History in the Senior High School

Russell William F. “The early teaching of history in secondary schools.” History Teachers Magazine, 5: September, 1914, 206. No other such statements are cited by Russell or, for the period to 1920, by Rolla Milton Tryon in his Social Sciences as School Subjects. (Report of the Commission on Social Studies, American Historical Association, Part XI. Charles Scribner's Sons: New York, 1935, 541 pp.)

Bureau of Education, Bulletin, 1916, No. 28, The Social Studies in Secondary Education, p. 9. (Department of the Interior, Government Printing Office: Washington, D. C., 1916, 63 pp.) See also the “Report of the Committee on History and Education for Citizenship.” Historical Outlook, 12: March, 1921, 87–97.

See The Historical Outlook, several articles of which are cited below, and the Proceedings of the Association of History Teachers of the Middle States and Maryland, the programs of which have given considerable attention to international relations since 1916, especially since 1919. See Tryon, op. cit., p. 93, for a statement of specific values claimed.

Some points are developed further in the following: Evans Jessie C. , “The teaching of international relations through world history.” Historical Outlook, 14: October, 1923, 251 ff.; Howard E. Wilson, “Development of international attitudes and understandings in the secondary school.” Ibid., 20: February, 1929, 71 ff.; M. C. Clark, “Our relations with our world neighbors.” Ibid., 20: February, 1929, 81 ff.; Mary Dever, “World relations as a subject in the curriculum.” Ibid., 20: February, 1929, 84 ff.; William E. Lingelbach, “The new era in world history.” Ibid., 21: 1930, pp. 7 ff.; and Mildred M. Couglilin, “Developing world interests and understandings in high-school students.” Proceedings, Association of History Teachers of the Middle States and Maryland, 29: 1931, 1 f.

The same interest governs King A. C. , “The place of history in improving international relations.” High School Journal, 13: January, 1930, 17 ff.; Mary Hobson Jones, “Educating for world citizenship.” Journal of the National Education Association, 21: May, 1932, 163 f.; and the more extensive treatment in William G. Carr, Education for World Citizenship, especially Chapter IX, “History and World Citizenship,” to which a bibliography is appended. (Stanford University Press: Stanford University, 1928, 225 pp.)

Pertinent also are Zimmern Alfred , “Education in international relations: a critical survey.” Educational Survey (of the League of Nations), 3: March, 1932, 9 ff., and Daniel A. Prescott, Education and International Relations. (Harvard University Press: Cambridge, Mass., 1930, 168 pp.) A meeting of the National Council for the Social Studies held at Boston on February 25, 1928, was devoted to a discussion of “Some major problems of an interdependent world.” Historical Outlook, 19: April, 1928, 177.

For some of the reactions against related changes in textbooks and teaching see Pierce Bessie L. , Public Opinion and the Teaching of History, especially pp. 102 ff., 122 f., 207. (Alfred A. Knopf: New York, 380 pp.)

See Mrs. Harrison Thomas. “Education for the League of Nations in the United States of America.” Educational Survey (of the League of Nations), 1: July, 1929, 136 ff. The preceding pages treat similar efforts in eight European countries; there is other such material in Volumes II and III. Note also Sylvia T. Hansen, “The educational policies of some prominent peace and religious organizations.” Historical Outlook, 20: February, 1929, 75 ff.; treating the American School Citizenship League, the Association for Peace Education, the Carnegie Endowment for International Peace, the League of Nations Non-Partisan Association, the National Council for Prevention of War, and the World Peace Foundation. See also Jackson Nellie L. . “The first inter-high-school model assembly of the League of Nations.” Ibid., 20: January, 1929, 34 ff.

Beard Charles A. A Charter for the Social Sciences (Report of the Commission on Social Studies, Part I), pp. 48 ff. See also pp. 25 f. (Charles Scribner's Sons: New York, 1932, 122 pp.)

Ibid., p. 51.

See Pierce Bessie L. op. cit., pp. 12 ff.

Tryon, on. cit., pp. 178, 182.

Preliminary report, Bureau of Education, Bulletin, 1913, No. 41, The Reorganization of Secondary Education. (Government Printing Office: Washington, D. C., 1913, 80 pp.)

Bureau of Education, Bulletin, 1916, No. 28.

“The History Inquiry.” Historical Outlook, 15: June, 1924, especially the tables, pp. 254 f. Note, for example, History B in the State of New York.

For a clear analysis of realities, together with some constructive suggestions, see Price Maurice T. . “Our amateurishness in promoting international goodwill.” Social Studies, 26: October and November, 1935, 361 ff., 446 ft; and I. L. Kandel. “International Understanding and the Schools,” Essays in Comparative Education, International Institute Studies, No. 11, pp. 228 ff. (Teachers College, Columbia University: New York, 1930, 235 pp.)

See the observations of “The History Inquiry,” op. cit., p. 270.

See the article by W. G. Kimmel in this volume. Pitman B. Potter and Roscoe L. West attracted some attention from history teachers by their International Civics: The Community of Nations. (The Macmillan Company: New York, 1927, 315 pp.)

Specific examples are cited in Pierce Bessie L. Civic Attitudes in American School Textbooks, Chapter I (Studies in the Making of Citizens, No. 9, University of Chicago Press: Chicago, 1930, 297 pp.)

Ibid., pp. 69 ff.

Ibid., Chapter II. The treatments of France, Germany, Russia, and the Far East are also considered. Chapter XIII, “International Attitudes in Some European History Textbooks,” supplements the treatment of textbooks in American history. See the Resolution of the Committee of Experts for the Revision of School Textbooks, in the League of Nations Educational Survey, 3: March, 1932, 115 ff., and School Textbook Revision and International Understanding. (International Institute of Intellectual Cooperation: Paris, 1933, English ed., 192 pp.)

Ibid., pp. 84 ff.; the discussion is brief and incomplete.

Robinson James Harvey The New History, especially the title essay. (The Macmillan Company: New York, 1912, 266 pp.) See also the prefaces to successive editions of his textbooks, as, for example, History of Western Europe. (Ginn and Company: Boston, 1934, 545 pp.) See also the following: Harry Elmer Barnes. History and Prospects of the Social Sciences, pp. 31 ff. (Alfred A. Knopf: New York, 1925, 534 pp.); The New History and the Social Studies (D. Appleton-Century Company: New York, 1925, 605 pp.), and the Preface to The History of Western Civilization (Harcourt, Brace and Company: New York, 1935, Vol. I, 910 pp.; Vol. II, 1170 pp.) The essential ideas have also been advanced by Barnes and many others elsewhere.

Conclusions and Recommendations, Report of the Commission on The Social Studies, Part XVI, p. 41. (Charles Scribner's Sons: New York, 1934, 168 pp.)

Ibid., pp. 51 f. See also article by W. E. Lingelbach cited above in footnote 3.

See Tryon , op. cit., pp. 217 and 221 ff. For further discussion of this course see J. Lynn Barnard. “Development of the World History Course,” Historical Outlook, 20: 1921, 395 ff. On the need for carefully planned work in world history, see especially J. M. Gambrill, “The New World History.” Ibid., 18: 1927, 265 ff.; and A. C. Flick. “Content of World History courses in schools and colleges.” Proceedings of the Association of History Teachers of the Middle States and Maryland, 25: 1927, 59 ff. The article by Jessie C. Evans cited above in note 3 is also pertinent.

Griffin Eldon “The window of World History,” Historical Outlook, 13: 1922, 196 ff.; Kenneth S. Latourette. “Far Eastern History in the World History course in the high schools.” Ibid., 20: 1929, 109 ff.; John A. Hockett. “Western students study their Pacific neighbors.” California Quarterly of Education, 8: 1933, 283 ff.; Henry C. Fenn. “World History for this International Age,” Historical Outlook. 24: 1933, 193 ff.; William Smith, “Why Americans and Canadians should each study the history of the other country.” Ibid., 17: 1926, 119 ff.; Harry J. Carman. “Significant contributions of Germany to World History.” Ibid., 20: 1929, 327 ff.; and the Preface to George E. Sokolsky. An Outline of Universal History (Commercial Press: Shanghai, 1928, 889 pp.) Note, too, the suggestion of Herbert E. Bolton. “The epic of Greater America.” American Historical Review, 38: 1933, 448.

Conclusions and Recommendations, op. cit., pp. 60 f.

Gambrill J. M. “The New World History.” Loc cit. See also Gambrill, “The World Community.” Proceedings of the Association of History Teachers of the Middle States and Maryland, 21: 1923, 19 ff.

Bryce Viscount World History (Annual Raleigh Lecture, published for the British Academy, Oxford University Press: London, 1919, 27 pp.)

See the articles by Gambrill, Lingelbach, and Flick, all cited above. Gambrill cites efforts (to 1927) by Marvin, Wells, and others to write history from the world community approach.

Johnson Henry , 1935. For an earlier expression of the same idea, long held, see Johnson's chapter in Edgar Dawson. Teaching the Social Studies, pp. 232f. (The Macmillan Company: New York, 1927, 405 pp.)