L'enseignement de l'histoire. Conferences du Musée Pédagogique, 1907. Contains papers by Seignobos, Langlois, and Gallouédec, and 68 pages of discussion of these papers. Illustrates admirably the methods and spirit of secondary historical instruction in France.

SEIGNOBOS, CH. L'histoire dans l'enseignement secondaire. Suggests methods and apparatus for making the new conception of history for the lycées effective.

JÄGER, O. Didaktik und Methodik des Geschichtsunterrichts. München, 1905.

JÄGER, O. The teaching of history. Translated by H. J. Chaytor. Chicago, 1915.

LORENZ, KARL. Der moderne Geschichtsunterricht. München, 1897.

REIM, CARL. Methodik des Geschichtsunterrichts. Halle, 1911. ROSENBURG, H. Methodik des Geschichtsunterrichts. Breslau, 1910. STRUNK, H. Heimatkunde und Geschichtsunterricht an den höheren Schulen Preussens. Vergangenheit und Gegenwart, 1912. Heft 1, pp. 24-34.

TECKLENBURG, A. Vom Geschichtsunterricht in der Volkschule. Vergangenheit und Gegenwart, 1911. Heft 2, pp. 90-106.

CHAPTER V

HISTORY IN THE SCHOOL CURRICULUM IN THE UNITED STATES

RUSSELL, W. F. Why history came into the curriculum of the secondary schools of the United States. History Teacher's Magazine, V, 203-208. The entrance of history into the curriculum of the secondary school. Ibid., 311-318. Early methods of teaching history in secondary schools. Ibid.,

VI, 14-19; 44-52. List of historical textbooks published before 1861. (In the United States.) Ibid., 122-125. The only important contribution on the early teaching of history in the United States.

BOURNE, H. E. Teaching of history and civics, 56-76. A sketch. of conditions since 1892.

ZIMMERN, ALICE. Methods of education in the United States. London, 1894. Discussion of history, 61-77.

HENNIG, E. Der Geschichtsunterricht in der Vereinigten Staaten. Vergangenheit und Gegenwart, 1914. Heft 4, pp. 235-247.

REPORTS OF COMMITTEES

Committee of Ten on secondary school studies. New York, 1894. pp. 28-59, 162–201.

BUTLER, N. M. Reform of secondary education in the United States. Atlantic Monthly, Vol. 73, pp. 372-384. Review of report of Committee of Ten.

Committee of Fifteen on elementary education. New York, 1895. pp. 81-83, 93-95, 103.

Committee of Twelve on rural schools. Proceedings, National Education Association, 1897, pp. 550-551.

Committee of Seven. The study of history in schools. New York, 1899. See especially pp. 1-15, 134-157.

Committee of Three appointed by the American Peace Society. The teaching of history in the public schools with reference to war and peace. Boston, 1906.

Committee of Eight.

New York, 1909.

Committee of Five.

The study of history in elementary schools.
See especially pp. v-xvii, 123-130.

The study of history in secondary schools.

New York, 1911. See especially pp. 1-13, 57-69.

Committee on Social Studies. Preliminary report. History

Teacher's Magazine, IV, 291-296.

COLLEGE ENTRANCE REQUIREMENTS

MONROE'S Cyclopedia of Education, II, 14-16. A brief historical

summary.

GENERAL TREATISES ON THE TEACHING OF HISTORY

A score or more produced in the United States during the last thirty years. For an annotated list of the most important examples see ANDREWS, GAMBRILL, and TALL, Bibliography of history for schools and libraries, 1-10. The following have appeared since the publication of this bibliography:

BLISS, W. F. History in the elementary schools. Methods, courses of study, bibliographies. New York, 1911.

HARTWELL, E. C.

WAYLAND, J. W.

1914.

The teaching of history. Boston, 1913.
How to teach American history. New York,

CURRENT IDEAS AND PRACTICE

Problems of

History Teacher's Magazine. Philadelphia, 1909special present interest are discussed in the following articles: ASHLEY, R. L. Unity and Continuity in high school history courses, VI, 140-144. DAVIS, C. O. Realizable educational values in history, VI, 167–178. DRAPER, A. S. No mummified history in New York schools, III, 71-73. GATHANY, J. M. The reconstruction of history teaching, V, 223-227. HAYES, C. H. Propriety and value of the study of recent history, IV, 243-248. MUZZEY, D. S. How modern shall we make our modern history? III, 25-28. PRIDDY, BESSIE L. Articulation of our history courses, IV, 188–193. SIOUSSAT, ST. GEORGE L. History in the high school curriculum: a plea for fair play, V, 87–91, SPRAGUE, C. A. Reorganization of high school courses. IV, 222-223.

BAGLEY, W. G. The determination of minimum essentials in elementary geography and history. Yearbook, National. Society for the Study of Education. Chicago, 1915. pp. 131-146.

CHAPTER VI

THE BIOGRAPHICAL APPROACH TO HISTORY

Biography, as an introduction to history in school, is, by its advocates, now so commonly ranked with the eternal verities of education that one finds in current discussion multa non multum. GOSSE, EDMUND. Article on Biography in Encyclopædia Britannica, 11th edition. Traces briefly the history of biography and mentions the most famous biographies.

BERNHEIM, E. Geschichtswissenschaft und Geschichtsunterricht.
Neue Bahnen, X, 338–342. An adverse criticism.
BOURDEAU, L.

L'histoire et les historiens.

Paris, 1888. pp. 13

109. Considers biography from the standpoint of history and not of the teaching of history. A radical opponent of the biographical theory.

KEMP, E. W. Outline of method in history. Terre Haute, 1897. pp. 264-295. A general discussion of the use of biography in school. Chief emphasis upon moral value.

LAWLESS, EMILY. Of the personal element in history. Nineteenth Century, Vol. 50, pp. 790-798.

MACE, W. H. Method in history. Boston, 1897. pp. 283-294. Shows the use and value of "the ideal historical person" and of "the real historical person" in school studies of history. MOORE, F. W. The real and the ideal in history. Sewanee Review, XI, 412-424. Demands heroes. "In truth it is not the men whom we honor, but the virtues which they exemplify."

REIM, CARL. Methodik des Geschichtsunterrichts, 49-57. Examines the arguments for and against the biographical treatment of history in school.

CHAPTER VII

THE STUDY OF SOCIAL GROUPS

GENERAL CONCEPTIONS

Gooch, G. P. History and historians in the nineteenth century, 573-594. Historical sketch of histories of civilization.

LANGLOIS and SEIGNOBOS. Introduction to the study of history,

232-251. The grouping of facts. Indicates processes to be applied by the historian.

BOURDEAU, L. L'histoire et les historiens, 289-306. Applies the statistical method.

LAMPRECHT, KARL. What is history? New York, 1905. See especially pp. 3-35, 137-179. "History in itself is nothing but applied psychology. Hence we must look to theoretical psychology to give us the clew to its true interpretation." SHOW, A. B. The new culture-history in Germany. History Teacher's Magazine, IV, 215-221. A description and appraisal of Lamprecht's contributions to history.

SELIGMAN, E. R. A. Economic interpretation of history. Traces the development of the theory and indicates its limitations. SHOTWELL, J. T. Social history and the industrial revolution.

Report, Association of History Teachers of the Middle States and Maryland, 1911, pp. 6-17. The interpretation of history. American Historical Review, XVIII, 692–709.