terest, which at one bound often changes the whole student life from perfunctory work to vitalized effort; this, which is caught from an inspiring teacher, not taught-love of learning, scholarship, character, that elude any tests or measuring scales yet devised. No set task things may be measured by the true-false and various other rule-of-thumb tests and measurements, the most important values, the essentials in education, as in life and character, are not ponderable. The essentials are ever the intangible: personality; this newly acquired in

The "New Education" schools are making rapid progress in this and European countries, with their greater interest in the individual as against class and grade advancement. They are making education more rapid, more practical, more pleasant. And all this influence is making it more and more difficult for the time-serving pedagogue (with his cutan d-dried methods and his teaching of subject instead of students) to secure and hold a job; for "job" it is in his eyes, as with all

those who are in the profession merely for the loaves and fishes. It doesn't require the spirit of prophecy to predict that the time is not distant when he will be crowded out of

He has not progressed far in thinking on education, nor has he observed very widely, who knows not that, while many valuable will reveal them; but they may be discovered by the real teacher, who discriminates, who is always alert to discover and encourage the "lad o'pairts," or lassie. This newborn interest is seen in the brightened eye, the falter in the voice, the catch in the breath, the illumined countenance, when a noble utterance from a master mind is being read or explained.

Woodrow

the profession and relegated to a calling more in keeping with his circumscribed personality and aims, and his place filled with the teacher whose genial touch makes the whole world kin.

Such pedagogues as here described have yet to learn that education is not a matter of quantity; that, for the student beyond the secondary school especially, real education is selfeducation, and that it begins when the student, under the inspiration and sympathy of a teacher with personality and the human touch, becomes interested in some line until he will pursue truth, at any personal sacrifice of ease, whither it may lead. Such a student then begins to spend long hours in the laboratory, to browse and nibble through the whole library, to burn the midnight oil. It is thus that the scientist, the man of letters, the scholar is born.

Wilson, as President of Princeton

It is, moreover, the teachers with this rich personality that are the milestones of progress in the education of each of us. The rest do not matter. Even their names and faces are forgotten. The writer recalls--he is sorry to record-only one real teacher in his elementary school life; an eighth grade teacher, who for the first time made him feel that there was an undiscovered, but attainable, world of thought and beauty beyond. Two such teachers touched his life in the secondary school; but one, for a short period, in the normal school, and several in the universities attended. In every case these teachers were the embodiment, the exemplars, of those desirable things in which the writer had become so vitally interested. Their kindly sympathy and helpful suggestions, combined with their ripe scholarship and general culture -what they were, quite as much as what they said—, it was this which seemed to beckon so

Mark Hopkins on one end of a log and a student on the other.

Reasonable care about punctuality, regular preparation, industry, tests and measurements, in brief, all the demands of the teacher's position-"These ye ought also to have done, but ought not to have left the others undone." "The others" are kindliness, sympathy with young life, forbearance, the teaching of gentleness, courtesy, the appreciation of beauty and truth and all the finer things in life, and the inspiration to higher ideals of scholarship and character. Happy is that school board which has in its employ the teacher whose very presence educates. He is more precious than rubies. His ways are ways of pleasantness, and all his paths are peace. He is a tree of life to them that are under his instruction, and happy are they that retain him.

IT

T IS both a pleasure and a great privilege to extend greetings to the teachers of Wisconsin through the pages of the JOURNAL. I hope that you have had a pleasant and restful vacation and have come back to take up your work with renewed inspiration.

Teachers and parents of Wisconsin are concerned with the welfare of our state's greatest asset, our children. We are today laying great stress and placing great reliance upon education. We expect our schools, colleges, and universities to turn out the kind of citizen that will be a credit to our state.

We cannot over-emphasize the importance of education, but we must also remember that the foundations are laid before the child ever goes to school, and the responsibility for that belongs to the parents, not the teachers. It is with the thought of awakening, the parents to this responsibility that the Wisconsin congress of parents and teachers is dedicating its program for the year.

Someone has said, "A trained teacher is good; a trained teacher and child is better; but it takes a trained teacher, and child, and understanding parents to make a school." "Understanding parents" will be able to help the teacher through co-operation; through a

knowledge that the teacher is a specialist in his or her particular line of work; through a more intimate understanding of the schools' standards and methods; and through a realization of distribution of responsibility, the teacher to the school, the parent to the home. Then truly will we appreciate Van Dyke's words

"Let me but find it in my heart to say,
When vagrant wishes beckon me astray,
This is my work—my blessing, not my doom—
Of all who live, I am the only one by whom
This work can best be done in the right way."

Let us then go forth into the new school year, teachers and parents together, with renewed inspiration for our work, keeping ever before us the thought expressed by Joy Elmer Morgan:

"Let us set the child in our midst as our greatest wealth and our most challenging responsibility-let us exalt him above industry, above business, above politics, above all the petty and selfish things that weaken and destroy a people. Let us know that the race moves forward through its children, and by the grace of the Almighty God, setting our faces toward the morning, dedicate ourselves anew to the service and the welfare of childhood."

T IS not my purpose to present to you a scientifically devised or expertly worked out plan of obtaining and using supplementary reading materials in high school history, but to give an account of how we are trying to make our history teaching more effective and efficient.

History is one of the most important subjects in the secondary school. There is no other subject that can so effectively give the student what everyone today, more than ever before, needs to possess; namely, (1) a sense of evidence that critical evaluating attitude, that unwillingness to accept an idea merely because it happens to appear in print; (2) a sense of intellectual tolerance-a broad-mindedness not only with respect to the problems of the past but also with respect to the problems of the present; (3) a sense of the continuity of time-the long range point of view, the understanding of how the present grew out of the past and is in a large way determined by the past; and (4) a sense of liking for the subject, thus making history a source of satisfaction and pleasure. History, propHistory, properly taught, is better adapted than any other subject to the achievement of these four significant objectives.

The mere accumulation of historical fact and informational detail is not, in our estimation, one of the objectives of history instruction. The subject matter of history is a means to an end, not an end in itself. The minute facts and details of history will in all probability be forgotten, and it is not particularly important that they be remembered. The development and fixation of new attitudes should be the significant result of history instruction. A method of instruction can be justified only on the ground that it is directed toward the attainment of the objectives set forth, and on no other.

It must be clear that the old textbook-dailyrecitation plan of history teaching cannot possibly lead very far toward the attainment of our objectives. Evidence, if it is to be of value, must be gathered from a variety of sources. A sense of tolerance can only be acquired by acquaintance with conflicting points of view, but the single textbook seldom pre

sents more than one point of view. Condensed chapters consisting of abbreviated paragraphs studied by the daily so-many-page assignment plan can hardly help but break up the continuity of history into unrelated, unimportant, and uninteresting fragments of isolated fact. The average history textbook, to use Professor Barr's expression, is "just the dry bones of history; all of its abstractions with none of its life, enthusiasm, and vitality." Small wonder that many students do not like history! To me it is surprising that there are students who like it at all, when the textbook is their sole guide.

History is an inherently interesting and fascinating subject. To a human being nothing can be of greater interest or significance than the thoughts, deeds, and interests of fellow human beings. Our greatest concerns and interests in life are primarily social. The trouble with high school history is not the subject matter but the way it is taught. Instead of capitalizing the natural opportunities arousing interest and stimulating thought which history affords, we reduce it to a bare skeleton of words, dates, places, and events. And the reason for this can be found almost entirely in the textbook method of presenting the subject.

for

Incidentally, it is necessary to condemn another common characteristic of the textbook method, a method which invariably includes the daily recitation consisting of oral quizzing by the teacher on the factual content of the text assignment. The teacher asks questions at the rate of three a minute. They can hardly be good questions. Furthermore, one student is being tested at a time. The rest are very likely in a passive frame of mind, if they are thinking about the lesson at all. Perhaps no other feature of teaching procedure is so wasteful as the daily oral quizzing recitation. This type of recitation is a great drain upon the energy of the teacher too, and the results are too meagre to compensate for the effort required.

Obviously, if we are to make history the vital subject it should be, we must equip our schools with an abundance of supplementary reading materials. Only by wide reading of historical

materials can the student cultivate a sense of evidence, develop a sense of intellectual tolerance, become conscious of the continuity of time, and acquire a taste for history.

If we make such an assumption, the problem of providing and utilizing supplementary reading materials confronts us. In our school we have tried various methods. Until two years ago, our history library consisted of a rather wide range of material. We had reference material for practically every important field of history. But we found difficulty in making practical use of our library facilities. We tried oral topical reports by individual students, we assigned so many pages of collateral reading a week to be handed in to the teacher in the form of notes, and we tried periodic written reports on suitable topics.

place of supplementary reading upon all phases of a field of history, because by the very nature of the case only a limited number of such reports can be expected of a student, each report being limited to a selected topic. Students cannot write up adequate reports on all of the phases of a history course.

History must be read, widely read, and reflected upon. It can never be fully and finitely mastered. History is a point of view, an attitude of mind, rather than a volume of subject matter. Historical interpretations are constantly changing. There are conflicting points of view. These cannot be discovered and evaluated by fragmentary reading here and there. Neither oral reports nor written reports, nor yet note-taking will accomplish the best results.

Being dissatisfied with our methods of using supplementary materials, we resolved to

The oral class reports proved unsatisfactory in that they were subject to the same objection as the oral quiz interspersed with teacher talk. Only one student could report at a time. These reports were seldom presented in a manner calculated to arouse or stimulate the class. We concluded that it was a waste of time. Furthermore, assigning special topics was a stupendous task for the teacher.

The plan of having the students read so

many pages a week and report in the form of notes tended to make history a drudgery. It deadened the interest. The mechanics of note-taking consumed time and energy that could more profitably have been devoted to further reading. The students were quite frank in telling us so. They said they liked to read history but that by the time they had completed the tedious task of setting down in note form what they had read, they found themselves too exhausted for further profitable reading. Needless to say, these notes could hardly be checked with care by the teacher.

The method of periodic written reports proved more acceptable. I believe that all history courses should require a limited number of such reports because they give students an excellent opportunity to put into actual practice what they have learned of collecting evidence, of organizing subject matter, and of generalizing in the form of written expression. But such written reports can hardly take the

-Cicero

try the plan suggested by Professor Tryon; that of equipping the history classroom with duplicate copies of as many of the best reference books as we could afford,—not a copy for each student, but a copy for every five students. Since our classes average about twenty-five students each, we purchased five copies of each book. For Modern European History we bought five copies of nine different books, or forty-five volumes; for Early European History we purchased duplicate copies of five different books, or twenty-five volumes; for American History we bought duplicate copies of eight different books, or forty volumes. The total purchase amounted to 110 volumes. Last year we added duplicate copies of additional books. We plan ultimately to have duplicate copies of about fifteen of the most important practical history references for each of the three fields of history.

In selecting books for duplication it is of the greatest importance to choose only those especially adapted to the abilities of high school pupils. The literary style must be such as will appeal to them. Highly technical works, written for the professional historian, will hardly attract the interests of the high school youngster. Last year Our students found such books as The Book of the Ancient

World by Mills, Contemporary Civilization by Seignobos, Modern and Contemporary European History by Schapiro, Political and Social History of Modern Europe by Hayes, The Eve of the French Revolution by Lowell, and The French Revolution by Mathews to be especially interesting. Several students read some of these books from cover to cover. On the other hand, we made a mistake in purchasing duplicate copies of The Private Life of the Romans by Johnston. The book is not suitable, chiefly because of its style. Medieval Europe, by Thorndike, was criticized by the sophomores as being too difficult to understand. Care must be taken to select such a variety of references as will provide supplementary material for all of the significant phases of the fields taught. It is better to purchase duplicate copies of one or two books for each class than to buy single copies of five or ten different books.

Perhaps one of the best arguments to use is a comparison of expenditures for science and history. Boards are accustomed to spending considerable money for scientific apparatus and supplies. Two hundred dollars will not add much to the science laboratory, but it is relatively easy to get boards to spend money for scientific equipment because they have been educated to the need of teaching science by the experimental method. It is up to us, in a similar fashion, to educate our boards of education to the necessity of teaching history through the use of extensive laboratory materials. Science is an important subject in the secondary school, but we are not willing to admit that it is of greater importance than history, and consequently make the claim that the latter should receive equal consideration with the former in the purchase of equipment. Of course, no amount of argument will avail if one does not have the full confidence of the board.

It may appear that the purchase of so many books must require a large outlay of funds. But these books are not so costly. Most of them can be purchased for less than two dollars a volume. Few cost more than $2.50. One hundred volumes would cost approximately $200. It is not absolutely necessary to purchase such a wide variety in one year. We are fortunate in having a board the

members of which do not hesitate to spend money for school equipment, provided they are shown the value of the expenditure. In many cases board members are not very easily convinced.

To obtain the consent of the board it is necessary to present the details of the scheme very fully. They no doubt studied history by the traditional textbook memoriter method, hence they must be educated to new procedures. They must be made to see that in this age of progress, education must keep abreast. They must be familiarized with the objectives of secondary education, and in this case, particularly with the objectives of history. Abstract theorizing won't do. Only concrete explanations made in language comprehensible to the average layman are effective. It pays to explain in detail how the materials are to be used.

Before the opening of the school year we organized each field of history into eight main chronological divisions, and divided each of them into from three to five subdivisions. Each field thus consists of approximately thirty subdivisions. In making these organizations for each field, we followed quite closely the scheme of Professor Tryon. One subdivision is assigned at a time, making approximately thirty assignments for each field for the whole year. On the average each assignment represents one week's work, although some are allowed more time and some less, depending upon the material available and the relative importance of the subdivision. These assignments consist of a list of references with the pages given, a list of the important items included in the assignment in the form of a guide sheet (not in outline form), a list of important dates and personages, and a list of exercises to be done, such as maps, character sketches, pivotal questions, etc. These assignments are mimeographed.

Before the students begin work the instructor gives an oral introductory pre-view of the important and significant points to look for and explains any questions concerning the assignment. Several days are devoted to read