The outlines herewith presented have grown out of the necessities of a course conducted by the writer in the training of teachers in the University of Michigan. The course has been styled ''Methods and High School Observations in History'' It has been open only to seniors and graduate students who have specialized in history and who expect to teach that subject in high schools. The work has consisted of one class meeting per week for eighteen weeks, and of twenty hour-observations of history teaching in the Ann Arbor High School. The outlines, therefore, were designed to serve as a guide to these observations and as a basis for subsequent discussions.
ection with the study of biography and literature.
2. Renaissance Period: Historical studies pursued as auxiliary to the interpretation of the classics.
3. Post-Renaissance Period in Europe.
(a) Heraldry and local, contemporary historical incidents and events taught in Ritterakedemien after 1648.
(b) In Germany, the systematic study of history in schools really dates from about 1806, though an independent status was given history in the universities (particularly in Göttingen) in the 18th century.
(c) In France, historical study was introduced by Guizot (about 1833) but received no great attention until after 1860, though there was nominally a chair of history in the Collège de France after 1769.
(d) In England, none but incidental attention was given historical study until after the middle of the 19th century, though there was a professorship of ancient history at Oxford in 1622, and professorships of modern history wer
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