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 488 Providence Meeting of the show him how to co-operate with them. He should endeavor to make clear the close relation of history with other subjects, especially its vital connection with geography and civics. It will be seen that the main features of the programme presented a year ago are retained. Dr. Julius Sachs of Columbia University, a member of the com- mittee, led in the discussion following the presentation of the report, remarked that the committee had abandoned as futile all attempt to develop an ideal plan of history teaching. They had, however, adopted a grouping of the work so broad that, as they hoped, it afforded the fullest scope for the most accomplished elementary teacher of history, and again so flexible that the teacher of lesser attainments, of restricted opportunities for self-culture, can make it the basis of a sound and logical presentation. No rigid adherence in detail to the minor sub-divisions of each year's work was contemplated. He pointed out, as an advantage of the plan, that the old method of going over the same ground each year was abandoned and a continuous narrative could be presented. This last point was enlarged upon by Superintendent H. P. Lewis of Worcester, who maintained that the old method in striving after thoroughness had defeated its own purpose. Pupils, he said, had actually less knowledge .of the facts of American history after two or three years of repetition than when their study of it had been confined to a single year, and furthermore by the time when they entered the high school had lost their interest in history. He be- lieved that the report of the committee would commend itself to every earnest teacher of American history in our elementary schools ; but suggested that the study of European history recommended for the sixth grade was rather too difficult, and believed in general that more emphasis should be placed on the economic aspects of history. Professor Herbert D. Foster of Dartmouth College com- mended the plan. He agreed with the suggestion as to the economic phases of history, but as to the place given to European history believed that it should be made even larger. To study the con- tinuous development of some other country, say England, would help to keep the pupil from a provincially American turn of mind. Miss Lucy W. Salmon, professor in 'assar College, discussed the principal defects in the teaching of history in elementary schools. She traced them to inefficiency in the mass of such teachers as can now be tempted into the work of school-teaching, to the exalta- tion of method over substance, fostered by many text-books, and to the failure of teachers of history to hold frequent conferences with