The History Teacher's Magazine, Vol. I, No. 4, December, 1909

by Various

MODIFICATIONS IN THE REPORT OF THE COMMITTEE OF SEVEN RECOMMENDED BY THE N. E. ASSOCIATION.

In response to the request of the Committee of Five of the American Historical Association for recommendations of changes in the report of the Committee of Seven, the New England Association undertook a careful study of the situation in its section. Miss Blanche Evans Hazard was chairman of the committee, whose finding is ably summed up by Professor Kingsbury, of Simmons College, in a report of which the following are excerpts:—

“1. It seems to be the general opinion that a modification of the report of the Committee of Seven, making more definite recommendations as to the work to be accomplished in ancient history, is most desirable. Contrary to the spirit of the Committee of Seven, the college entrance board examinations have presupposed, and the teachers have attempted an intensified study of the entire field of ancient history down to the time of Charlemagne. That this field of ancient history should be curtailed at the beginning, that topics be selected to be given at the end, and that certain periods should be treated less thoroughly, are illustrations of solutions submitted.

“2. The question of a limitation of the course in medieval and modern history is practically answered by the statement that comparatively few of the schools do cover the entire field, and the printed report will reveal the changes actually made, some schools emphasizing medieval history, others modern or nineteenth century history. Furthermore, English history is often omitted altogether. It would seem desirable, therefore, that some more definite division and limitation of courses might be outlined than is now given in the report of the Committee of Seven.

“3. The appointment by this organization of a committee to prepare an outline for the study of American civil government in secondary schools shows that this association favors the separation of the study of American history and of American civil government, and this committee, therefore, submits to the national committee the printed pamphlet containing sample chapters of this outline, as evidence of the endeavor it is making to improve the instruction in this subject.

“4. The college entrance examinations seem to render the work of the secondary schools burdensome and to force two years’ work in ancient history upon college preparatory classes, the second year being given in the third or fourth year of the high school as a review or more intensified study of the subject, thus precluding the opportunity for work in any other field of history. But this hindrance should not be credited to the system of college entrance examinations. This association suggests that the difficulty is rather in the diversity of college entrance examination questions than in the fact that such an institution exists, and seems to favor uniform examinations and to approve a type of question which shall occupy middle ground between the character of the present Harvard entrance examinations and those of the College Entrance Examination Board.

“5. In general, the critics of the recommendations of the Committee of Seven complain of the length of the field covered, and to it attribute the apparent present failure of the teacher of history to impress upon the student a knowledge of fact, and do not feel that such a weakness is due to the emphasis placed by that report upon the value of generalized knowledge, but rather believe it has been of especial value in leading our teachers of history to develop power in our pupils.

“Two suggestions are made by this committee which may be considered constructive rather than critical. It is proposed that a modification of the work given in the second and third years of the high school might be made along the following lines: that the entire treatment of medieval and modern history to the close of the eighteenth century should be based on English history, at the same time developing such important medieval institutions as feudalism and the Church, but with English history in the foreground rather than, as heretofore, with continental history in the foreground; and that the third year should be devoted to a study of nineteenth century history with continental history in the foreground, English history being treated incidentally. Such a suggestion is made not as having the unanimous approval of the Association, nor of the majority of the members of the association, for such a ballot has been impossible, but is presented to the National Committee by a vote of the October meeting as worthy of its consideration.

“It is quite proper, and in fact to be expected, that the Association of New England History Teachers should raise the question of industrial history. Since the report of the Committee of Seven was drafted a new type of school, the industrial school, has come to the front, and is at the present moment being urged in Massachusetts and in New Jersey by State commissions, and is being favored also by city and State boards of education in various parts of the United States. The New England Association, therefore, raises the question as to what history should be given in such schools.”