The History Teacher's Magazine, Vol. I, No. 5, January 1910 — John Shaqi
The History Teacher's Magazine, Vol. I, No. 5, January 1910Various
History
The History Teacher's Magazine, Vol. I, No. 5, January 1910
Various
History -- Study and teaching -- Periodicals; Social sciences -- Study and teaching -- Periodicals
The method of the editors can best be shown by noting the character of
the illustrative material gathered by them upon several topics. For
instance in Chapter I there is the sub-topic, “Colonial Constitutional
Development, 1689-1763,” occupying 17 pages. Within this space we have
quotations from the ordinance of 1696 creating the Board of Lords of
Trade and Plantations, and from the additional instructions of 1752
respecting the board. There are as many as fourteen extracts showing
the increased parliamentary regulation of colonial affairs in the
period 1696 to 1751. These include parts of the navigation act of
1696, Edmund Burke’s account of the sugar act of 1733, extracts from
the woolens act of 1699, the hat act of 1732, and the iron act of
1750; excerpts showing the bounties on naval stores, rice and indigo;
and quotations from the act regulating colonial coinage (1707),
the post-office act of 1710, the debt recovery act of 1732, the
naturalization act of 1740, the land-bank act of 1741, and the paper
money act of 1751. Next there are four quotations showing the desire
of the English authorities to reduce all the colonies to one form of
government; and the same number of extracts from plans for colonial
union. Then follow three extracts showing the desire to establish an
Anglican episcopate in the colonies, and the section closes with papers
illustrating the “growing assertion of colonial rights.” Under the
latter heading we have four extracts relating to conflicts between the
governors and the assemblies; an account of the trial and acquittal of
John Peter Zenger; John Adams’ account of James Otis’ speech against
writs of assistance; and a report of Patrick Henry’s speech in the
Parson’s Cause. Such an array of quotations shows not only wide reading
and intensive knowledge of the documents, but it also implies a keen
judgment as to their pedagogical value, and an ability to arrange the
extracts into a working analysis.
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