I am convinced of the importance of requiring at least an outline knowledge of the whole course of general history prior to taking up the intensive work of the college. If it is impracticable to require this, then the college should offer entirely different courses for those who have pursued such a course as recommended by the Committee of Seven, and for those who have barely enough historical training to enter. The student who attempts the study of a special period or topic without some knowledge of the general course of history will find it impossible to understand fully its connections and its significance and thus fail to realize its full benefits. Moreover, many of the allusions and comparisons that must be met in reading will be meaningless to him. I am of the further opinion that in our just contempt for drill, "grind," dynastic annals, and "drum and trumpet" history, we are in danger of allowing the reaction to carry us too far. Upon a basis of "mere facts" the really important work in history must be built, and if the foundations are sandy, how can the superstructure be other than insecure?

It seems to me eminently proper to specialize in the college work, but it should be intensive as to subjects, as well as to periods of time. As an example, the subject of federal government, studied in its historical development from ancient times to the present, and possibly based upon the little work by John Fiske, called American Political Ideas, would be fully as fruitful in every way as the study of some important epoch in English or general history. An element of special timeliness and contemporaneous interest might be given to such topics. For instance, the present war in the East might be the occasion for studying the whole question of the struggle between Eastern and Western civilization, from Marathon to the present, with the interesting but difficult problem of just what each combatant in the present struggle represents.

The key to the solution of the problem, so far as there is a key, will be found when we have determined what the secondary school can and should do for its pupils before they begin the work of the college. The subject of a college curriculum in history is only a part of the larger problem of history courses in all the schools,-elementary, secondary, and collegiate,-and its possibilities must depend in great measure upon what are found to be the possibilities of the other two.

The discussion was closed by the Secretary, who rose to ask several questions:

It has been assumed in the discussion thus far that the teachers in the colleges are "well trained." Is this so? Do their students think that they are well trained? Are they trained to acquire knowledge or to impart it? Where classes are not interested in the work, is it because of "original sin"? Do classes ever fail to be interested when the content of the course is of prime historical importance? Should the course itself appeal to the members as having real value? In a word, are the methods of presentation and the content of the course sufficiently defined in the discussion thus far?

THE WORK OF THE CARNEGIE INSTITUTION

The work of the Carnegie Institution of Washington was described in a short talk by Prof. A. C. McLaughlin, who has been put in charge of the Bureau of Historical Research, which has been recently established. The Carnegie Institution was founded in January, 1902, by Mr. Carnegie, who gave a liberal sum for its maintenance. The purpose of the grant was not to establish an educational institution in the sense in which those words are commonly used, but to promote original investigation; "to discover the exceptional man in every department of study, whenever and wherever found, inside or outside of schools, and enable him to make the work for which he seems specially designed his life work," and by other methods to assist in the development of scholarly investigation. In carrying out the purpose of the foundation, the trustees have entered upon a series of important undertakings, and have made grants which are likely to be of great service in the extension of human knowledge. The grants made are of two kinds: (1), that for the purpose of enabling an investigator to conduct an important piece of research which, in the minds of the trustees, deserves special recognition; and (2), that made to a scholar, not because of the special task which he has on hand, but because he is supposed to be a person of exceptional merit and promise, and to deserve special encouragement and assistance.

The speaker referred only in passing to the more important undertakings entered upon by the Institution, but naturally confined his attention to the work of the Bureau of Historical

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Research and the ends it has in view. The establishment of this bureau was, in part at least, due to the recommendation for the establishment of some sort of institute or school at Washington, not dissimilar in character to the French, Prussian, and Austrian Institutes at Rome. It was hoped that the bureau thus established might make examinations of the government archives, prepare for publication certain portions that seemed to merit special attention, and, in general, be of service to historical scholars outside of Washington who might need to make use of the historical materials of that city. In carrying out these designs, something has already been accomplished. A portion of the time of the director of the Bureau of Historical Research is taken up with the direction of the American Historical Review, of which he is the managing editor, the connection between the Review and the Institution being helpful to the work of each. Steps were taken in the early part of 1903 to prepare a guide to the Federal archives at Washington, a task which is as yet not fully completed. A volume may, however, be expected in the course of a few months. The guide will not attempt to be an index to the individual documents, for in many of the departments the records can be described only in very general terms, and by giving their weight in tons or the shelving occupied in miles. In the case, however, of the more important collections, the archives are somewhat carefully treated in such a way that definite information as to their contents will be conveyed. Practically every bureau of the Executive Departments, as well as the offices of the other branches of the government, has been visited and a personal inspection has been made of their contents. The result of the study ought to be that historical scholars will have much more accurate knowledge than heretofore of the extent and character of the archives of the National government. The volume will also give descriptions of the duties of the various bureaus of the government in such a way as to indicate the character of their records, and to exhibit the working of the government in ordinary course of administration.

The Bureau of Historical Research has also undertaken the preparation of an annual bibliography of current writings in American history and biography. The writings for 1902 have already been listed and published by Dr. E. C. Richardson of

Princeton. The volume for 1903 is now in course of preparation in Washington, and will be published at the earliest opportunity. Arrangements have also been made for the preparation and publication of a guide to the American material in the English archives, from the beginning to the end of the Revolution. This work is now largely in the hands of Prof. C. M. Andrews, who is in London engaged upon the task. Accompanying the description of the materials will appear a list of documents from the English archives that are now printed and thus accessible, and will also include a list describing the transcripts from the English archives that are now to be found in American libraries. It is hoped that this volume will be published early in 1904. Mr. McLaughlin is also making a somewhat careful examination of some of the archives of the State Department, chiefly those bearing upon strictly diplomatic affairs, in order that the bureau may have acquaintance with these sources, which are of continuing interest to American historical scholars. In conclusion, the speaker called attention to the fact that the bureau was established in order that it might be of use to historical investigators. The hope is entertained that by one method or another it may be of service in aiding scholars to discover and make use of the documentary material which exists in such vast quantity in Washington.

The Friday evening session was held in the large auditorium of the Central High School. Principal Thompson extended a genial and cordial welcome to the Association, after which President John Finley, of the City College, New York City, spoke at length upon certain discoveries of the long-lost writings of some of the Greek poets and the consequent gain to the world.

The program of the Saturday morning session, held in Houston Hall, was opened with the reading of the report of a committee upon College Entrance Requirements in History:

REPORT OF COMMITTEE UPON COLLEGE ENTRANCE REQUIREMENTS IN HISTORY

MADAM PRESIDENT:

The instructions which constituted your committee directed its action upon the following questions:

First, Is it best for the colleges to require for admission one, two, three, or four of the following units: (A) ancient history, (B) mediæval history, (C) English history, (D) American history?

Second, If the colleges agree that they can require but one unit, is it best to give the secondary schools the option of presenting any one of these or only a specified one, as, for instance, (A)?

After careful consideration we are agreed that it is impossible to render satisfactory answers to these questions without entering into the entire question of the relation of the work of the secondary schools to the colleges. A brief statement of some of the present conditions will make this manifest.

Your committee unanimously support the recommendations of both the Committee of Ten and the Committee of Seven, that the course of study in history in the secondary schools should be constructed to subserve the ends for which the secondary schools exist. No pressure from the relatively few students. who expect to enter college should interfere with this; no conditions imposed by the colleges should be permitted to disarrange or shorten the course in history of the greatest advantage to the future citizen, who must secure from the secondary school alone whatever of historic knowledge or feeling he may possess. The knowledge of institutions and ideas, both in their present form and in their historic development; the relation of our own to other peoples, far and near; the acquaintance with books and men; the rare opportunities history affords of thinking about the facts and principles which underlie daily practices, these are all too valuable to be denied to the many for the sake of preparing the few to meet college entrance requirements.

Yet, as it appears to your committee, the present conditions imposed on the secondary schools by the colleges materially modify the amount of history taught, the method of presenta