Ashley’s “American History”
REVIEWED BY H. R. TUCKER, McKINLEY HIGH SCHOOL, ST. LOUIS, MO.
Mr. Ashley has added another excellent text on American history to the numerous recent ones for secondary schools. The course of events is carried down to 1907. “The subjects have been grouped under topical heads. The author has hoped to indicate by this means the relation of each historical change to the movement of the times and the relation of this smaller movement to the larger phases of our development which are given in the chapters” (preface). The attention given to wars is agreeably less than in texts of some years ago,—only 100 pages out of 550. Industrial and social development, and economic phases are given 100 pages. These chapters are after the various epochal periods; they are complete and attractive. Over 100 pages are given to the period since the Civil War. All these proportions are in agreement with the general trend in historical instruction to-day. The relation of governmental institutions to historical development is especially clear.
The opening chapter is on geographic influences of America and the early European background. Such sections in the book as follows are illustrative of the clearness of topics usually difficult for high school pupils:—40, “English Puritans”; 87, “English Colonists and Their Governors,” where the temperament of governor is considered an important factor; 265, distinction between Jeffersonian and Jacksonian democracy; 330, “Fundamental causes of Secession”; 331, “Slavery and state sovereignty vs. nationality”; 337-345, “Conditions affecting Union Success.” It is a pleasure to note the comparative brief description of such complicated military or naval movements as the naval episodes of the War of 1812, the Shenandoah Valley campaign of the Civil War (1864), the Vicksburg campaign, &c. The author is quite fair in that period in which every American historian is most open to the charge of being prejudiced,—the Civil War. He shows an impartial attitude; he gives credit to both sides. The account is written in true historical perspective without discrediting the value of the final result. The bearing of lines of communication upon the course of wars are indicated. Many will appreciate the omission of the names of the assassins of the martyred President, probably the first school text to do this.
There are a few defects: It is not evident from the account of the Battle of Bunker Hill why it was called such, though fought on Breed’s Hill. Certainly J. Q. Adams’ name should be given in connection with the “gag resolution” of 1835. The sections of the copy of the national constitution should be subdivided into clauses for convenient reference. All of these points, however, are of minor importance and hardly detract from the general high scholarship of the text.
There are many illustrations, maps and diagrams which bear on the text. These are of a general high order, but some improvements might be made: Map, p. 58, of the New England colonies should be larger; also one on page 97 of the intercolonial war. No map of the important 1609 Virginia grant is given. Not enough as to parallels and coast points is indicated on the map of the Virginia, 1606, grant, p. 40. On the map of the Louisiana purchase, p. 255, the Sabine River should be noted. A map accompanying the description of the early Virginia campaign (Civil War) would be helpful. The map on page 400 is not clear; it would be improved by designating rivers and railroads differently. Not all the necessary rivers on map, p. 406, are named. Some of the maps are without scale of miles, i. e., p. 403, p. 406, &c. All these points are non-essentials, yet they are to be considered in the teaching of the subject.
The bibliographical aids are of several kinds. There are marginal references throughout the narrative, bearing directly upon it. At the close of each chapter there are two classes of references, “topics,” and “studies,” there being several (exact pages given) to the former, and one to each of the latter. There are from two to four topics; and the number of studies averages about ten. It will thus be seen that the text is arranged in such a way that much or little reference reading need be done, as the varying conditions permit.
Suggestive library lists are given. However, they would be more helpful to the busy, “small school” teacher if publisher and price were noted. There is a summary at the close of each chapter; also questions, which are not so much to test one’s memory of the subject as to lead him to independent thinking. The marginal analysis of the text is always helpful. The appendix includes Declaration of Independence, Constitution of the United States, and tables of President and Presidential elections, and statistics of states. The book is substantially bound and attractive from the bookmaker’s standpoint. The index is very full. The phraseology is clear and simple, and the book is entirely adapted to any year of the high school, or to more advanced classes, in view of the extensive references. Mr. Ashley has picked out the salient points in American history. From the standpoint of scholarship and pedagogical requirements, this text will take high rank.
[“American History.” By Roscoe Lewis Ashley. pp. xlvii, 557. The Macmillan Co., New York; $1.40, net.]
NEW JERSEY HISTORY SYLLABUS.
The New Jersey State Department of Public Instruction has in press another section of its syllabus for secondary schools, covering the high school work in history, and divided into the four topics of Ancient, Mediæval and Modern, English and American. The committee which compiled the syllabus was composed of: Arthur Arnold, chairman; S. P. Howe, Jr., Lydia Lavell, Sara A. Dynes, Daniel C. Knowlton. The portion of the syllabus dealing with Ancient History is the work of Dr. Knowlton; Miss Lavell has arranged the European matter; Mr. Howe the English, and Miss Dynes the American.