College Teaching Part 27

[38] While accepting full responsibility for the opinions herein set forth, I wish to express my appreciation of a.s.sistance rendered by a large group of colleagues in the American Sociological Society.

XII

THE TEACHING OF HISTORY

A. THE TEACHING OF AMERICAN HISTORY

=Function of the teacher of history=

History as a science attempts to explain the development of civilization. The investigator of the sources of history must do his part in a truly scientific spirit. He must examine with the utmost scrutiny the many sources on which the history of the past has its foundation. He reveals facts, and through them the truth is established.

But history is more than a science. It is an art. The investigator is not necessarily a historian, any more than a lumberman is an architect. The historian must use all available material, whether the result of his own researches or that of others. He must weigh all facts and deduct from them the truth. He must a.n.a.lyze, synthesize, organize, and generalize. He must absorb the spirit of the people of whom he writes and color the narrative as little as possible with his own prejudices. But the historian must be more than a narrator; he must be an interpreter. As an interpreter he should never lose sight of the fact that all his deductions should be along scientific lines.

Even then he will not escape errors. In pure science error is inadmissible. In history minor errors of fact are unavoidable, but their presence need not seriously affect the general conclusions. In spite of many misstatements of fact, a historical work may be substantially correct in the main things--in presenting and interpreting with true perspective the life and spirit of the people of whom it treats.

The historian must be more than a chronicler and an interpreter. He must be master of a lucid, virile, attractive literary style. The power of expression, indeed, must be one of his chief accomplishments.

The old notion, it is true, that history is merely a branch of literature is quite as erroneous as the later theory that history is a pure science and must be dissociated from all literary form.

=The teacher of history as the teacher of the evolution of civilization=

The pioneer investigator who patiently delves into sources and brings to light new material deserves high praise, but far rarer is the gift of the man who sees history in its true perspective, who can construct the right relations.h.i.+ps and can then reproduce the past in compelling literary form. A historian without literary charm is like an architect who cares only for the utility and nothing for the grace and beauty of his building.

=The chronological point of view=

The history teacher who slavishly follows old chronological methods has not kept pace with modern progress; but the teacher who has discarded the chronological method has ventured without a compa.s.s on an unknown sea. Chronology, the sequence of events, is as necessary in history as distance and direction in geography.

=The economic point of view=

A modern school of history teachers would make economics the sole background of history, would explain all historic events from the economic standpoint--to which school this writer does not belong.

Economics has played a great part in the course of human events, but it is only one of many causes that explain history. For example, the Trojan War (if there was a Trojan War), the conquests of Alexander, the Mohammedan invasions, were due chiefly to other causes.

=The culture viewpoint=

Nor would we agree with the school of modern educators who would eliminate the culture studies from the curriculum, retaining only those which make for present-day utilitarianism. A general education imparts power and enlarges life, and such an education should precede all technical and specialized training. If a young man with the solid foundation of a liberal education fail in this or that walk of life, the fault must be sought elsewhere than in his education. The late E.

H. Harriman made a wise observation when he said that though a high school graduate may excel the college graduate in the same employment for the first year, the latter would at length overtake and pa.s.s him and henceforth remain in the lead.

=Aims of history in the college curriculum=

The uses of the study of history are many, the most important of which perhaps is that it aids us in penetrating the present. Our understanding of every phase of modern life is no doubt strengthened by a knowledge of the past. It is trite but true to say that the study of history is a study of human nature, that a knowledge of the origin and growth of the inst.i.tutions we enjoy makes for a good citizens.h.i.+p, that the study of history is a cultural study and that it ranks with other studies as a means of mental discipline. Finally, the reading of history by one who has learned to love it is an abiding source of entertainment and mental recreation. It is one of the two branches of knowledge (the other being literature) which no intelligent person, whatever his occupation, can afford to lay aside after quitting school.

=What can the study of American history give the college student?=

The most important historical study is always that of one's own country. In our American colleges, therefore, the study of American history must take precedence over that of any other, though an exception may be made in case a student is preparing to teach the history of some other country or period. It must not be forgotten, however, by the student of American history that a study of the European background is an essential part of it.

From its very newness the history of the United States may seem less fascinating than that of the older countries, and, indeed, it is true that the glamour of romance that gathers around the stories of royal dynasties, orders of n.o.bility, and ancient castles is wanting in American history. But there is much to compensate for this. The coming of the early settlers, often because of oppression in their native land, their long struggle with the forest and with the wild men and wild beasts of the forest, the gradual conquest of the soil, the founding of cities, the transplanting of European inst.i.tutions and their development under new environment--the successful revolt against political oppression and the fearless grappling with the problem of self-government when nearly all governments in the world were monarchical--these and many other phases of American history furnish a most fascinating story as a mere story.

=To the college student American history must be presented as evidence of the success of democracy=

But to the student of politics and history the most unique and interesting thing, perhaps, in American history lies in the fact that the United States is the first great country in the world's history in which the federal system has been successful--if we a.s.sume that our experimental period has pa.s.sed. Perhaps the greatest of all governmental problems is just this: How to strike the right balance between these opposing tendencies--liberty and union, democracy and nationality--so that the people may enjoy the benefits of both. The United States has, no doubt, come nearer than any other country to solving this problem, and the fact greatly enhances the interest in our history. This is a question of political science rather than of history, it is true, but the history of any country and its government are inseparably bound together.

=Utilitarian value=

In the regular college curriculum there should be, in my opinion, two courses in American history.

=Organization of courses and methods of teaching=

_Course I_--about 3 hours for one academic year (6 semester-hours) in the freshman or soph.o.m.ore year, covering the whole story of the United States. About one third of the year's work should cover the Colonial and Revolutionary periods. Of the remaining two thirds of the year I should devote about half to the period since the Civil War.

This course should be required of all students taking the A.B. degree and in all other liberal arts courses; an exception may be made in the case of those taking certain specialized scientific courses--for these students, the history required in the high school may be deemed sufficient.

In this course a textbook is necessary, and if the cla.s.s is large it is desirable that the text be uniform. The text should be written by a true historian with broad and comprehensive views, by one who knows how to appraise historic values, and, if possible, by one who commands an attractive literary style. If the textbook is written by Dr.

Dry-as-dust, however learned he may be, the whole burden of keeping the cla.s.s interested rests with the teacher; and, moreover, many of the students will never become lovers of the subject to such a degree as to make it a lifelong study.

The exclusive lecture system is intolerable, and the same is true of the quiz. A teacher will do his best work if untrammeled by rules. He should conduct a cla.s.s in his own way and according to his own temperament. It is doubtful if the teacher who carefully plans and maps out the work he intends to present to the cla.s.s is the most successful teacher. A teacher who is free, spontaneous, without a fixed method, ready in pa.s.sing from the lecture to the quiz and vice versa at any moment, quick in asking unexpected questions, will usually have little trouble in keeping a cla.s.s alert. Above all, a teacher of college history must explain the meaning of things with far greater fullness than is possible in a condensed textbook, and it is a most excellent practice to ask opinions of members of the cla.s.s on almost all debatable questions that may arise. The reason for this is obvious.

The usual method of the writer, in as far as he has a method, is to spend the first fifteen or twenty minutes of the cla.s.s hour in hearing reports from two or three students on special topics that have been a.s.signed them a week or two before, topics that require library reference work and that could not possibly be developed from the textbook. These topics are not on the subject of the day's lesson, but of some preceding lesson. After commenting on these reports and often asking for opinions and comments of the cla.s.s, we plunge into the day's lesson.

The use of a current periodical in cla.s.s should be encouraged. It brings the learner into direct contact with life and often illuminates the past.

Current events as presented in the daily papers should often be the subject of comment, but the daily newspaper is not suitable for cla.s.s use. Even the weekly is, for several reasons, less desirable than the monthly. It must not be forgotten that the basal, fundamental work of the cla.s.s is, not to keep posted on current affairs, but to study the elements under the guidance of a textbook and an inspiring teacher to interpret it. The weekly is less accurate than the monthly and less literary in form, and, moreover, it comes too often. It is apt to take too much time from the study of the fundamentals. The use of the periodical in the history cla.s.s has probably come to stay and it should stay, but it should be only incidental and supplementary.

_Course II_ should be given in the junior or senior year. It should be elective, should cover at least two year-hours, and should be wholly devoted to the national period of American history. Only those having taken Course I should be eligible to this cla.s.s.

Every student who expects to read law, to enter journalism or politics, or to teach history or political science should take this course. The cla.s.s will be smaller than in Course I. Uniform textbooks need not be required, or the cla.s.s may be conducted without a text.

Most of the work must be done from the library.

It is a.s.sumed that the members of this cla.s.s have a good knowledge of the narrative, and it is needless to follow it closely again. A better plan is to choose an important phase of the history here and there and study intensively. Much use should be made of original sources such as Presidents' messages, _Congressional Record_, speeches and writings of the times, but the cla.s.s must not ignore the fact that a vast amount of good material may be had from the historians. It must also be remembered that original research is for the graduate student and the specialist rather than for the undergraduate.

=Testing the results of instruction=

In conclusion, I shall explain a method of examination that I have frequently employed with apparently excellent results. Two or three weeks before the time of the examination I give the cla.s.s a series of topics, perhaps fifty or more, carefully chosen from the entire subject that has been studied during the semester. Instead of having the usual review of the text, we talk over these subjects in cla.s.s during the remainder of the semester. The examination is oral, not written. The time for examination is divided into three, four, or five minute periods, according to the number in the cla.s.s. When a student's name is called, he comes forward and draws from a box one of the topics and dilates on it before the cla.s.s during his allotted time. If he fails on the first topic he may have another draw, but his grade will be reduced. A second failure would mean a "flunk," unless the cla.s.s marks are very high.

There are three or four real advantages in this form of examination: (1) It saves the teacher hours of labor in reading examination papers; (2) the teacher, in selecting the topics, omits the unimportant and chooses only the salient, leading subjects such as every student should master and remember; (3) the student, knowing that no new questions will be sprung for the examination, will be almost sure to be prepared on every question. Failures under this system have been much less frequent than under the old system of written examinations; (4) it practically eliminates all chance of cheating in examination.

HENRY W. ELSON _Thiel College_

B. MODERN EUROPEAN HISTORY

=History to be taught as an evolutionary process=

Teaching European history in colleges is, in many ways, not different from teaching any other history. In each instance it is to be remembered that history includes all activities of man and not merely his political life, that facts and data are not intrinsically valuable but are merely a means to an end, that the end of history is to inform us where man came from, what experiences he pa.s.sed through, and _chiefly_, what were the fundamental forces behind his experiences.

The emphasis should be put on the stimuli--economic, political, religious, or social--that lead man to act, instead of narrating his action. In a word, not _what_ happened or _when_ it happened, but _why_ it happened, is of importance in college history. Stressing the stimuli in history will almost inevitably lead to treating history as a continuous or evolutionary process, which of itself greatly increases the interest of the subject.

=Because history is an evolution it must explain the present=