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Abstract
This article examines the educational ideas of Fred Morrow Fling (1860–1934). A practitioner of “scientific history,” Fling believed that the principal goal of history education was to teach the historical method through the analysis of primary sources. Unlike his contemporaries, who saw sources as useful for adding interest to lessons, Fling valued them for what they revealed about the nature of historical evidence. He designed a method for using sources in the classroom and earned a national reputation as a champion of the source-method. This article examines his method in the context of his theories of education and history and explores the reasons for his eventual failure.
