Via the Twittersphere

J. Laurence Laughlin, Methods of Teaching Political Economy (1885), chap. 5, at Irwin Collier, Economics in the Rearview Mirror.

No matter how clear the exposition of the principles may be [in a lecture], no matter how fresh and striking the illustrations, it still remains that the student is relieved by the instructor from carrying on the mental processes which he ought to conduct for himself.

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Organizing and Communicating Historical Knowledge: Some Personal Observations

In my initial academic encounters with Germany in the late 1980s and early 1990s, one of the things that impressed me was the availability of handbooks as well as specialized encyclopedias such as Geschichtliche Grundbegriffe. The textbook series Oldenbourg Grundriss der Geschichte was a new experience for me.[1] Each volume offered a concise, chronologically organized survey (with key terms in the margins for rapid orientation), followed by a substantial historiographical discussion and bibliography. At the time, I did not appreciate the massive effort behind such compilation and systematization efforts. I just found these tools were quite practical for orienting myself in a given historical subject. Why didn’t we have such useful tools in the United States?

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