general examination, he would ask for the chief events which occurred, for instance, in the year 15 of two or three successive centuries, and by making the boys contrast or compare them together bring before their minds the differences and resemblances in the state of Europe in each of the periods in question. . . . . No direct moral instruction could leave on their minds a livelier image of his disgust at moral evil than the black cloud of indignation which passed over his face when speaking of the crimes of Napoleon, or of Caesar, and the dead pause which followed, as if the acts had just been committed in his very presence. No expression of his reverence for a high standard of Christian excellence could have been more striking than the almost involuntary expressions of admiration which broke from him whenever mention was made of St. Louis of France. No general teaching of the providential government of the world could have left a deeper impression than the casual allusions to it which occurred as they came to any of the critical moments in the history of Greece and Rome. No more forcible contact could have been drawn between the value of Christianity and of heathenism, than the manner with which, for example, after reading in the earlier part of the lesson one of the Scripture descriptions of the gentile world, 'Now,' he said, as he opened the Satires of Horace, 'we shall see what it was'."ı Such was the personality and moral force of the great Victorian schoolmaster, and under such auspices the modern history curriculum was inaugurated in the secondary schools of England. The plan of Arnold was to begin in the lowest classes with scenes from universal history. These were to be followed in the middle classes with lively histories of Greece, Rome, and England, and in the higher classes by the study of some historian of the first rank "whose mind was formed in, and bears the stamp of some period of advanced civilization analogous to that in which we now live"; for example, Thucydides or Tacitus. HISTORY IN THE SEVENTIES.-After Arnold, little was done with history until the universities of Oxford and Cambridge, in the seventies, began to recognize history in their examinations. History then became practically universal in secondary schools. Examinations, however, encouraged subjects rather than wellorganized courses in history. The fields usually covered were Greek and Roman history, and English history to 1815 or 1832. 1Stanley, Arthur Penrhyn-"The Life and Correspondence of Thomas Arnold, D.D." p. 141. Charles Scribner's Sons. 1844. Often also Bible history was included, and occasionally modern continental Europe received some attention. During the last twenty years some schools have introduced more connected courses, but in general the subject system still prevails.1 b. On the Continent. THE IDEA OF DEVELOPMENT.-The nineteenth century has been called the century of history. It was then that historians began really to see the past clearly, and to recognize in a new and fuller sense the differences between existence in the past and existence in the present. The idea of development changed the whole aspect of historical study and made the historical point of view essential in every department of learning. But school programs in history responded slowly to these profound changes. TRADITIONAL, AND SO-CALLED "NEW" AIMS.—The nineteenth century inherited and preserved the tradition that history should cultivate the moral and spiritual nature of the pupil. To this was added the patriotic motive, at the opening of the century.2 This patriotic conception was not a new one. It had earlier been suggested by Wimpheling in Germany in his text-book of 1505. It had moved the English Privy Council to the action of 1582. It had been in the minds of Comenius and of Rolland. It had inspired the French proposals of 1793. "Especially the history of the Fatherland," had again and again appeared in school programs of history. But it remained for the new patriotism of the nineteenth century, and the new need felt by rulers for popular support to make the conception really effective." During the century, therefore, nearly all the countries of Europe formulated programs in history for use in secondary schools. The plans of these different countries vary widely, but there is a general agreement that general history should be taught with special reference to national history. And at least in the schools of Germany and of France all history teachers are trained specialists in their subject. Curricula are arranged from the point of view of continuity, and consistently and systematically applied. 1Bourne, Henry-"Teaching of History and Civics." Chapter IV. 1910. 2Johnson, Henry-"Teaching of History." p. 125. Bourne, Henry-"Teaching of History and Civics." Chapter IV. 1910. 11. THE EVOLUTION OF THE HISTORY CURRICULUM IN THE UNITED STATES. a. Introduction. INTRODUCTION.-The history of secondary education in the United States, Inglis says, is commonly and conveniently considered according to three principal phases of its development: 1. The Latin grammar school, covering approximately the colonial period; 2. The academy movement, beginning in the latter half of the eighteenth century and extending well into the latter half of the nineteenth century; 3. The public high school movement, beginning in the third decade of the nineteenth century, establishing itself in the last quarter of that century, and continuing up to the present time. These three movements overlap to a considerable degree, some Latin grammar schools persisting long after the academy movement was well under way, and the academy continuing up to the present to some extent. When the Latin grammar schools of the American colonies became inadequate for the social needs which developed in the new country they disappeared and the academy which supplied education suited to those needs took its place as the dominant institution for secondary education. The academy, however well suited though it may have been to the frontier conditions of the early democracy and to the laissez-faire policy of our early government was not well suited to our later democratic ideals or to later governmental policy. It therefore gave way to the public high school.1 b. Colonial Period: The Latin Grammar School. During the Colonial Period history, when taught at all, was taught ordinarily in connection with other subjects. In this the colonists followed the custom afthe mother country. The Latin Grammar School of New England was a counterpart of that in Europe. History, Greek and Roman history, was first read from the classics, and no other history appeared in the program of the Colonial Latin Grammar School. 1Inglis, Alexander-"Principles of Secondary Education." Chapter V. Houghton, Mifflin, Com c. History in the Academy. 1. Introduction. INTRODUCTION.-As the Academy with its more liberal education came to take the place of the Latin Grammar School, history was gradually introduced. At first it was confined to ancient history, and early in the eighteenth century text-books imported from abroad, later published in the colonies, began to appear for use in the schools. Edith W. Osgood1 found by a study of advertisements in files of colonial newspapers, and by a study of early catalogues of these academies that Rollin's Ancient and Roman histories were especially popular from the beginning to the middle of the eighteenth century. Among the newspaper advertisements examined, the lists of books advertised which had been imported by booksellers included such as Clark's "Compendium of Universal History", Clark's "Helps to English History". This indicates that there must have been a demand for these books, and also that General and English history were being added to Greek and Roman history of the new curriculum. 2. New England (Massachusetts). NEW ENGLAND (MASSACHUSETTS.)—In the Boston Public Latin School, the best known survivor of the old New England Grammar School which had been founded in 1635, the earliest date found for history is 1784, when William King's "Historical Account of Heathen Gods and Heroes" was used. Successively in the same school were used: Valpy's "Chronology of Ancient and English History", 1814 to 1824. Wyttenback's "Greek Histories". Adam's "Roman Antiquities". Tokle's "Pantheon of Heathen Gods".1 At Leicester Academy, Leicester, Massachusetts, Whelpey's "Compendium of General History" was in use by 1824. But only occasionally a reference to history is found in the curricular of the first Massachusetts academies.1 In 1827 Massachusetts, by Statutory mandate, placed the History of the United States on the list of subjects to be taught in every city, town, and district of five hundred families. Although the law was not enforced, by 1837 more than two-thirds of the towns reporting, offered United States history.1 1Osgood, Edith W.-"Development of Historical Study." School Review. 1914. The movement for the introduction of United States history begun by Massachusetts was communicated to other localities, and started the writing of United States history texts not so much for elementary as for secondary schools. One of, if not the earliest, of such histories prepared for upper grade and secondary school use was written in 1821 "by a citizen of Massachusetts", who states in his preface that, "while our schools abound with a variety of reading books for children and youth, there has never yet appeared a compendious History of the United States fitted for our common schools." This book was a small volume in full leather without maps or illustrations. The next year, 1822, the Rev. C. A. Goodrich published his history, which for a long time surpassed all rivals in popularity. Within a dozen years one hundred and fifty thousand copies had been sold. This book appeared in various editions, some entirely lacking pictures, and none with more than a few insignificant cuts, until 1832. Then it was produced in a thick 12mo. with forty-eight engravings and a map. Good paper was used, and the pictures were excellent for the time, and very well printed. In 1832, ten years later, Noah Webster put forth a school "History of the United States" to which was "prefixed a brief account of our Ancestors, from the dispersion at Babel, to their migration to America". The book ends with the adoption of the Constitution by the United States, because, as Mr. Webster explains, "An impartial history cannot be published during the lives of the principal persons concerned in the transactions related, without being exposed to the charge of undue flattery or censure; and unless history is impartial it misleads the student and frustrates its proper object." Other school histories of the United States which were written and attained during the first half of the nineteenth century more or less circulation were: Hale's, Taylor's, Olney's, "Peter Parley's"the last running into hundreds of editions. As the study of history was liberalized in the new academies it was not confined to the study of our own nation. Several universal histories were also published. Butler's, the earliest to be brought out, included, according to the title page, "History, Sacred and Profane, from the Creation of the World to the year 1818 of the Christian Era." It was very Biblical, the author's "first object through the whole work being to show the influence and importance of religion-to contrast particu |