Discover how history is taught in major universities and why it matters to students.
This collection surveys methods, goals, and classroom realities that shape the study of national and economic history.
Written by experienced historians, the essays examine the rise of modern history, the place of economic history in instruction, and how curricula are organized at Cambridge, Oxford, and other centers. It discusses the shift toward university‑level study, the role of graduate work, and the practical aims of teaching history as a living, investigatory subject rather than a distant catalog of facts.
The book offers guidance on how educators can frame courses, develop critical habits in students, and use original documents to bring the past to life. It reflects on how historical study connects to constitutional, economic, and social themes, with attention to the realities of classroom and university life.
- Insights into how economic and constitutional history are taught and organized.
- Discussion of curriculum design, assessment, and the Cambridge Historical Tripos tradition.
- Observations on the growth of American History and graduate training in universities.
- Practical perspectives on using documents and evidence to illuminate historical study.
Ideal for teachers, students, and readers curious about how university curricula shape the study of history.
Originally published in 1920 as part of a series of handbooks for teachers, this book of advice to history teachers is still full of practical information on the use of historical sources and possible classroom exercises designed to engage children with the study of the past.