part effect, of their rivalries at home. Again, the religious life of the time must be explained; the power of the pope, the quarrel of the pope and Luther, the rise of the Reformation in the sixteenth century, must in a general way be discussed. Finally something must be said in regard to their form of government. Now all this may be woven into the daily lessons, and then finally incorporated into the history of the period which we are discussing.

European Influence.

In the first question in the first lesson, "Of what country was Columbus," an opportunity occurs to bring out many things. Why did he leave Italy ? What kind of a government existed in Genoa at the time? Why did he go to Portugal first? Why next to Spain? An account of the Spanish kingdom, a word about the Moors and their expulsion in the same year that America was discovered, what England was doing all this time, what other nations were already found in Europe, should be discussed briefly. Then, a few years later, trace the rivalries of Henry VIII., Francis I., and Charles V. These facts do not need to be discussed in detail, but far enough to show what forces were pushing the adventurous seamen out into the unknown world. The voyages of Raleigh a century later will afford another opportunity for the teacher to trace the changes in Europe and in its people since Columbus began his explorations. Be sure that the children see how slow time seems to move. Between the time of the discovery and the first permanent settlement in America by the English, nearly as many years had elapsed as have passed since we became an independent nation. This group may well end with a carefully made map to show just what countries had possessions in the Americas, and what each possessed.

Narrative History at Hand.

Let it be remembered that a good narrative history should now be at hand with which to compare the conclusions which have been reached in the class discussion and which we now find embodied in the little narratives prepared by the class. It should be the aim however of teacher and class to do this work independently. Do not depend on the narrative text for practically all the work. Let it be used in the main only at the conclusion of the work as a means of testing its style and accuracy. At the close of this article I will suggest a few good texts which may be considered reliable enough to form this desired standard. Yet let it be noted that some, even many, errors may better creep into our work when we really do it for ourselves, than that it should be perfect, but without any thought on our own part. I will close my comments on this second group by repeating that under no circumstances must the teacher be content to stop with the answers to the questions. At least this matter must be organized and an outline be prepared. The writing of the narrative may be omitted part of the time, if necessary, and the children be practiced in connected thinking by having them recite orally from the outline which has been prepared. The preparation and discussion of a general outline for each group is also a necessity, and I am inclined also to say that here the narrative must take the written rather than the oral form.

TALKS WITH TEACHERS.

unable to

A teacher writes, "My pupils are find any answers for questions given on page 250 of Sheldon's History." 18. How did people get office under Jackson? and, 19, Why were they put out of it? On page 249, it seems to me we may find an answer for the first question in Greeley's letter. Evidently it was

by going to Washington, and asking for office. The men who came brought letters with them from their friends, as is seen in the fact that he was run down for letters. Then it was by personal solicitation, by getting help from friends, by pressing one's self upon those who had the appointments to make. The character of the men who came can be seen also, hence we may imagine how they would struggle for office. In fact is there not enough on that page to furnish material for quite a little essay? In regard to the other. question the answer is not very easy to see. Yet is there not enough given us that we may say that they were removed to make room for those who were clamoring for place? We may, of course, conclude that those who pressed so hard to get place were the friends of the new president, politically at least, hence are we not justified in saying they were "put out of it" to make a place for the friends of the new administration? On page 286 we learn that Jackson belonged to the opposite party to Adams, so we may answer that they were put out in order that the workers for Jackson may have the "spoils" of office. Now I believe I have not read into these answers more than might be found in this book, when we are skillful in reading between the lines, and when the teacher can help the pupils by skillful questioning.

Several teachers have written in substance as does this one: "I have been trying your method in my work this year, and I am meeting with good success. However, I feel I do not know as much about it as I should like." Thus far every letter which has come in from those who are working along the line of sourcestudy says that a greater degree of success is achieved in this way than in the old. I can only add that it is all very encouraging and ought to stimulate other teachers to action. In regard to knowing more about the method, I can only refer such teachers to two sources: the first, studies on methods in the NORTH-WEST

ERN JOURNAL OF EDUCATION by Professor Fling and myself, and to other works on methods; and second, to a still better source, experience. Time, study, and experience will afford aid, but never complete satisfaction. You will always feel more or less discontented with results.

Another teacher writes, "I wish to join the Association of History Teachers. I have been doing the work required by the Reading Circle, and have been using the source-method in my school. I find it very profitable so far as it has been in my power to use it." Of course this is encouraging.

I have one long and elaborate letter which shows that the writer is all right and is perfectly able to work out his own salvation, although he has asked a very large number of questions, among others-page 16, question 11-"what were 'spices'?" The answer seems to be given on page 14, and under spices are named spikenard, ginger, sugar, pepper, nutmegs, cloves, etc. The most interesting thing to notice would be the fact that sugar is included among spices. Also page 12, question 12. On page 9, the Saga of Leif the Fortunate says Tyrker; and on page 10 the Saga of Thorfinn says "it is said that they found vines." As these sagas were held in memory for many years and only written down later, of course we do not know how much they may have been changed. The authors of the book no doubt expected the answer, Tyrker; and the reason, because he had come from Germany, hence was a competent witness, since he was familiar with the grape. The writer adds, "My two classes have taken hold of the history in good shape, and are very much interested in it,”

CHAPTER IV.

INTERPRETATION OF THE COLONIAL PERIOD FURTHER DEVELOPMENT OF METHOD-TALKS WITH TEACHERS.

Review.

In the last number an attempt was made to show that democracy, both as a fact and as a principle, was realized much more rapidly on this continent than on the European, because of the industrial conditions, and because the American people had developed on a new continent and under frontier influences. In this con

nection I tried to show what qualities would be generated in such an environment, and thus to bring out the fact that in time a new people, with its own characteristics, would be developed. No doubt many factors, as in all historical problems, were at work, but it seems clear to me that the main ones were those emphasized in the November JOURNAL.

Nationality vs. States Rights.

I also suggested, since the brief discussion I gave the subject can be called little more than a suggestion, that the federal state was the natural outcome of the forces set at work in the early colonial days. Each colony remained practically isolated for a sufficient length of time to form a set of interests peculiar to itself, and to generate a patriotic feeling for its own well-being. Here we have the basis of the doctrine of states' rights in our later political life. On the other hand, as we have already noticed, the predominance of the English race and language, together with a general community of customs, of moral, social, and political ideas, of common experiences and interests, furnished the rude material out of which a true national life