SUMMER SCHOOL NE BR ASK AN
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SUMMER SCHOOL NEBRASKAN
Editor and Manager. . . .A. R. Swenson
Associate Editor C. Ray Gates
Reportorial Staff
W. V. Wilson Edgar Boshult
E. W. Smith J. E. Morgan
J. H. Moseley Carleton B. Yoder.
Alberta Ackley Florence Dunn
Helen Stid worthy Leonard Trester
Office of Student Activities, Basemtent
Administration Hall. Phone B2597
Published tri-weekly, on Mondays,
Wednesdays, and Fridays during the
Stammer Session, by the Student Publi
cation Board.
A list of Nebraskan advertisers is
published in this issue. It is but
fair to them to state that they are
serving the students by backing our
enterprise and thus showing their
. loyalty to the university.
With this issue. The Nebraskan
opens a Forum, to which all students
who have opinions of the day are
invited to contribute. This is a per
iod of transition in the educational
world, and there are many open prob
lems which are of vital importance
to Nebraska teachers. By an inter
change of opinions we may broaden
our views md gain information lead
ing to saner conclusions.
Furthermore, the great political bat
tle is on and it is hoped that most
summer school students take an in
terest in this. The Xebraskan is, of
course, not responsible for opinions
expressed in this department. It sim
ply desires to get discussions of prob
lems of interest to summer school stu-
i
dents.
Communications to the Forum i
should be addressed to. The Nebras-j
kan. !
FORUM
Mr. Schoolman:
Are the schools making good? Are
they, as now managed, a wise expen
diture of public money? Should two
years be taken from the university
course and added to the high school
course, making six-year high schools?
What do you think, of the Junior
high school? Is the socialized reci
tation a success? How can teachers
salaries be increased? Is local man
agement of schools a success? Should
the state adopt the county unit? Can
school boards be improved?
These are live issues. The col
umns of The Xebraskan are open for
your discussion of them.
HISTORY IN THE HIGH SCHOOL
D. S. Dormer, Brit tow
History is a simple narrative of
events which follow each other in
their natural order, as pertains to
the life of man.
Popularly, it is the annals of our
own nation as pertains to its discov
ery, exploration, settlement; its fight
for independence, its constitutional
government, and national growth; its
great ware: and its mighty victories
in peace. Its commercial, industrial
and religious development; its educa
tional and social conditions. All of
these and more, which pertain to the
founding, growth ar.d presf-nt position
of our country, are included in the
scope of history.
Whf-re should this subject begin?
Opinions and judgments may vary.
But the writer believes history should
begin somewhere about the fifth year
and be carried alternatively through
the grades up to the grammar grafles.
Here it should receive detailed study
to fix the facts in the pupils mind
to prepare them for the "treadmills'
of examinations. If they pass this
stage successfully, well and good.
They are now ready to learn the foun
dations of history when they get to
the high school. During the grade
work, little or no philosophic Ideas
of the "cause and effect" of history
can be taught, but pupils reaching
jthe high school period are ready for
approaching history from the apgle of
"causes" and their "effects." Why did
this event occur and what effect did
it have on the people? A case as an
illustration Take the study of the
Revolutionary war. What were the
causes leading up to the war? Many
histories for school use give as the
causes, the Stamp Act, the Boston
Massacre, the Port Bill, and the Bos
ton Tea Party. Now, these are not
the causes of the war. The yare only
a series of results that were brought
about by England's wreckless cupid
ity in her government of her colonies.
The causes of the Revolution lie
deeper than the events mentioned.
The colonists prided themselves in
their English ancestry and the rights
and freedom they enjoyed in the coun
try of their adoption. Representative
government was early born in the
minds and hearts of the colonists.
They soon developed a strong tenden
cy to self government; they felt that
they should have a voice in the af
fairs of what was being done in the
administration of the laws, the reason
for, and condition of which, the moth-,
er country knew practically nothing.
The early colonist developed also a
strong desire for a written constitu
tion as the basis and fundamental
law of the form of government they
wished to establish.
The mother country, w ith sneer and
scorn, looked down upon the colonies
and the colonists as just about so
many servants in their employ. What
rights, human or divine, had these
people across the sea? Their busi
ness was to work and fill our coffers
with what they made, and since we
are big enough we will compel them
to give us the results of their toil.
But this was neither divine, nor hu
man; it was the cruel sense of an ig
norant people that bore down on the
colonists. From the day the May
flower landed on Plymouth's shore,
God watched over the destinies of
our nation. Human rights and hu
man liberty were too dear to be trod
den under foot by such Tories. The
more that England trampled upon
these rights, the more th patriots of
the Revolution were fired to resent
the tradition of tyranny of England
and her accessories in the crimes.
Law after law in parliament was pass
ed to deprive the colonists in America
of their rights. More and more did
these men resent these encroach
ments until the crisis came, when
they forcibly resisted any further en
croachment on thei rrights, and - a
revolution was the result. Such, in
outline, would be the line of procedure
to a class of high school students. To
younger pupils, you cannot teach this,
but the high school pupil is mature
enough to study cause and effects.
Along with the historic side, teach
the geographic side. Let the two go
side by side. The interest to be
wrought up in children, rnder the in
spiration of a live history teacher,
is wonderful. When you make his
tory a real live subject, then you will
have a country ready for prepared
ness more practical than any to be
gained by spending millions in de
fense. At this stage, then, teach the pupil
the cause of things and the effect of
these things in the next event, and
so on. This may seem rather chain
like, but a broken chain gets you no
place. So, link the events of history
with cause and effect, and keep your
chain united and you will then be
teaching history for future citizenship
and future statesmanship
WHO'S WHO IN THE
SUMMER SESSION
(Continued from page 1)
he was called to Nebraska to teach
economics. He accepted, expecting to
return to complete his work for his
doctor's degree later. In 1S91, when
Dr. Howard left for Leland Stanford,
Professor Caldwell was made head of
the department of American History
and Civics, which later was changed
to the department of American His
tory and Jurisprudence aid still later
to American History.
Four years ago, Professor Caldwell
spent a year June, 1911, to August,
1912, traveling in Europe with his
family. Five months of this time was
spent in London -In source study in
the British museum and the record
office, on the British vice admiralty
courts in the colonies. 1690-1776.
Professor Caldwell has written sev
eral books on American history.
among them: "History of the United
States 1813-1861," 1896; "Great Amer
ican Legislators," 1899; "History of
the University of Nebraska," 1897;
numerous articles on "Methods of
Teaching History." 1896-1900. His
most recent works are his "Outlines
of American History," 1910, and Cald
well and Persinger Source Book on
American History, 1911.
To describe Professor Caldwell's at
tainments and his personality, we
can do no better than to quote an
appreciation, written by his" class
mate. Prof. H. K. Wolfe, appearing in
the University Journal for May, 1908:
"The value of a teacher's work is
best attested by his students. It is
common belief among alumni that no
other teacher in Nebraska has influ
enced as many young people to as
great a degree, both in their school
life and in later life, as has Profes
sor Caldwell. It is impossible to say
how many thousands of students have
attended bis classes, certainly more
than any other instructor in the uni
versity has enrolled. And yet all his
work has always been elective.
"After all, it is what a man is that
enables him to do what he does. Pro
fessor Caldwell can't help being help
ful to his students. His delight is
in the law of usefulness to those who
seek him. From 8 o'clock in the morn
ing till 6 o'clock in the evening, be
is in his classroom or office. He is
working, but his office door is always
wide open. He devotes his life to
his students, and yet between times
he thinks, works out new lecture
courses, writes books and perapres
public addresses. His conduct is an
excellent illustration of his "theories,
a splendid example of the simple life,
and of old fashioned democracy. Un
questionably, he has been for years
the most poplar instructor in the uni
versity. His associate instructors
counsel with him gladly. His judg
ment on larger academic questions is
pretty sure to be right. His work
on committees is painstaking and
thorough. He has greatly influenced
the devolepment of university ideals.
He is well balanced, but is sometimes
thought to be too conscientious. In
the business world, his opinion is rai
ned. He touches the world so sanely
in so many places that it is impossible
to characterize him briefly. We may
call him a broadminded, practical
idealist, or an altruistic optimist h,
he wfrl like it best if we merely say
he is an honest man who loves his
fellows."
LEFINGWELL DESCRIBES
YELLOWSTONE PARK
Illustrated Lecture on National Park
Given at Temple
With the aid of' over 2,00 feet of
films, Mr. Leffingwell, national edu
cational lecturer, took a fair sized
crowd, at the Temple theatre, Fridar
night, on an imaginary trip through
Yellowstone Park. With his wonder
ful pictures of the most beautiful
spot in the world and his power cf
description, the lecturer enabled the
audience to appreciate the place to
the greatest extent possible for those
who have not seen it for themselves.
His pictures illustrated a three
days' travel through the park by stage
coach. The views of mountain peaks,
canyons, and geysers drew frequent
applause from the audience. Th lec
ture helped many to realize that
America contains the most wonder
ful scenery in the world and that con
sequently it is well worth while to
"see America first."
This Is the year in which everybody
is arranging to have a photograph
made on their birthday; a record
which you, perhaps, have neglected.
Let Townsend serve you. Studio. 225
So. 11th St -Jt
CONVOCATION
Monday "Advanced Aft Instruc
tion," Professor Grummann.
Tuesday "Uuruguay and Argen
tine," (illustrated lecture). Professor
Persinger.
Wednesday "The Contribution of
America to World Governmental
Principles," Professor Caldwell.
Thursday "A Chip Off the Old
Block," (illustrated lecture). Profes
sor Barker.
Friday- "The Immigration Prob
lem," Professor Sarka Hrbkova.
The following firms are making it
possible, by their advertising, to cir
culate The Nebraskan free this sum
mer. Your appreciation of the Sum
mer School Xebraskan cannot be more
effectively shown than by patronizing '
them:
The Coiiege Book Store.
The University Book Store.
The Evans Laundry.
The University School of Music.
The Nebraska School of Business.
The Lincoln Business Coiieg?.
Lincoln Photo Supply Co.
The Townsend Studio.
Roy Hindmarshr Photographer.
Giffen Beaute Shop.
Graves Printing Co.
George Bros. Printing Co.
.Oliver Theatre Barber Shop
Boyd Printing Co.
The Hauck Studio.
The "Dud" Barber Shop.
Lincoln Cleaning Dye Works.
Y. M. C. A. Tailor Shop.
Dalrym pie's Bakery.
Higby Cleaning Dye Works.
Miller and Paine.
Radge and GuenzeL
Speier and Simon.
The Bootery.
The Lawior Cycle Co.
Dr. Larimore.
Dr. Corinne Larimore, Osteopath,
221 First Natl. Bank. B-1842 15t
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