A Guide to Methods and Observation in History | Page 3

selections?
11. What use should high school teachers and pupils make of material
dealing with local history?
12. What constitutes a good textbook in history for high school use?
13. Make a list of some of the modern textbooks on each of the
following phases of history: (a) Ancient; (b) Mediæval and Modern; (c)
English; (d) French; (e) American; (f) Civil Government. What would
be your first and your second choices of texts in each of these six
divisions, and why, specifically, would you make those choices?
14. What texts are used in the high schools you have observed?
15. What school authorities ought to select the texts to be used in the
high school? 16. How far have your observations in the high school
been in accord with your ideals and theories with respect to the kinds
and uses of historical "material" of all kinds?

IV. Conceptions of the Purpose and Content of History.[1]

1. As polite literature: the Greek and Roman idea, e.g., Herodotus,
Thucydides, Xenophon, Livy, Sallust, Cæsar, Tacitus.
2. As annals and chronicles only: the Mediæval idea, e.g., Gregory of
Tours, Froissart, Einhard.
3. As a basis for governmental policies and as a means of interpreting
literature: the Renaissance idea, e.g., Machiavelli, Petrarch, Boccaccio.
4. As a basis for theological dogma and religious practices: the
Reformation idea, e.g., Luther, Melanchthon, and the Jesuits.
5. As a basis for interpreting legal institutions and practices: the idea of
the 17th century, e.g., the Jurists.
6. As a foundation for philosophical speculation and a means of
discovering the deeper influences that affect humanity and hence
influence action and produce events: the idea of the 18th century, e.g.,
Voltaire and Montesquieu. [Voltaire held that human nature is the same
under all circumstances and at all times, and hence sought to judge
historical events by abstract universal standards. The "natural man" was
his ideal man. Montesquieu, in The Spirit of the Laws, sought to show
that events in history are but the manifestation of spiritual law, as
revealed in conditions of climate, geography, soil, natural resources,
racial temperament, etc.]
7. As a foundation for personal reactions, e.g., criticisms, interpretation,
moralizing, personal philosophizing, or as mere facts entertainingly
told: the idea of the early 19th century.
8. History as science, i.e., as explanatory of existing social institutions,
customs, beliefs: the idea of the 20th century.
[1] The fundamental purpose of historical writing has ever been the
recording of events. In addition, however, different ages have stressed
other aims.

V. Some Notable Influences and Persons that have modified the
Conception of the Meaning of History in the Last Century.
1. Romantic School (late 18th century and early 19th century), with its
deep reverence for the Middle Ages. Hence sympathetic treatment of
history.
2. Herder (1744-1803), with his philosophy of "becoming" or
development. Herder sought to show that all events are but the
manifestation of a deity striving to work out an ideal universe. Hence
all events must be judged by the standards of the time and country in
which they appear, i.e., be judged by the characteristics of the age and
people affected.
3. Hegel (1770-1831) carried the theory of Herder to more complete
conclusions.
4. Niebuhr (1776-1831), "one of the most acute historical critics and
philologists of modern times." Niebuhr was among the first to
emphasize the need of a critical examination of source material, and of
the building up the past out of these data.
5. Ranke, Leopold von (1795-1886). His aim was to set before the
reader the entire picture of events "with their causes, relations, and
consequences."
6. Guizot, François P. G. (1787-1874). His great influence was in
extending the scope of history so as to include universal history, not
merely national history, or the history of isolated and local events.
7. Carlyle (1795-1881), through his keen insight into character and his
love of hero-worship, introduced the vividly realistic and picturesque
element.
8. Buckle (1821-1862) included economic forces in his studies and
sought the spirit of history apart from particular men and events.
9. Macaulay (1800-1859) presented historical philosophy and the laws

and theories of government in eloquent and fascinating style, thus
bringing to the popular mind an interest that had heretofore been slight.
10. Froude (1818-1894), in charming literary style but with
carelessness of detail, emphasized the personal element in history and
set himself the ideal of "simply recording human actions without
theorizing theron."
11. Stubbs (1825-1901) "introduced the critical study of mediæval
sources into England," employed exact methods of work, and gave
impetus to constitutional history.
12. Green (1837-1883) depicted the progress of the life of the people
and dealt only incidentally with the political history of the state.
13. Schmoller (1838- ) emphasized the economic aspects of history.

VI. History in the Curriculum.
1. Pre-Renaissance Period: Incidental