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REPORT 
 
 OF THE 
 
 CONFERENCE ON 
 
 College Entrance Requirements 
 
 IN HISTORY, 
 
 SUBMITTED TO THE 
 EXECUTIVE COMMITTEE OF THE 
 
 New England Association of Colleges 
 AND Preparatory Schools 
 
 AND PLACED ON THE PROGRAMME FOR DISCUSSION 
 October ii, 1895. 
 
 HAMILTON, N. Y. 
 
 Reprinted from The School Review, 
 
37077 
 
THE NEW ENGLAND ASSOCIATION 
 
 OF 
 
 COLLEGES AND PREPARATORY SCHOOLS. 
 
 The tenth annual meeting of the Association will be held at Brown 
 University, Providence, R. I., on Friday and Saturday, October llth and 
 12th, 1895. The order of business will be found on the following pages. 
 
 For the information of the committee in charge of the social gathering 
 after the evening meeting, it is important that the Secretary should learn 
 in advance the number of persons who intend to be present at that 
 session. Each member is urged, therefore, to send word at once whether 
 he will himself be present, and also whether, in accordance with the 
 standing rule, " Each member of the Association may invite two persons 
 to be present at any meeting," he will invite any one else. 
 
 L. CLARK SEELYE, President. 
 RAY GREENE RULING, Secretary. 
 Cambridge, Mass., Oct. I, 1895. 
 
PROGRAMME. 
 
 Friday Afternoon, October Nth. 
 2.30. — "The Propositions of the Conference on Entrance 
 Requirements in History." 
 
 Professor ALBERT BUSHNELL HART, 
 
 of HARVARD UNIVERSITY. 
 
 DISCUSSION. 
 
 Opened by Mr. ARTHUR L GOODRICH, 
 
 Principal of the SALEM HIGH SCHOOL. 
 
 Friday Evening, October llth. 
 
 7.30. — "The Profession of Teaching." 
 
 President J. G. SCHURMAN, 
 of CORNELL UNIVERSITY. 
 
 At the close of this address the members and their guests will adjourn 
 to another room for conversation and refreshments. 
 
Saturday Morning, October 12th. 
 9.00. — Business Meeting. 
 
 1. Report of the Executive Committee and Election of 
 
 New Members. 
 
 2. Report of the Secretary and Treasurer. 
 
 3. Report of the Nominating Committee and Election of 
 
 Officers. 
 
 4. Report of the Delegates to the Conference on English 
 
 Requirements of May 9 and 10, 1895. 
 
 5. Appointment of Delegates to the next Conference on 
 
 English Requirements. 
 
 6. Report of the Committee to confer with the Commis- 
 
 sion of Colleges in New England on Admission 
 Examinations. 
 
 7. Appointment of One Member of this Committee. 
 10.30. — " The Statement of Requirennents and the Preparatory 
 
 Courses in Latin and in Greek proposed by the Conn- 
 mission of Colleges in New England on Admission 
 Examinations." 
 
 MR. CHARLES C. RAMSAY, 
 
 Principal of the B. M. C. Durfeo High School, Fall River, 
 
 DISCUSSION. 
 
 Opened by Professor JOHN K. LORD, 
 
 of DARTMOUTH COLLEGE, 
 
 and Professor FRANK E. WOODRUFF, 
 of BOWDOIN COLLEGE. 
 
OFFICERS, 1894-95. 
 
 President, 
 
 L. CLARK SEELYE. 
 
 Vice-Presidents. 
 
 CECIL F. P. BANCROFT. CHARLES W. ELIOT. 
 
 Secretary and Treasurer. 
 
 RAY GREENE HULING. 
 
 Executive Committee. 
 (Witfi the preceding.) 
 
 HORACE M. WILLARD, 
 
 ELMER H. CAPEN, 
 
 WILLIAM DEWITT HYDE, 
 EDWARD G. COY, 
 
 FRANCES E. LORD. 
 
 COMMITTEES. 
 
 Connmittee to confer with the Cormnnission of Colleges in New England on Adnnission 
 
 Examinations. 
 (Appointed by the Association.) 
 
 WILLIAM T. PECK, term expires 1895. 
 
 CHARLES E. FISH, term expires 1896. 
 
 WILLIAM GALLAGHER, term expires 1897. 
 
 Committee of Arrangements for the Social Meeting. 
 (Appointed by the Executive Comnnittee.) 
 
 WINSLOW UPTON, 
 
 ALBERT D. PALMER, 
 
 GEORGE A, WILLIAMS, 
 
 WILLIAM T. PECK. 
 

 ANALYSIS OF CONTENTS 
 
 Page. 
 Explanatory Introduction, ...••• 5 
 
 Resolutions of the Conference, ....•• f* 
 
 Commentary on the Resolutions, . . . • • 7 
 
 1. Practicable Applications of the Plan, .... 
 
 General object of recommendations. 
 Proposed model programmes of history courses. 
 Alternative programmes, . . . • • 
 
 Adaptation to programmes of Committee of Ten, . 
 
 2. The Seven Topics, . • ■ • • • ^° 
 
 General explanation of Topics i to 6, . 
 Intensive study (Topic 7). • 
 
 Its true character and value, .... 
 
 3. Required and Advanced Subjects, . . • • " 
 
 Use of the terms explained, . . • • • 
 
 Alternative arrangements of entrance requirements, 
 Value of such arrangements to historical study, 
 
 4. Written School|\vork, . • • • • " , , ^^ 
 
 Superior value of such certified work as a test of the candidate s 
 qualification, •••■•■ 
 
 5. Character of the Written Work, ...-13 
 
 {a) Notes and digests, .••■•• 
 
 lyb) Written recitations, 
 
 {c) Written parallels between historical characters or periods, 
 
 (d) Brief investigations, . 
 
 Value of this work, . . • • • 
 
 It has a place m secondary schools as well as in college, 
 
 {e) Historical maps or charts. 
 Methods of using them, 
 
 6. Relations of History, English, and Literature, 
 
 Co-ordination desirable, 
 
 7. Character of the College Examination, . 
 S. Text Books, • • ■ ■ • 
 
 Lists of recommended books to be published, 
 At least two text-books for each subject, . 
 Care needed to secure the right books, . 
 9. Collateral Reading, . • • 
 
 Working library necessary for the school. 
 The use of books, . ■ • • 
 
 Relations of the public library and the school 
 
 15 
 
Analysis of Contents 
 
 lo. Observations on Methods of Instruction, . . . iS 
 
 How classes may be prepared for such examinations as are 
 proposed, ....... 
 
 ii. Main Idea of these Recommendations ahx-ady Approved by the 
 
 Association, . . . . . -19 
 
 The Resolutions of December, 1S94, 
 12. Concluding Remarks, . . . . . -19 
 
 At least two years of study necessary to meet proposed require- 
 ments, ....... 
 
 Importance of History in development of the citizen. 
 These resolutions not in the interest of colleges only, but of 
 all secondary schools, . , 
 
REPORT 
 
 OF THE 
 
 Conference on Entrance Requirements in 
 
 History 
 
 To the Executive Coinviittee of tlie Ne%v England Association 
 of Colleges and Preparatory Schools : 
 
 The Conference commissioned by you in February- to con- 
 sider the subject of requirements in history for admission to 
 colleges and scientific schools- respectfully submits herewith its 
 recommendations and report. An effort has been made to deal 
 with the subject broadly, in the belief that entrance require- 
 ments, in the present state of historical study, can not be ade- 
 quately treated without reference to methods of examination 
 and instruction. For a fuller statement of many of the points 
 touched upon herem, we refer to the report of the Conference 
 on History, Civil Government and Political Economy t in the 
 Report of the Committee of Ten. This Conference is in sub- 
 stantial agreement with the views therein expressed. 
 
 The Conference has held eight sessions, has twice met a con- 
 ference committee appointed by a body of high school teachers 
 having under consideration the arrangement of programmes in 
 history for the secondary schools, and has freely invited sug- 
 gestion and assistance from teachers. 
 
 After the first meeting Mr. Byron Groce felt obliged to resign 
 membership in the Conference, and Miss Anna Boynton Thomp- 
 son of the Thayer Academy was selected to fill the vacancy. 
 
 * To simplify the phrasing, the word " colleges " is xised in most cases through the re- 
 port. In the spirit of the resolutions of December, which this report follows, the rec 
 ommendations include " colleges and scientific schools," and the word " colleges " is to 
 be sri understood. 
 
 t Referred to in the following pages by its full tit,e, or as the " Madison Conference." 
 
6 Report on Entrance Requirements in History 
 
 The Conference presents its specific recommendations in the 
 following: resolutions : 
 
 Resolutions 
 
 I. Resolved, That the colleges be requested to include in their require- 
 ments for admission a choice of subjects out of the following topics: * 
 
 (i) The History of Greece, with especial reference to Greek life, litera- 
 ture, and art. 
 
 (2) The History of Rome : the Republic and Empire, and Teutonic 
 
 outgrowths, to 800 A. D. 
 
 (3) German History) To be so taught as to elucidate the general move- 
 
 (4) French History > ment of mediaeval and modern history. 
 
 (5) English History, with especial reference to social and political de- 
 
 velopment. 
 
 (6) American Historv, with the elements of Civil Government. + 
 
 (7) A detailed study of a limited period, pursued in an intensive man- 
 
 ner.! 
 — any two of these topics to constitute a required subject for en+rance to col- 
 lege. The colleges are earnestly requested to accept any additional topic or 
 topics from the list as additional preparation for entrance or for advanced 
 .standing. 
 
 n. Resolved, That satisfactory written work done in the secondary 
 school, and certified by the teacher, should constitute a considerable part of 
 the evidence of proficiency required by the college. 
 
 HI. Resolved, That such written work should include some practice in 
 each of the following: 
 
 {a) Notes and digests of the pupil's reading, outside the text-books. 
 
 ib) Written recitations requiring the use of judgment and the applica- 
 tion of elementary principles. 
 
 [c ) Written parallels between historical characters or periods. 
 
 {d) Brief investigations of topics limited in scope, prepared outside the 
 class-room, and including some use of original material. 
 
 {e) Historical maps or charts, made from printed data and comparison 
 of existing maps, and showing movements of exploration, mi- 
 gration, or conquest, territorial changes, or social phenomena. 
 
 IV. Resolved, That the examinations in history for entrance to college 
 ought to be so framed as to require comparison and the use of judgment on 
 the pupil's part, rather than the mere use of memorj'. The examinations 
 should presuppose the use of good text-books, collateral reading, and prac- 
 
 * The Conference expects that for any one of the seven topics one year's work of at 
 least three periods a week, or an equivalent, would be necessary. 
 
 + It IS exDected that the study of American History will be such as to show the devel- 
 opment and origin of the institutions of our own country; that it will, therefore, include 
 the colonial beginnings ; and that it will deal with the period of discovery and early set- 
 tlement sufficiently to show the relations of peoples on the American continent, and the 
 meaning of the struggle for mastery. 
 
 X See Section 2. 
 
Report on Entrance Reqiiircvients in History 7 
 
 tice in written work. Geographical knowledge should be tested by requir- 
 ing the location of places and movements on an outline map. 
 
 Commentary on the Resolutions 
 
 1 . Practicable Applications of the Plan 
 
 In preparing its recommendations the Conference has had in 
 view the desirabihty of presenting a plan capable of appHca- 
 tion, under existing conditions, with the least possible jar or 
 friction, — a plan which should, however, make an approach to 
 the ideal system. The entrance requirements proposed do not 
 necersitate four years of continuous historical study, but they 
 provide for its due recognition as a part of college preparation, 
 and the Conference urges the need, from both the practical and 
 the educational standpoints, of such continuous four-year 
 course:^ m history, the light of which has been too long ob- 
 scr.red by ancient tradition and by the failure to understand the 
 scope and value of historical science. This Conference takes 
 positive ground with the Madison Conference in recommending 
 that history be given in the secondary schools, in all courses, 
 not less than three forty-minute periods a week for four con- 
 secutive years. 
 
 In pursuance of this recommendation the following model 
 programmes are offered, as representing what seems to be the 
 ideal arrangement. The topics referred to are those named in 
 Resolution I. 
 
<S Report oil Entrance Requirements in History 
 
 MODEL PROGRAMMES 
 
 for four-year secondary school courses in history. 
 
 e 
 
 Classical. 
 
 Latin -Scientific. 
 
 Olodern L ingusges. 
 
 English. 
 
 1 
 
 Greece (i) 
 
 11 
 
 Rome (2) 
 
 III 
 
 English (5), or 
 French (4), or 
 German y-i,). 
 
 English (5', or 
 French (4), or 
 German '3) 
 As in the' Classical 
 programme 
 
 French (4 , or 
 German (3), or 
 English (5I, or 
 American (6). 
 
 English (5 , or 
 American 6), or 
 German (3), or 
 French (4). 
 
 tv 
 
 Intensive study 
 (subjects pi-efera- 
 bly from Ameri 
 can History.) 
 
 Intensive study 
 (subjects prefer- 
 ably from Ameri- 
 can History,) or 
 
 French (4), or 
 
 German (3). 
 
 Intensive study(sub- 
 j e c t s preferably 
 from French and 
 German History.) 
 
 Intensive study (sub- 
 j e c t s preferably 
 from English, or 
 AmericanHiscoi y), 
 
 or American (6), or 
 
 English (5), or 
 
 German (3), or 
 
 French (4J 
 
 EXPLANATORY NOTES 
 
 1. It is believed by the Conference that Greek history is the best foundation for histor- 
 ical study, and should begin such study in any programme, since all of the important prob- 
 lems of civilization meet us in Greece in their simplest form, giving the historical stu- 
 dent the elementary material which the biological student finds in the simpler animal 
 forms. Roman history is considered equally fundamental because of the grasp of prob- 
 lems of law and organization in which Rome was the universal leacher. B^Mhorough 
 drill at the outset in these subjects the pupil may be grounded in the character, method, 
 and terminology of historical science. 
 
 2. In the j-ears in which options are proposed, the topics are given an order of pr.-fer- 
 ence based on the general value of the specific topic, or on its relation to the other work 
 of the course— as in the Modern Language programme, where French and German history 
 are preferred The alternatives in each case are for schools which cannot conveniently 
 teach the preferred subjects. On the co-ordination of History and Literature, see Section 
 6. It will be seen that the four programmes make necessary but four History clashes, 
 one for each year. Large schools, with special teachers, can broaden their work by giv 
 ing the different subjects. 
 
 3. On the question of intensive study (Topic 7) see Section 2. In suggesting the selec- 
 tion of subjects for intensive study, the principle laid down in Note 2 above has been 
 followed. In the Latin-Scientific and English programmes options have been suggested, 
 though the intensive study is preferred. In the Classical programme, as distinctly col- 
 lege preparatory, the ideal programme must devote a year to this method of study on 
 account of its signal value as a preparation for continued study. In the Modern Language 
 programme intensive study offers an exceptional opportunity for practical use of the 
 knowledge of French and German already acquired, and may thus be recommended pri- 
 marily for itself, and secondarily as an ally of the work in language. 
 
Report on Entrance Requirements in History 9 
 
 The nomenclature of the four programmes, Classical, Latin-Scientific, Modern Lan- 
 guage, and English, has been adopted, not because of any significance that it carries in 
 connection with the study of history, but because it represents in general terms a com- 
 mon form of division of secondary school programmes, and one which seems likely to be 
 reiained for some time. 
 
 The adoption of these model four-year programmes cannot 
 at once be secured in all schools. Therefore the plan of re- 
 quirements in Resolution I has been made moderate, flexible, 
 and simple enough to render possible its adoption in any high 
 school, while it is capable of expansion and encourages such 
 expansion in schools having extended opportunities for the 
 study of history. Many schools are considering the adoption 
 of the programmes of the Committee of Ten. As an illustra- 
 tion of the manner in which the plan of this Conference may 
 be applied to any programmes, the subjoined tabular view is 
 given, showing a feasible and desirable adjustment to those ot 
 the Committee of Ten. These programmes offer a great ad- 
 vance in opportunity for the study of history over most of 
 the programme now in use, although they fail, except the 
 English programme, to give to the subject what its real im- 
 portance demands. 
 
 TABULAR VIEW 
 
 showing the application of the proposed requirements to the 
 Programmes of the Committee of Ten. 
 
 Ill 
 
 IV 
 
 Classical. 
 
 Latin— Scientific. 
 
 Modern Language. 
 
 Englisli. 
 
 4 periods. 4 periods. I 4 periods. 4 periods. 
 
 Greece (i) (Roman History begun) 
 
 3 periods. 
 
 Rome (2). 
 
 3 periods— optional. 
 
 American (ft), or 
 English (5), or 
 French (4). or 
 German (3). 
 
 2 periods. 
 
 Rome (2). 
 
 3 periods — optional. 
 
 The same options 
 as in the Classical 
 programme, Year 
 IV. 
 
 2 periods. 
 
 French (4), or 
 English (5), or 
 Roman (2). 
 
 3 periods— optional. 
 
 German (3), or 
 American (6). 
 
 3 periods. 
 
 Rome (2). 
 
 4 periods. 
 
 English 1 5), or 
 American (6), or 
 German (^i), or 
 French (4). 
 
 3 periods. 
 
 Intensive study (7), or 
 American (6 , or 
 English (51, or 
 French (4), or 
 German (3). 
 
10 Report on Entrance Requirements in History 
 
 EXPLANATORY NOTES 
 
 1. Notes I and 2 relating to the Model Progi-ammes apply to these programmes as well. 
 
 2. It will be seen that History classes in the different programmes can be combined in 
 schools where subdivision is not feasible. The variation in time between the two and 
 four period classes can be adjusted by slight modifications in the programmes. Thus m the 
 smaller schools but one class in Greek history need be formed for the four programmes ; 
 second year pupils in the Classical and English programmes can take Roman history with 
 third-year pupils in the Latin-Scientific, and, where Roman history is the option chosen in 
 that year, with third-year pupils in the Modern Language programme. To make this possi- 
 ble, one period will have to be added for the course in the Latin-Scientific and for that in 
 the Modern Language programme, or taken from the other two. This slight modification in 
 the programme can in most cases be made, or if that adjustment be impossible, the addi- 
 tional period might be occupied, in the two programmes having it, by a course in biography, 
 or some cognate study, parallel with the work in history done by the combined classes. 
 Courses should, however, be put on a basis of at least three weekly periods wherever 
 that is possible The same method of combination can be applied in the third and fourth 
 years, and it will be seen by a study of the Tabular View that thus schools which give 
 courses only in Greek, Roman, and American history can meet the necessary require- 
 ments, except for the fourth year of the English programme. 
 
 2. The Seven Topics 
 
 The first six topics, considered in connection with the quah- 
 fying clauses and with the following discussions of methods of 
 examination and methods of study, are self-explanatory. It 
 may be added, perhaps, that each one should be placed in its 
 proper relation to the great movement of general history ; and 
 that the special attention to "life" and "literature" suggested 
 in the case of Greek history will be equally profitable in the 
 study of later periods. The Conference offers additional ex- 
 planation and suggestions regarding the seventh topic — "A de- 
 tailed study of a limited period, pursued in an intensive man- 
 ner." The subject of intensive historical study is treated in 
 the report of the Conference on History, Civil Government and 
 Political Economy, paragraph 15, on pages 176-177 of the Re- 
 port of the Committee of Ten. It is the opinion of this Con- 
 ference that in schools providing for four years of study in 
 history the last of those years can profitably be devoted to in- 
 tensive study of a special period or periods, thereby training 
 the pupil in concentration of thought and thoroughness of work. 
 Such study should be topical in character, without text books, 
 and should involve "careful, painstaking examination and 
 comparison of sources," so as to train the critical faculty and 
 the historical judgment by making the pupil acquainted with 
 
Report on Entrance Requirements in History 1 1 
 
 the grounds upon which historical judgments are based, and 
 to give him " a practical power to collect and use historical 
 material." A list of fruitful topics for such study is presented 
 in the report of the Madison Conference. Such lists might be 
 supplied by the colleges in their annual catalogues. In many 
 places profitable lines of study may be laid out in local history, 
 the original sources of which are directly at hand. The Con- 
 ference wishes to emphasize the value of definite, purposeful 
 study of significant periods, — a study which it is possible for 
 any alert teacher to pursue with a moderate material equip- 
 ment, since sources and illustrations are now obtainable at 
 reasonable prices. The intensive study of history is not the 
 writing of history ; in its various forms (see Section 5, d) it 
 aims not to make of the pupil an historian, but to teach him 
 how to read history thoroughly, intelligently and critically. It 
 is a distincfand valuable means of discipline, having as legiti- 
 mate a place in historical study as has laboratory work in the 
 natural sciences. This observation applies to various kinds of 
 topical work, as well as to fully developed intensive study.* 
 
 3. Required and Advanced Subjects 
 
 The recommending clause of Resolution I makes use of the 
 terms " required subject " and "additional preparation for en- 
 trance or for advanced standing." Two alternatives are thus 
 suggested. By the first of these the principle of equivalents, 
 now receiving recognition within the colleges, and in all con- 
 sideration of educational schemes, would be extended to entrance 
 requirements, to the extent of recognizing additional preparation 
 in history. This would call for an arrangement by which the 
 candidate should be required to present two of the first six 
 topics ; while one or more of the seven topics would be ac- 
 cepted in addition as a part of the preparation for entrance. 
 One available plan for accomplishing this would be to have a 
 
 *In view of the discussion as to the place of intensive study in secondary schools the 
 Conference desires to call attention to the approval of such study in elementary schools, 
 by the sub-committee (William T. Harris, James M. Greenwood, Charles B. Gilbert, 
 Lewis H. Jones William H. Maxwell) of the Committee of B'ifteen. Report on the Cor- 
 relation of Studies, Educational Review, March, 1895, pp. 256-257. 
 
12 Report 0)1 Entrance Requirements in History 
 
 certain list of primary subjects required of all candidates, this list 
 to include, as one subject, any two of the first six topics ;* and 
 an optional list of advanced subjects, equivalents one to 
 another, from which each candidate should choose a certain 
 number, one or more of the seven topics to have recognition in 
 this list as one subject. This plan is flexible and can be modi- 
 fied in its details to adapt it to the courses of each college. It 
 is presented, however, only as a suggestion, the essential idea 
 of the recommendation, so far as history is concerned, being 
 the just recognition of preparation in history on a par with that 
 in other departments. 
 
 Since any arrangement adjiiitting more history as a part of 
 the entrance requirement of some of the colleges may involve 
 a greater change in their present methods than they are pre- 
 pared to make, the second alternative is proposed : That col- 
 leges or scientific schools not deen^iing it best to make a place 
 for more history in their entrance requirements, shall accept 
 for advanced standing such topic or topics from the list of 
 seven, in addition to the schedule of subjects required for ad- 
 mission, as the candidate may pass successfully in the manner 
 prescribed in Resolutions II, III, and IV. Thus the same en- 
 couragement will be given to the study of history that is now 
 given to that of languages and mathematics. We believe that 
 in the form recommended by these resolutions the colleges will 
 be justified in recognizing such additional preparation as genu- 
 ine advanced work. 
 
 Either course suggested is open to the individual college, 
 should the resolutions be adopted, and the conference wishes 
 to emphasize the desirability of encouraging and rewarding, in 
 a substantial way, an increased amount of historical study — 
 thorough, intelligent, and well organized — in the secondary 
 schools. The Conference is assured that the teachers will be 
 willing and glad to meet the demand, if it is put in such form 
 that they can justify their attempt to do so to the school au- 
 thorities. By recommending to the colleges the acceptance of 
 
 * The seventh topic should be regarded only as a part of advanced preparation. 
 
Repoi't on Entrance Reqnircvicnts in History 1 3 
 
 additional history the association will therefore emphasize 
 proper teaching and a reasonable distribution of subjects. 
 
 4-. Written School Work 
 
 In Resolution II the question of methods of examination is 
 taken up. This resolution calls for little explanation. Examina- 
 tions limited to a brief period of time, given perhaps in an un- 
 accustomed way, taken amid strange surroundings and under 
 conditions possibly unfavorable to the candidate, are, as final 
 and complete tests, unsatisfactory to examined and examiner. 
 The proposed system of examination, which requires duly cer- 
 tified written work, covering a considerable period of the pupil's 
 study, is more just and furnishes more adequate evidence of 
 the candidate's actual qualification. Resolution III, therefore, 
 presents a category of classes of written work, all of which 
 should appear in such quantity as may fairly represent the 
 work done in the topic. 
 
 While the Conference regards the matter of admission by 
 certificate as a question of the administration of the individual 
 college, it offers the suggestion that this written work would be 
 an invaluable basis of judgment in making out certificates. If 
 it were demanded that the written work should accompany the 
 certificate the requirement would be no hardship to the candi- 
 date, and its presence would furnish the best possible guarantee 
 of the certificate. 
 
 5. Character of the Written Work 
 
 [a) Notes and digests. This expression does not refer to 
 class notes' taken from the words of the teacher, but to system- 
 atic digests of the pupil's reading, outside the text-book, show- 
 ing the character and in part the extent of such reading, 
 as well as the pupil's power of stating the ideas gained from 
 his study in clear, compact, and orderly form. 
 
 (b) W^ritten recitations. These exercises are answers to 
 questions, given in the class, without special preparation, ex- 
 cept such as the general work of the class affords, the time for 
 
14 Report on Entrance Requirements in History 
 
 writing being limited to periods of fifteen or twenty minutes. 
 The questions should be so framed as to require the use of the 
 pupil's judgment and the application of some of the elementary 
 principles of history already learned. For instance : after 
 studying the history of the Peloponnesian War a fair question 
 would be, whether Sparta ever benefited Athens. 
 
 (r) Written parallels betzveen historical characters or 
 periods. Plutarch offers abundant illustration of this kind of 
 work as applied to biography. These exercises are for the pur- 
 pose of developing the power of accurate comparison, and 
 points of likeness and of unlikeness in the characters or periods 
 compared should be carefully examined. Nowhere is the 
 use of incorrect analogies more common than in history. In 
 no science is accurate analogical reasoning more important. A 
 judicious use of this class of written exercises may teach the 
 pupil to find the real similarity and dissimilarity involved in his 
 comparison, and to place the persons and things in their right 
 relations. Such work will be found to stimulate the interest of 
 pupils and to develop habits of close examination of topics. 
 
 [d) Brief investigations. These, even more than the 
 parallels, will stimulate the pupil and tend to bring in play all 
 his mental activities and all the elements of historical think- 
 ing. In this work he is taught to rely upon himself — upon his 
 own powers of observation and of reason ; for example, to 
 search an old letter or charter for the secrets that are in it and 
 to apply them when found. The multiplication of accessible 
 sources, in leaflets and compact collections in inexpensive vol- 
 umes, makes it practicable to do this work, and to, do it well. 
 The Conference does not sympathize with the opinion that such 
 work is out of the range of the secondary school pupil. On 
 the contrary, it will be found one of the most profitable of 
 exercises for developing the thinking capacity of such pu- 
 pils. There is no sharply defined line between college and 
 school, on one side of which the pupil can do an entirely dif- 
 ferent kind of work from that which he is capable of doing on 
 the other. The child develops by almost imperceptible degrees 
 
Report on Entrance Requirements in History 1 5 
 
 into the youth, and into the man or woman. Methods of 
 instruction good at one period are, with reasonable modifica- 
 tion on account of greater or less maturity of experience, good 
 in the period next to it. Independent investigation of special 
 topics is not the peculiar privilege of the college student. If 
 he begins to practise it in a small way in the secondary school, 
 he should be capable of accomplishing in college far more than 
 at present. 
 
 (c) Historical maps or charts. The production of work of 
 this kind is of the utmost assistance in fixing facts of geog- 
 raphy, chronology, and statistics — facts which are the skeleton 
 of historical knowledge, giving it form and substance. The 
 maps and charts should be made, not by copying, but from 
 description and from such comparison with existing maps as 
 may be necessary to attain accuracy. A part of this work 
 may be prepared outside the class-room with some elaboration 
 of detail. The pupil should be trained also to express facts on 
 outline maps in the class, from knowledge acquired by previous 
 study. For map work natural outlines may be copied or 
 traced ; or prepared outline maps, now obtainable in consid- 
 erable variety, can be used with great economy of time. The 
 latter are equally good, since the object of this work is to im- 
 press historical knowledge and not to make the pupil a topo- 
 graphical draughtsman. A judicious encouragement of ambi- 
 tious and interested pupils in this kind of work may lead to 
 really valuable results in the graphic representation of history. 
 
 6. Relations of History, English, and Literature 
 
 History, with its large field for written as well as spoken 
 practice, seems to offer itself as a natural ally of English. In 
 all written work attention should be paid to neat form and cor- 
 rect use of English, and schools should connect the work in 
 history with that in composition. The alliance will strengthen 
 both. As pupils advance beyond the elements of language, the 
 study of the literatures of the different languages can profitably 
 be brought in touch with that of the history of the age and 
 
1 6 Report oil Entrance Requirements in History 
 
 people. The desirability of such coordination has been con- 
 sidered in the arrangement of programmes for courses in his- 
 tory, proposed in Section i. The intimate and friendl}' rela- 
 tion between history, language, and literature should be rec- 
 ognized in all schools in which such recognition is possible. 
 
 7. Character of the College Examination 
 
 The first clause of Resolution IV needs no commentary. It 
 insists that rational historical knowledge, rather than mere 
 empirical acquaintance with facts furnishes the real test of the 
 candidate's capacity. By the second clause there will be pre- 
 supposed in the preparation of the candidate "good text- 
 books," (see Section 8), "collateral reading," (see Section 9), 
 "and written work," (see Section 5). Tb.e last clause calls 
 for a testing of the candidate's geographical knowledge by a 
 graphic method with which his preparatory study is supposed 
 to have made him familiar. 
 
 8. Text-Books 
 
 Accepting text-books as a necessity, the Conference sug- 
 gests that there are text-books and text-books, and that the 
 colleges can do a helpful work by publishing carefully selected 
 lists of approved books for each of the six text-book topics, 
 giving school directors thereby an authoritative basis for judg- 
 ment. 
 
 The Conference especially urges in this connection the advis- 
 ability of the use of at least two text-books in each subject 
 wherever possible. In this way the invaluable comparative 
 method may be used in the routine work of the class, and if 
 the text-books chosen are those of robust thinkers, and not 
 mere compilers, the advantage of different points of view is 
 given, with results not attainable when but one text-book is 
 used. The cost of text-books is so moderate that it need not, 
 in most cases, prevent the accomplishment of this very desir- 
 able result. When it is not practicable to put two books in 
 the hands of each pupil, it may be possible to provide a num- 
 ber of copies of the second book for the school library — per- 
 
Report on Entrance Rcqnireviejits in History 17 
 
 haps half as many books as there are members of the class. 
 An economical method of obtaining somewhat the same advan- 
 tage is to have one-half the class supplied with one text-book, 
 and one-half with another. This is easy of application in 
 schools having free text-books. Such an arrangement offers a 
 similar opportunity for comparison of different methods of treat- 
 ment and different points of viev/, though it is recommended 
 that each pupil possess more than one book on a subject. 
 
 Care should be taken to obtain text-books adapted in their 
 plan to scientific methods and not to mere memorizing. Some 
 well-written books are not available for class use where the 
 best methods of instruction are practised. 
 
 9 Collateral Reading 
 
 Every school should be provided with a well -selected work- 
 ing library, wherein quality is, for the practical purposes of the 
 classes in history, of more importance than quantity, desirable 
 as is the latter. Collateral reading in authors of recognized 
 authority should be carefully laid out by the teacher, and such 
 reading should be required as a part of the pupil's work. In 
 connection with this collateral reading the digest system of 
 note-taking should be used, as a means of fixing the results of 
 such reading in the pupil's mind, as well as to prevent his scat- 
 tering his work, and thereby failing to obtain the best results. 
 
 The vast extent of literature, directly or indirectlv his- 
 torical, makes it the lirst business of the student to learn to 
 use books- — wisely as to contents and economically as to time. 
 Especial attention should, therefore, be given to this matter 
 of collateral reading. If well developed its results are far more 
 important than mere text-book knowledge can be \\'herever 
 public libraries exist a close alliance should be mpde between 
 them and the schools ; and pupils should be taught to take 
 advantage of their opportunities thoroughly and systematically. 
 Bibliographical reports upon the libraries, in connection with 
 special topics, are valuable exercises, and librarians will often 
 prepare special reference lists and lay out selected tables of 
 
1 8 Report on Entrance Reqiiirevients in History 
 
 books for the benefit of classes in history. Individual teachers 
 and librarians will find their own special methods of bringing 
 students in history into pleasant and profitable connection 
 with the library. 
 
 1 O. Observations on Methods of Instruction 
 
 The written work called for in the third resolution, and ex- 
 plained in detail in Section 5, makes necessary certain methods 
 of instruction to produce the results required as a part of the 
 examination. While each teacher will give his or her own 
 form to the details of these methods their general outline may 
 be summarized under the two heads, preparation of the student 
 and class-room work, as follows : 
 
 [ (a) Text-books(diversity desirable) 
 
 , .^ . r .1 \ (^) Collateral reading, with digests. 
 
 I. Preparation of the I ; ( tt f +1 \:i 
 
 ^ -\ (c) Use of atlases and maps. 
 
 ^^^^^^^^^- I (d) Objective illustration. 
 
 \^{e) Miscellaneous written work. 
 (a) Digests of topics or of reading. 
 (^) Written recitations. 
 (r) Reference to maps. 
 
 II. Class-room work. -| (^d) Rapid questions as to facts. 
 
 \ (c) Discussion of debatable prob- 
 
 I lems. 
 
 [^ (/) Fluent recitations. 
 
 While stress is laid in this report upon the teaching of the 
 relations and the meaning of facts, it is necessary for this that 
 the facts themselves be known correctly. In order that this 
 may not be lost sight of, the frequent " quiz," or rapid fire of 
 questions as to fundamental facts, is introduced as essential in 
 the work of the class-room. The fluent recitation, a clear and 
 uninterrupted statement by the pupil of facts and principles, 
 is intended to train the mind to organize knowledge and to 
 state conclusions clearly and forcibly. 
 
 It is believed that the plan of making digests of parts of 
 books, or of topics, may be profitably applied in the class-room 
 as well as in the work of preparation. 
 
Report on Entrance Requirements in History 19 
 
 1 1 . Main Idea of these Recommendations Already Approved by the 
 
 Association 
 
 In December, 1894, after careful deliberation, the Associa- 
 tion adopted, by a decisive vote, the following resolutions : 
 
 Resolved, That the interests of education would be promoted by a closer 
 articulation than now exists between the secondary schools and the higher 
 institutions of New. England. 
 
 Resolved, That as an effective means of securing such closer articulation, 
 the satisfactory completion of any one of the studies embodied in the pro- 
 grammes submitted on pages 46 and 47 of the Report of the Committee of Ten, 
 to the extent and in the manner recommended by the Committee, should 
 be allowed to count for admission to colleges and scientific schools. 
 
 Resolved, That the authorities of the colleges and scientific schools repre- 
 sented in this Association be, and they hereby are, requested to take such 
 action as will give effect to the foregoing implied recommendation. 
 
 The recommendations of this Conference apply to the study of 
 History the principle thus approved by the Association. The 
 resolutions cited above contain the fundamental idea of this re- 
 port — the recognition of work in history, pursued under cer- 
 tain conditions and to a certain amount, as part of prepara- 
 tion for college. In amount the Conference does not insist 
 upon a prescription as extended as is implied in the vote of the 
 Association, but it does urge recognition, in the way of options 
 at least, to the full extent of the historical study provided for 
 in the four programmes of the Committee of Ten. The Confer- 
 ence assumes, therefore, that it comes before the Executive 
 Committee on accepted ground, and that the details of its plan, 
 rather than the plan itself, will be the subject of discussion. 
 
 1 2. Concluding Remarks 
 
 It will be seen that with the minimum preparation of two 
 topics, two years of good work will be necessary to enable the 
 candidate to pass the entrance examinations in history. The 
 possibility will be removed of passing an examination by the 
 hasty and valueless "cramming" of some text-book, and 
 preparation in history will have a meaning and become a seri- 
 ous task for the candidate for admission to college or scientific 
 school. 
 
 \ 
 
_'0 Report on lintrancc Rcijuircuicnts in History 
 
 In conclusion, the Conference wishes to iir^^e the all-import- 
 ant character of history as a study for the intellectual and eth- 
 ical development of the citizen. In that lijs^ht it has been con- 
 sidered in this report, which has for its object the development 
 of the study as rational, scientihc and disciplinary, and not 
 merely as a means of ascertaining certain facts. Considered 
 in their relations the facts with which history deals are the 
 greatest within the range of human knowledge, the basis of 
 many sciences directly affecting the well-being of humanit}'. 
 Considered outside of their relations they are hardly more im- 
 portant than the trivial happenings of every day, in home, or 
 street, or school. History should be so taught as to place 
 these facts in their true relations and thus to give them the 
 rank that belongs to them. So treated, history is entitled to 
 a place among those subjects with which the mind should be 
 informed at an earlv age and b}- which it should be disciplined 
 and developed as a preparation not so much for college as for 
 the larger interests of life. The requirements contained in the 
 foregoing resolutions, if adopted and maintained by the col- 
 leo'es, will tend to make the study of history in the schools a 
 useful developing stud}' of this character, of strong practical 
 bearings ; a study that will teachsystematic methods, train the 
 reason and judgment, broaden the understanding, and place in 
 their right relations the past and the present, the facts of life 
 that affect man as a political and social being. 
 
 These resolutions are not soleh', or even principally, in the 
 interest of the colleges and of students preparing for college. 
 All secondary schools will soon send students to college, and 
 the resolutions are intended to apply to all secondary schools, 
 and not merely to those nominally preparatory. The courses 
 and methods recommended are to be applied to pupils whose 
 study ends with the high school, as well as to those who enter 
 the college or the scientific school. The most complete course 
 of ail, that of four years, provided for in the English programme, 
 can be given, under present conditions, only in schools not 
 hitherto college-fitting schools. It is not the least beneficent 
 
Report on Entrance Requirements in History 21 
 
 result that will flow from the adoption of this plan on the part 
 of the colleges and scientific schools that by insisting upon 
 these requirements, and by opening their doors to students pre- 
 pared under them, they can bring about a more thorough and 
 scientific teaching of history in all secondary schools. 
 Respectfully submitted : 
 
 Katharine Coman, Wellesley College 
 
 Anna Boynton Thompson, Thayer Academy 
 
 Albert Bushnell Hart, Harvard University 
 
 Ray Greene \ivL\^c,, Cambridge Englis/i High School, 
 
 Chairman 
 Edwin A. Start, 'Tufts College 
 
 Secretary 
 April 22, iSpj 
 
im