a course of action. If the facts could be arranged with such perfect knowledge and with such infinite skill that they would themselves tell the whole story vividly and with absolute faithfulness, the comments and the ruminations of the writer or the teacher would seem, on the whole, worse than useless-that would be actual pieces of impertinence. As long as we cling purely to the historical task, not striving to be philosophers or moralists or advocates, our task must be to present the long story of human life as it actually was and the succession of events as they really took place-to make the past live over again, if we can say it is really dead, in order that teachers and students may see it and feel it. While all this is true, it cannot be denied, I think, that the average text-book takes up a good deal of its space in discussing war; and probably a good deal of time in the classroom is consumed with outlining campaigns and studying battle-fields. This is much less true of the present day than it was even ten or twenty years ago, but I am not at all sure that our teaching is not still defective and disproportionate. For this there are doubtless many reasons, and one of them is that the older histories, on which texts were built, were in general largely taken up with military affairs. The old-fashioned history looked upon the life of a nation as a succession of controversies with its enemies, and there was no proper realization of the fact, that civilization was going on, that men were living as well as dying, and that the stream of human energy was carrying mankind onward and perhaps forward. Books on almost any subject are likely to break away only very gradually from the older method of treatment and from the older table of contents. One book is likely to be made to a considerable extent on the basis of its predecessors even when there is no plagiarism, in the usual sense of the word. Writers are inclined to write what has been written before, and teachers are almost sure to teach what they have been taught. The consequence is that despite the widening of human and indeed even of scholarly interest in social affairs-in spite of the new stress in our thinking and in our writing on social developments and industrial movements-there is still a tendency to follow in some degree the lines of presentation that were followed a generation ago. There are, however, more reasons than this for the inclusion of war stories and for placing what may be undue emphasis upon the ordinary political causes most persons the daring and clever campaigns of Napoleon, or the charge up Missionary Ridge at Chattanooga, or Pickett's famous assault at Gettysburg contain elements of interest that we do not find in the invention of the sewing machine or statistics as to the number of boots and shoes that are made in Massachusetts. We are doubtless influenced, too, by knowing that human nature, and especially boy human nature, is naturally combative, and the most timid youth loves to read tales of bravery and prowess. So true is that that one of the wisest leaders of the peace movement, Jane Addams, has, I believe, declared that peace itself must be won by combat, meaning by this that we must always struggle and toil and endure obloquy and self-sacrifice if we would obtain what we desire that men cannot be roused to obtain anything except by effort, by what I venture to call peaceful combativeness. This is beyond peradventure good psychology and the plainest teaching of ordinary common-sense. Nothing in this world that amounts to much was obtained through mere passivity and timid acquiescence. If Jane Addams and those who think with her can induce all of us to take up the arms of the spirit, to enter with enthusiasm on a conflict with the evils of the world, and even to combat war valiantly, then there is hope that the contest may be won and war itself be banished by fighting it. There is certainly no hope of establishing the ideals of good-will and neighborly appreciativeness by teaching anything that looks like mere effeminacy. But we can perhaps teach the heroism of daily life and help to bring forward into prominence the lives of men and women who have shown courage in facing the tasks with which modern civilization has confronted us. It is quite possible, for example, to point to the heroic conduct of the men who struggled with the mosquitoes that bore the deadly germs of malaria and yellow fever in the days when Cuba was renovated; for there is no tale of achievement on the battlefield so illustrative of high resolve, of fortitude and courage as the story of the men who, with single-minded devotion to the well-being of humanity, took up the task of scientific investigation, and, in constant peril of their own lives, solved the problem of disease and ridded the world of an inveterate enemy. And yet no one can tell, with any approach to truth, the actual history of men without devoting a good deal of time to the consideration of war. Wars have been the products of social and industrial and, perhaps chiefly, of psychological conditions, and they have produced marked effects; the effects are of more importance than wars themselves. These actual results can be understood nevertheless only by an understanding of the actual conflict. It would be foolish to try to know the story of Rome without a consideration of war. It would be impossible to omit the great struggles of European history which have established or broken down nations or resulted in a new social or political order. One can scarce get a knowledge of the French Revolution, even in its deepest spiritual significance, without tracing the military career of Napoleon. Many a battle has actually been the turning point in history, and the truth is, whether we like it or not, that the progress of civilization has been complicated and confused by almost constant struggle. All of these things may excuse what may seem to be an over-emphasis upon military affairs in our text-books and in our ordinary class-room instruction, but probably the events of the last year have opened our eyes to some aspects of human history to which they have been closed before; we are now readier than we were a short time ago to question whether we have not done more than we ought, more than the actual facts would justify, in glorifying war and passing over the actual conquests of peace. Though guided by our scientific instincts, we may justly refuse to write a text-book or teach a lesson in order that some particular moral precept may be gathered, a due consideration for real historical verity will compel us to seek a new adjustment, a new organization, a new appreciation of actual historical facts. All history has dwelt too much on the glories of mere conflict and not enough upon its horrors. Insufficient attention has been paid to the demoralization resulting from war, the distress, the poverty, the social degradation and the tremendous economic disorganization. Above all, probably, too little attention has been paid to the psychological effect of militarism from the days when the man at arms swaggered about among the underlings of the work-a-day world down to the present time when the Emperor of Germany is said to have declared that the greatest man in his empire is one who has invented a horrible engine of death. I am not now, therefore, pleading for the omission of war in order that we may give more space to industrial achievements or activities in the ordinary sense of the words. I am not pleading for so-called industrial or economic history as those subjects are commonly treated. I am simply saying that wars themselves are studied in too much isolation, with too little regard to their demoralizing or their destructive qualities, and with too little appreciation of their social and psychological impression. One of the most gifted of American historians has ventured the assertion that it took Germany over 200 years to recover from the Thirty Years War, and yet I think you will find our histories dealing chiefly with the diplomatic and purely military events and results of that horrible conflict. It would be exceedingly difficult, if not impossible, to |