quasi-primary source material be used in elementary schools and high schools?

2. What phases of such material do you plan to use?

3. What is the basis for your selection?

4. Could every high school teacher of history make effective use of the material you mention?

5. What deduction follows from your answer?

6. What have been your observations respecting the employment of material of this kind? Would such material lend itself to use in every recitation period?

 1. Should more than one textbook be used in a given course in history? Why?

 2. Does the grade in which the subject is taught affect the answer?

 3. How can the larger historical works, biographies, and compendiums of history be used in the high school?

 4. Is it practicable to have "special reports" from such sources made daily?

 5. Should the teacher expect all pupils to make frequent "special reports"?

 6. In how far is it feasible to supplement the textbook by means of definite class-readings?

 7. Should class-readings be assigned on a page basis, or on a topical basis, or be left to individual selection and spontaneous effort?

 8. Should exact references be given or should pupils be encouraged to master the art of finding for themselves, within given limits, the supplementary data sought?

 9. Precisely how can a high school teacher make use of such a treatise as Montesquieu's The Spirit of the Laws?

10. Make a list of at least twenty selections from historical novels, historical dramas, poems, essays, and monographs that you, as a teacher of history, could employ in the high school. What fact or event would you attempt to illustrate by each of these selections?

11. What use should high school teachers and pupils make of material dealing with local history?

12. What constitutes a good textbook in history for high school use?

13. Make a list of some of the modern textbooks on each of the following phases of history: (a) Ancient; (b) Mediæval and Modern; (c) English; (d) French; (e) American; (f) Civil Government. What would be your first and your second choices of texts in each of these six divisions, and why, specifically, would you make those choices?

14. What texts are used in the high schools you have observed?

15. What school authorities ought to select the texts to be used in the high school?

16. How far have your observations in the high school been in accord with your ideals and theories with respect to the kinds and uses of historical "material" of all kinds?

IV. Conceptions of the Purpose and Content of History.[1]

1. As polite literature: the Greek and Roman idea, e.g., Herodotus, Thucydides, Xenophon, Livy, Sallust, Cæsar, Tacitus.

2. As annals and chronicles only: the Mediæval idea, e.g., Gregory of Tours, Froissart, Einhard.

3. As a basis for governmental policies and as a means of interpreting literature: the Renaissance idea, e.g., Machiavelli, Petrarch, Boccaccio.

4. As a basis for theological dogma and religious practices: the Reformation idea, e.g., Luther, Melanchthon, and the Jesuits.

5. As a basis for interpreting legal institutions and practices: the idea of the 17th century, e.g., the Jurists.

6. As a foundation for philosophical speculation and a means of discovering the deeper influences that affect humanity and hence influence action and produce events: the idea of the 18th century, e.g., Voltaire and Montesquieu. [Voltaire held that human nature is the same under all circumstances and at all times, and hence sought to judge historical events by abstract universal standards. The "natural man" was his ideal man. Montesquieu, in The Spirit of the Laws, sought to show that events in history are but the manifestation of spiritual law, as revealed in conditions of climate, geography, soil, natural resources, racial temperament, etc.]

7. As a foundation for personal reactions, e.g., criticisms, interpretation, moralizing, personal philosophizing, or as mere facts entertainingly told: the idea of the early 19th century.

8. History as science, i.e., as explanatory of existing social institutions, customs, beliefs: the idea of the 20th century.

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The fundamental purpose of historical writing has ever been the recording of events. In addition, however, different ages have stressed other aims.

V. Some Notable Influences and Persons that have modified the Conception of the Meaning of History in the Last Century.

 1. Romantic School (late 18th century and early 19th century), with its deep reverence for the Middle Ages. Hence sympathetic treatment of history.

 2. Herder (1744–1803), with his philosophy of "becoming" or development. Herder sought to show that all events are but the manifestation of a deity striving to work out an ideal universe. Hence all events must be judged by the standards of the time and country in which they appear, i.e., be judged by the characteristics of the age and people affected.

 3. Hegel (1770–1831) carried the theory of Herder to more complete conclusions.

 4. Niebuhr (1776–1831), "one of the most acute historical critics and philologists of modern times." Niebuhr was among the first to emphasize the need of a critical examination of source material, and of the building up the past out of these data.

 5. Ranke, Leopold von (1795–1886). His aim was to set before the reader the entire picture of events "with their causes, relations, and consequences."

 6. Guizot, François P. G. (1787–1874). His great influence was in extending the scope of history so as to include universal history, not merely national history, or the history of isolated and local events.

 7. Carlyle (1795–1881), through his keen insight into character and his love of hero-worship, introduced the vividly realistic and picturesque element.

 8. Buckle (1821–1862) included economic forces in his studies and sought the spirit of history apart from particular men and events.

 9. Macaulay (1800–1859) presented historical philosophy and the laws and theories of government in eloquent and fascinating style, thus bringing to the popular mind an interest that had heretofore been slight.

10. Froude (1818–1894), in charming literary style but with carelessness of detail, emphasized the personal element in history and set himself the ideal of "simply recording human actions without theorizing theron."

11. Stubbs (1825–1901) "introduced the critical study of mediæval sources into England," employed exact methods of work, and gave impetus to constitutional history.

12. Green (1837–1883) depicted the progress of the life of the people and dealt only incidentally with the political history of the state.

13. Schmoller (1838– ) emphasized the economic aspects of history.