# Source Problems in English History/Preface

PREFACE
THIS volume conforms to the basic notion of the series to which it belongs, the grouping of sources about a given problem or theme for intensive study instead of stringing together “fragments” in chronological order. It is better teaching to have a few source orgies at set times during the course than to be habitually taking the sources in attenuated doses. Yet in one respect this work is a variant: in most cases its sources are vertical rather than parallel. None of these studies deals with a single episode. Most of them cover rather long periods and are concerned with the broader problems of the origin and development of certain political practices, with critical periods in national struggles, or with economic and social changes. The editors have often attempted to set such problems while using source books of the older type. The present grouping and the introductory material should greatly aid this kind of work.
The difficulties in preparing such a book are obvious. It may well be wished that the first problem should be the simplest one, and that each succeeding problem should be somewhat more difficult and complex; but the problems must be taken ​up chronologically, and easy ones which have the other needed qualities do not always come early, nor the hard ones late. The origin of the jury is a hard matter, while the Veto Bill of 1911 involves no elaborate analysis of the sources. There is a further difficulty of reconciling the demand for a neat problem that would lend itself to practice in handling original materials and that would give the satisfaction of a clean-cut solution with the demand for a group of sources that will illustrate and reveal the important things of history. And the greatest difficulty has been that space requirements have made necessary the omission of some aspects of the problems which are both interesting and illuminating. Yet it is hoped that, while intensive work and method have been kept in view, enough material has been furnished, and with a sufficient distribution, to be useful for illustrative purposes and to stimulate interest. The questions and suggestions which accompany the problems are offered with many misgivings. The vital question which provokes thought is the question struck out in the give-and-take of class-room discussion. Any questions printed with source material must be comparatively tame and formal. They may help the student to answer that perennial initial query, what he is to do with the unfamiliar stuff before him, and they may serve as starting-points for the work in class. The questions have not all been fashioned to fit the average ​undergraduate intelligence. Some of them, which the instructor will have no trouble in recognizing, are, like the originals in geometry, for the exercise and enjoyment of the ablest members of the class. Students should be diligently reminded that they must study the introductory statements as well as the source material itself before they attempt to answer the questions.
The book is intended for use in the more general and elementary college courses in English history. If it leans to the governmental it is because the editors feel that any good course in English history must emphasize that aspect. But it is not intended—as the reader can see at a glance—for any advanced work in English constitutional history. A book of source problems will of course always be used in connection with a narrative text; hence the sections entitled “The Historical Setting of the Problem” take many routine facts for granted. The editors have used these sections to present such material or to urge such points of view as they believe should be very prominently in mind when the student attacks the sources. Occasionally important facts have been omitted from the statements introductory to the sources, when it has been deemed a legitimate part of the problem for the student to find out these facts for himself.
​There are a few great documents so indispensable to the study of English history, documents which have become such a standard tradition in teaching the subject, that every source book, whatever its plan, should print them in full. It is hoped that the seven documents printed in the Appendix include most of those which belong beyond question in such a select list. Where the whole or part of any of these documents is related to one of the problems, the appropriate reference has been made; but their independent position in the Appendix will make it convenient for the teacher to use them in any way he may choose.
A. B. W. W. N.
Minneapolis.
July 7. 1915.