It may be urged that twenty or thirty minutes will not suffice for thorough instruction in such a variety of matters; it certainly would be impossible if it were not for the fact that the whole process is simplified by providing each student in advance with a pamphlet which, besides explaining briefly all these points, contains also a condensed guide to the library. With the aid of this, the work of the instructor is reduced to the task of ascertaining by well-directed questions just what the student has done, and what he would do if he were confronted with certain problems which are sure to arise. And of course, each man is encouraged to consult the instructor informally at any time in connection with puzzling points that may crop up.
As before, a definite time limit is set for this part of the work, and at a second meeting, both the notes and the essay are handed in; and in addition, directions are at that time given for the construction of a formal bibliography. This differs from the preliminary book list which was submitted at the beginning of the work in the following points: in the first place, each book is to be properly and formally listed on a separate card; secondly, reference must be made on each card, not only to the pages which deal with the student’s particular topic, but to those where further bibliographical lists are to be found; again, he is at this time introduced to and taught to use the principal historical bibliographies, and required to enter on cards those which give lists of books on his subject, with an exact reference to the pages where these lists are to be found, without, however, copying any titles from these lists; and lastly, he must make an elementary classification of all his cards by dividing them into three groups,—bibliographies, sources and secondary works.
In the spring term the process is repeated with each student, certain modifications being introduced, however, which constitute steps in advance and prevent the men from viewing the second piece of work as a monotonous repetition of the first. For instance, the subject is chosen from the modern period; while the notes and essay are done in the same manner, a longer time is allowed, and, on the basis of a sharp criticism of his first theme, much improvement in these respects is expected; and the character of the bibliography is entirely changed.
The primary object of the first bibliography, it will be noticed, was to teach the student how to find all the books on his subject, how to use the library, catalogues, bibliographies, etc. In the case of the second, we endeavor to teach him how to find the best books; in other words, we require a selected and critical bibliography, and insist that no book be entered unless its card bears a statement of its comparative value by some recognized authority. To secure such statements the student must, of course, in addition to using the usual bibliographies critically and selectively, search for book reviews in the various reputable magazines, historical and otherwise. As an additional incentive, a prize, named for the Hon. Andrew D. White, is awarded to the author of the best piece of work.
This system was evolved from tentative experiments lasting three years, and has now been in operation, in its present form, for three more; and it seems to be the opinion of competent judges that it is an unqualified success. In the first place, it teaches the student a great deal, not only about particular phases of European history, but more especially about methods of work which will stand him in good stead in all his future courses; and while it demands much of him, the requirements are all so carefully graded and the work so progressive in character that at no time is he overwhelmed by the amount suddenly thrust upon him. And another feature that deserves emphasis is the care taken to prevent each man from slighting any part of the process; during the time he is at work on his two themes he must meet his instructor in no less than five personal consultations which punctuate at carefully chosen times the various stages of the work.
The obvious difficulty that the system demands too much of the instructor is met by the fact that the History Department, as well as the whole Faculty, have shown their appreciation of the results obtained by lightening the ordinary work of teaching to an extent that permits the teacher to carry this extra burden without undue effort.
THE WRITINGS OF WILLIAM PENN.
An interesting announcement has been made by Albert Cook Myers, of Moylan, Pa., concerning a plan for the publication of the complete works of William Penn. It is noteworthy that there is no edition of Penn’s works which is nearly complete. The fullest edition, that of 1726, is difficult to obtain. The later editions of 1771, 1782 and 1823 contain but a small portion of his works. Yet even the first edition contains but twenty per cent. of the works which were published during Penn’s lifetime. Of the eleven hundred known letters of Penn only one hundred and twenty-five have ever been printed. The aim of Mr. Myers is to obtain a guarantee from members of the Society of Friends and others of a fund amounting to $18,000, which will be sufficient to defray the expense incident to making such a collection. A committee of the Historical Society of Pennsylvania has been appointed to co-operate with Mr. Myers in this publication. The committee includes Hon. Samuel W. Pennypacker, William Brooke Rawle, Charlemagne Tower, John Bach McMaster, Isaac Sharpless, William I. Hull, and William Penn-Gaskell Hall. Persons willing to assist in this work either by the contribution of funds or by the loaning of manuscripts are requested to correspond with Mr. Myers.