,a ,,guide ,,to ,,methods ,,and ,,observation ,,in ,,history ,,studies ,,in ,,high ,,school ,,observation ,by ,,calvin ,,olin ,,davis ,assistant ,professor of ,education in the ,university of ,michigan ,,rand ,mc,n,a,l,l,y ,,company ,,new ,,york ,,chicago ,copyright1 #aiad1 ,by ,rand1 ,mc,nally ,company ,the ,rand-,mc,nally ,press ,chicago ,,introduction ,the outlines herewith presented have grown out of the necessities of a course conducted by the writer in the training of teachers in the ,university of ,michigan4 ,the course has been styled ,methods and ,high ,school ,observations in ,history4 ,it has been open only to seniors and graduate students who have specialized in history and who expect to teach that subject in high schools4 ,the work has consisted of one class meeting per week for eighteen weeks1 and of twenty hour-observations of history teaching in the ,ann ,arbor ,high ,school4 ,the outlines1 therefore1 were designed to serve as a guide to these observations and as a basis for subsequent discussions4 ,in order that the students might have a deeper appreciation of the meaning of history and the various conceptions that have been held regarding it1 and in order that they might possess at least a general knowledge of the place history has occupied in the schools1 the elements composing historical events1 and the values attributed to historical study1 it seemed appropriate to preface the special queries respecting method by some introductory suggestions of a general character4 ,this fact explains the inclusion of such material as is found in the first few pages of the present booklet4 ,in the hope1 therefore1 that students of ,education in other colleges1 universities1 and normal schools may find suggestions in the material here brought together1 and that teachers in active school work may also receive some practical help therefrom1 the writer has been encouraged to place the outlines at the disposal of the public4 ,if they shall prove of service to his colleagues and their students elsewhere1 his aim and purpose will be fully met4 ,,calvin ,,olin ,,davis ,university of ,michigan ,april1 #aiad ,,the ,,contents ,,page ,introduction iii ,i4 ,,definitions #a ,,ii4 ,,aspects ,,of ,,history #a ,,iii4 ,,source ,,material ,,for ,,history #b ,,iv4 ,,conceptions ,,of ,,the ,,purpose ,,and ,,content ,,of ,,history #f ,v4 ,,notable ,,influences ,,and ,,persons ,,that ,,have ,,modified ,,the ,,conception ,,of ,,the ,,meaning ,,of ,,history ,,in ,,the ,,last ,,century #g ,,vi4 ,,history ,,in ,,the ,,curriculum #i ,,vii4 ,,value ,,and ,,aims ,,of ,,history #aa ,,viii4 ,,elements ,,of ,,history #ah ,,ix4 ,,methods ,,of ,,approach ,,to ,,the ,,study ,,of ,,history #bb ,x4 ,,the ,,process ,,of ,,learning ,,history #bc ,,xi4 ,,the ,,organization ,,of ,,history ,,in ,,high ,,schools #be ,,xii4 ,,the ,,history ,,teacher',s ,,preparation ,,and ,,equipment #bf ,,xiii4 ,,the ,,pupil',s ,,preparation ,,and ,,equipment #bg ,,xiv4 ,,the ,,classroom #bh ,,xv4 ,,the ,,assignment ,,of ,,the ,,lesson #bi ,,xvi4 ,,the ,,study ,,lesson #cj ,,xvii4 ,,the ,,recitation ,,lesson #ca ,,xviii4 ,,the ,,review ,,lesson #ce ,,xix4 ,,the ,,lesson ,,in ,,civics #ce ,,xx4 ,,some ,,principles ,,of ,,history ,,dogmatically ,,stated #cf ,,xxi4 ,,some ,,positive ,,guides ,,and ,,suggestions #cg ,bibliography on ,methods #dj ,a ,selected ,list of ,american ,historical ,fiction #db ,a ,,guide ,,to ,,methods ,,and ,,observation ,,in ,,history ,,studies ,,in ,,high ,,school ,,observation ,i4 ,definitions4 #a4 ,history is the science of the development of men in their activity as social beings4--,bernheim4 #b4 ,history is the biography of a political society or commonwealth4--,arnold4 #c4 ,history is the story of man living in social relations in the world4--,hinsdale4 #d4 ,history is a record of the actions of men4--,anon4 #e4 ,history is past politics4--,freeman4 ,,queries #a4 ,which of the above definitions appeals to you most8 ,why8 #b4 ,are there any criticisms to be made respecting any of the above definitions8 #c4 ,what common idea runs through all the above definitions8 #d4 ,quote at least one other definition of history4 #e4 ,formulate for yourself a thoroughly satisfying definition of history4 ,,ii4 ,aspects of ,history4 #a4 ,military4 #b4 ,political and ,constitutional4 #c4 ,ecclesiastical4 #d4 ,economic1 ,industrial1 and ,commercial4 #e4 ,educational4 #f4 ,literary4 #g4 ,social4 ,,queries #a4 ,which of the above mentioned aspects should receive the chief emphasis in the elementary school8 ,in the high school8 #b4 ,would the constituency of the schools affect the answer8 #c4 ,would the year in which the course is offered in the high school affect the answer8 #d4 ,can you name other factors that would affect the answer8 #e4 ,precisely what phases of history would be included under each of the above aspects8 #f4 ,do the aspects mentioned exhaust the categories8 #g4 ,so far as you have observed1 are the practices in the high school1 respecting the aspects of history to be taught1 in accord with your ideals and theories8 ,,iii4 ,source ,material for ,history4 #a4 ,primary ,source ,material4 7a7 ,monuments1 inscriptions1 buildings1 tablets1 columns1 coins1 tools and utensils1 tapestries1 pottery1 implements1 and all archological and antiquarian material4 7b7 ,legal documents1 e4g41 statute books1 charters1 petitions1 declarations1 decrees1 orders1 court records1 proclamations1 treaties4 7c7 ,literary forms1 e4g41 manuscripts1 notes1 books1 diaries1 letters1 paper money1 newspapers4 7d7 ,narrative material1 e4g41 biographies1 chronicles1 memoirs1 and accounts of customs1 superstitions1 ceremonials1 etc4 #b4 ,quasi-,primary ,source ,material1 or the ,auxiliary ,sources of ,history4 7a7 ,historical geography1 involving a consideration of the origin1 meaning1 distribution1 and changes of geographical names4 7b7 ,ethnology and sociology4 7c7 ,geology1 paleontology1 and physical geography4 7d7 ,paleography1 or the science of ancient writings4 7e7 ,diplomatics1 or treatises on official documents4 7f7 ,epigraphy1 or the science of inscriptions4 7g7 ,numismatics1 or the study of coins4 7h7 ,languages4 #c4 ,secondary ,authorities4 7a7 ,textbooks4 7b7 ,large historical works1 e4g41 ,parkman's1 ,bancroft's1 ,mc,master's1 ,fiske's4 7c7 ,biographies of historical personages1 e4g41 ,the ,life of ,cavour2 ,the ,true ,george ,washington2 ,bismarck4 7d7 ,compendiums of ,history1 e4g41 ,green's ,short ,history of the ,english ,people4 7e7 ,special treatises of historical epochs1 e4g41 ,thwaites' ,the ,colonies2 ,wilson's ,division and ,reunion4 7f7 ,encyclopdic articles1 e4g41 ,waterloo in ,encyclopdia ,britannica2 ,cyclopedias of ,history2 ,paul ,monroe's ,cyclopdia of ,education4 7g7 ,dictionaries of historical names and references1 e4g41 ,low's ,dictionary of ,english ,history or ,larned's ,history for ,ready ,reference1 #f vols4 7h7 ,philosophical1 legal1 and constitutional treatises bearing on history1 e4g41 ,bryce's ,american ,commonwealth2 ,ostrogorski's ,democracy and ,the ,party ,system2 ,montesquieu's ,the ,spirit of the ,laws4 7i7 ,historical novels1 e4g41 ,hugo's ,les ,miserables2 historical dramas1 e4g41 ,shakespeare's ,merchant of ,venice2 historical poems1 e4g41 ,longfellow's ,courtship of ,miles ,standish2 historical essays and monographs1 e4g41 articles in the ,historical ,review and other contemporary magazines4 7j7 ,writings on local history1 e4g41 ,cooley's ,history of ,michigan2 ,putnam's ,primary and ,secondary ,education in ,michigan2 ,michigan ,pioneer ,collection ,articles4 ,,queries #a4 ,how can primary source material be employed by teachers of history in the elementary and high school8 #b4 ,to what extent ought it to be employed8 #c4 ,would the course of history offered1 the year in which it is taught1 and the character of the school and its pupils1 affect the answer8 ,if so1 how8 #d4 ,what place in the high school has such a book as ,hill's ,liberty ,documents8 #e4 ,to what extent do the observations made by you coincide with your views respecting the use of primary source material8 #f4 ,make a list of ten or more source materials you personally could use in your teaching of history4 ,why would you select the material you have8 #a4 ,how can the quasi-primary source material be used in elementary schools and high schools8 #b4 ,what phases of such material do you plan to use8 #c4 ,what is the basis for your selection8 #d4 ,could every high school teacher of history make effective use of the material you mention8 #e4 ,what deduction follows from your answer8 #f4 ,what have been your observations respecting the employment of material of this kind8 ,would such material lend itself to use in every recitation period8 #a4 ,should more than one textbook be used in a given course in history8 ,why8 #b4 ,does the grade in which the subject is taught affect the answer8 #c4 ,how can the larger historical works1 biographies1 and compendiums of history be used in the high school8 #d4 ,is it practicable to have special reports from such sources made daily8 #e4 ,should the teacher expect all pupils to make frequent special reports8 #f4 ,in how far is it feasible to supplement the textbook by means of definite class-readings8 #g4 ,should class-readings be assigned on a page basis1 or on a topical basis1 or be left to individual selection and spontaneous effort8 #h4 ,should exact references be given or should pupils be encouraged to master the art of finding for themselves1 within given limits1 the supplementary data sought8 #i4 ,precisely how can a high school teacher make use of such a treatise as ,montesquieu's ,the ,spirit of the ,laws8 #aj4 ,make a list of at least twenty selections from historical novels1 historical dramas1 poems1 essays1 and monographs that you1 as a teacher of history1 could employ in the high school4 ,what fact or event would you attempt to illustrate by each of these selections8 #aa4 ,what use should high school teachers and pupils make of material dealing with local history8 #ab4 ,what constitutes a good textbook in history for high school use8 #ac4 ,make a list of some of the modern textbooks on each of the following phases of history3 7a7 ,ancient2 7b7 ,medival and ,modern2 7c7 ,english2 7d7 ,french2 7e7 ,american2 7f7 ,civil ,government4 ,what would be your first and your second choices of texts in each of these six divisions1 and why1 specifically1 would you make those choices8 #ad4 ,what texts are used in the high schools you have observed8 #ae4 ,what school authorities ought to select the texts to be used in the high school8 #af4 ,how far have your observations in the high school been in accord with your ideals and theories with respect to the kinds and uses of historical material of all kinds8 ,,iv4 ,conceptions of the ,purpose and ,content of ,history4#a #a4 ,as polite literature3 the ,greek and ,roman idea1 e4g41 ,herodotus1 ,thucydides1 ,xenophon1 ,livy1 ,sallust1 ,csar1 ,tacitus4 #b4 ,as annals and chronicles only3 the ,medival idea1 e4g41 ,gregory of ,tours1 ,froissart1 ,einhard4 #c4 ,as a basis for governmental policies and as a means of interpreting literature3 the ,renaissance idea1 e4g41 ,machiavelli1 ,petrarch1 ,boccaccio4 #d4 ,as a basis for theological dogma and religious practices3 the ,reformation idea1 e4g41 ,luther1 ,melanchthon1 and the ,jesuits4 #e4 ,as a basis for interpreting legal institutions and practices3 the idea of the #agth century1 e4g41 the ,jurists4 #f4 ,as a foundation for philosophical speculation and a means of discovering the deeper influences that affect humanity and hence influence action and produce events3 the idea of the #ahth century1 e4g41 ,voltaire and ,montesquieu4 ,voltaire held that human nature is the same under all circumstances and at all times1 and hence sought to judge historical events by abstract universal standards4 ,the natural man was his ideal man4 ,montesquieu1 in ,the ,spirit of the ,laws1 sought to show that events in history are but the manifestation of spiritual law1 as revealed in conditions of climate1 geography1 soil1 natural resources1 racial temperament1 etc4 #g4 ,as a foundation for personal reactions1 e4g41 criticisms1 interpretation1 moralizing1 personal philosophizing1 or as mere facts entertainingly told3 the idea of the early #aith century4 #h4 ,history as science1 i4e41 as explanatory of existing social institutions1 customs1 beliefs3 the idea of the #bjth century4 #a ,the fundamental purpose of historical writing has ever been the recording of events4 ,in addition1 however1 different ages have stressed other aims4 ,v4 ,some ,notable ,influences and ,persons that have modified the ,conception of the ,meaning of ,history in the ,last ,century4 #a4 ,romantic ,school 7late #ahth century and early #aith century71 with its deep reverence for the ,middle ,ages4 ,hence sympathetic treatment of history4 #b4 ,herder 7#agdd-ahjc71 with his philosophy of becoming or development4 ,herder sought to show that all events are but the manifestation of a deity striving to work out an ideal universe4 ,hence all events must be judged by the standards of the time and country in which they appear1 i4e41 be judged by the characteristics of the age and people affected4 #c4 ,hegel 7#aggj-ahca7 carried the theory of ,herder to more complete conclusions4 #d4 ,niebuhr 7#aggf-ahca71 one of the most acute historical critics and philologists of modern times4 ,niebuhr was among the first to emphasize the need of a critical examination of source material1 and of the building up the past out of these data4 #e4 ,ranke1 ,leopold von 7#agie-ahhf74 ,his aim was to set before the reader the entire picture of events with their causes1 relations1 and consequences4 #f4 ,guizot1 ,franois ,p4 ,g4 7#aghg-ahgd74 ,his great influence was in extending the scope of history so as to include universal history1 not merely national history1 or the history of isolated and local events4 #g4 ,carlyle 7#agie-ahha71 through his keen insight into character and his love of hero-worship1 introduced the vividly realistic and picturesque element4 #h4 ,buckle 7#ahba-ahfb7 included economic forces in his studies and sought the spirit of history apart from particular men and events4 #i4 ,macaulay 7#ahjj-ahei7 presented historical philosophy and the laws and theories of government in eloquent and fascinating style1 thus bringing to the popular mind an interest that had heretofore been slight4 #aj4 ,froude 7#ahah-ahid71 in charming literary style but with carelessness of detail1 emphasized the personal element in history and set himself the ideal of simply recording human actions without theorizing theron4 #aa4 ,stubbs 7#ahbe-aija7 introduced the critical study of medival sources into ,england1 employed exact methods of work1 and gave impetus to constitutional history4 #ab4 ,green 7#ahcg-ahhc7 depicted the progress of the life of the people and dealt only incidentally with the political history of the state4 #ac4 ,schmoller 7#ahch- 7 emphasized the economic aspects of history4 ,,vi4 ,history in the ,curriculum4 #a4 ,pre-,renaissance ,period3 ,incidental historical study made in connection with the study of biography and literature4 #b4 ,renaissance ,period3 ,historical studies pursued as auxiliary to the interpretation of the classics4 #c4 ,post-,renaissance ,period in ,europe4 7a7 ,heraldry and local1 contemporary historical incidents and events taught in ,ritterakedemien after #afdh4 7b7 ,in ,germany1 the systematic study of history in schools really dates from about #ahjf1 though an independent status was given history in the universities 7particularly in ,gttingen7 in the #ahth century4 7c7 ,in ,france1 historical study was introduced by ,guizot 7about #ahcc7 but received no great attention until after #ahfj1 though there was nominally a chair of history in the ,collge de ,france after #agfi4 7d7 ,in ,england1 none but incidental attention was given historical study until after the middle of the #aith century1 though there was a professorship of ancient history at ,oxford in #afbb1 and professorships of modern history were found at both ,oxford and ,cambridge in #agbd4 #d4 ,historical ,study in ,america4 7a7 ,history was taught incidentally by professors of philosophy in most of the universities from their founding4 7b7 ,yale had a professorship of ecclesiastical history in #aggh-agie4 7c7 ,harvard established the first professorship in history 7in the general sense of the term7 in #ahci1 ,jared ,sparks being the first incumbent4 7d7 ,columbia ,university and the ,university of ,michigan established chairs of history in #aheg4 7e7 ,yale established a chair of history in #ahfe4 7f7 ,the first seminary in history was established at the ,university of ,michigan in #ahfi by ,prof4 ,c4 ,k4 ,adams4 7g7 ,general history and ancient history were found in normal schools after about #ahej4 7h7 ,in secondary schools 7first in academies1 then later in high schools7 history was taught as a separate study from about #ahcj4 ,general history or ancient history received almost the sole emphasis1 though ,english history was sometimes taught4 ,in #ahdg ,harvard first began the practice of requiring history for admission4 7i7 ,history work in elementary schools grew out of the study of geography1 and became a separate study about #ahde4 7j7 ,until about #ahic the only course given really serious attention in the high school was that of ,ancient ,history in the classical course4 ,the courses in ,general ,history1 ,english ,history and ,american ,history were1 for the most part1 bookish1 superficial1 and devitalized4 7k7 ,the ,madison ,conference 7instituted by the ,n4 ,e4 ,a4 in #ahib7 gave the first concerted impetus to the serious study of history in ,american public schools4 7l7 ,the ,report of the ,committee of ,ten of the ,n4 ,e4 ,a4 in #ahic contains extensive and almost revolutionizing suggestions for improving the organization1 study1 and presentation of history in the schools4 7m7 ,the ,report of the ,committee of ,seven of the ,american ,historical ,association in #ahif supplemented the contemporary efforts at reform4 7n7 ,the ,report of the ,committee of ,five of the ,american ,historical ,association in #aijg embodied the best ideas which the decade had developed looking to further improvement of historical study and teaching4 7o7 ,the ,committee of ,eight has still more recently sought to perfect the art of studying and teaching the subject4 ,,vii4 ,values and ,aims of ,history4 #a4 ,psychological4 7a7 ,it develops the power of constructive imagination through the visualizing of scenes1 events1 and characters1 and the effort to put oneself back into the past4 7b7 ,it trains the reasoning faculty through the necessity of analyzing data1 seeking causes and effects1 and following historical development wherever it may lead4 7c7 ,it develops the power of associative memory through the necessity of bringing facts into their essential and definite relations4 7d7 ,it trains the judgment1 through requiring the mind to make estimates respecting 7#a7 ,the probability of the fact recorded4 7#b7 ,the possibility and probability of accurate statement on the part of the one recording the event4 7#c7 ,the efficiency of the adjustment of means to ends4 7#d7 ,the righteousness of the act4 7#e7 ,the motives and ideals that dominated the act4 7e7 ,it develops the power of comparison through demanding attention to similarities and differences in motives1 agents1 means1 processes1 events1 places1 dates1 and results4 7f7 ,it develops the power of classification--of cordinating and subordinating data4 7g7 ,it develops the habit of forming generalizations from detailed facts4 7h7 ,it gives a real conception of the meaning of time1 through the considerations of man's slow evolution in social relations4 7i7 ,it gives ability to take a large view of life's affairs and interests1--to see things in their essential relations4 #b4 ,social1 ,political1 and ,civic4 7a7 ,it gives habits of analyzing the aims and motives of men1 and the means they employ to attain their ends1 i4e41 it gives insight into character and hence makes social adjustment easier4 7b7 ,it develops tolerance for the opinions1 convictions1 and ideals of others1 and tends to prevent hard1 dogmatic1 and uncompromising judgments and attitudes4 7c7 ,it gives appreciation of the civic and political institutions of to-day--their origin1 development1 and purposes--and hence teaches the rights and obligations that are inherent in citizenship4 7d7 ,it inspires patriotism through arousing noble emotions that revolve about inherited responsibilities4 ,a study of the times that tried men's souls tends to form souls that are capable of enduring trial4--,hinsdale4 7e7 ,it reveals the slow evolutionary processes that operate in social life1 and hence tends to encourage one to put himself in harmony with the laws of social evolution and to strive for social betterment while he at the same time is patient with existing conditions4 7f7 ,it breaks down provincialism through revealing the relations1 common traits1 and interdependence of one community with another1 and one nation with all other nations4 #c4 ,moral and ,religious4 7a7 ,it habituates to weighing motives and actions as regards their righteousness4 7b7 ,it implants ideals of personal character by disclosing the personal qualities and moral accomplishments of men and women who have1 in large ways1 affected history1 and who have in consequence received lasting honor and renown4 7c7 ,it teaches us to see something of the intangible forces that override personal preferences and hinder the direct application of principles sincerely held4 7d7 ,it inspires a love of truth4 7e7 ,it develops charity for the past2 forbearance for the present2 and faith and hope for the future4 #d4 sthetic 7appealing to the sense of order1 beauty1 and proportion74 7a7 ,it stirs to an appreciation of the beauties of man's handwork in sculpture1 architecture1 painting1 musical and literary form1 industry and commerce4 7b7 ,it reveals the beauties of human genius in adapting institutions and governmental forms and processes to desired ends4 7c7 ,it refines and enriches the emotions by bringing them into contact with the emotional expressions of the race4 7d7 ,it develops literary expression1 and a taste for good reading4 7e7 ,it thrills and inspires1 and incites to more thorough-going efforts to attain ideals of proportion and order4 #e4 ,practical4 7a7 ,it aids in interpreting many allusions in literature and current expressions4 7b7 ,it vitalizes geography4 7c7 ,it gives a perspective for viewing all other branches of study1 and hence for a fairer comprehension of them4 7d7 ,it makes the experiences of travel intelligible4 7e7 ,it gives a fund of information for use in conversation and public utterances4 7f7 ,it breaks down provincialism2 develops toleration1 sympathy1 and human interest2 and hence makes intercourse with fellowmen more frictionless and cordial4 7,see ,social ,value47 7g7 ,it creates an interest in the resources1 raw materials1 tools1 and processes of one's vocation1 and fosters pride and contentment with labor4 7h7 ,it explains racial1 economic1 religious1 and social cleavages and prejudices1 and makes for a truer democracy of feeling4 7i7 ,it gives insight into legal1 governmental1 and business institutions and forms1 and hence makes easier the adjustment to governmental and business requirements4 7,see ,social ,value47 #f4 ,cultural or ,personal4 7a7 ,it gives an elevated viewpoint from which better to observe all aspects of civilization to-day and thereby to comprehend them more fully4 7b7 ,it furnishes an inexhaustible source of pleasure and satisfaction for leisure hours and for the consolation of old age4 ,,queries #a4 ,can you name any other values that should be included in the study of history8 #b4 ,does the study of history yield equal value in each of the groups mentioned8 #c4 ,which one of the groups of values seems to you most important and hence should receive greatest emphasis8 #d4 ,can you suggest other items under each group of values8 #e4 ,illustrate how a teacher might proceed to exercise the power of 7a7 imagination2 7b7 reasoning2 7c7 memory2 7d7 judgment2 7e7 comparison2 7f7 classification2 7g7 generalization4 #f4 ,from your observations do the teachers consciously strive to realize these values in the class8 #g4 ,do the teachers seek to get back of the records of events and to discover the motives1 ideas1 and ideals that produced those events8 ,what is the method used to do so8 #h4 ,do the teachers assume hard1 dogmatic1 and uncompromising attitudes toward the interpretation of the facts1 or do they give students opportunity to use their own judgment8 #i4 ,does it seem to you that students really do put themselves back in imagination and live through the period they are studying8 ,what is the secret of attaining this ideal8 #aj4 ,are students constantly seeking for causes of the historical events8 ,how does the teacher secure this effort8 #aa4 ,are the textbook facts remembered largely as words1 or do the students really enter into the spirit and significance of them8 ,what evidences have you for your conclusions8 #ab4 ,does rote memory or associative memory receive the emphasis8 #ac4 ,does the teacher correlate the history lesson with other subjects of study8 ,if so1 how is this done8 #ad4 ,does the teacher correlate the history lesson with the life interests of the pupils8 ,if so1 how is this done8 #ae4 ,does the teacher explain the institutions1 forms1 and procedures of the past by reference to their counterparts of to-day8 ,are such interpretative means employed with sufficient frequency1 completeness1 variety1 and clearness8 #af4 ,does the teacher inspire patriotism8 ,if so1 how is this accomplished8 #ag4 ,is the work of such a character that students are infused with a spirit of toleration1 sympathy1 and respect for others outside their immediate circle of interest8 #ah4 ,does the teacher encourage the weighing of motives and actions with reference to their righteousness8 ,do you approve of this practice8 #ai4 ,does the teacher seek to have the students be like noble characters in history8 ,what can you say for and against this practice8 #bj4 ,ought the teacher to strive consciously to use history to develop ethical ideas in pupils8 #ba4 ,how does history exert a religious influence on its students8 #bb4 ,does history inspire a love of truth to any different degree than does any other subject of study8 #bc4 ,does the teacher seek to bring out the sthetic values of history8 ,how does she do so8 #bd4 ,should appeal be made frequently to the emotional side of pupils' natures8 #be4 ,is adequate opportunity given pupils to develop literary expression8 ,how is this done8 #bf4 ,are you satisfied that a taste for historical reading is being developed in the pupils8 ,what observations make you think as you do8 #bg4 ,does the teacher so conduct the class work that the practical values of history are realized8 #bh4 ,does the class really appear to enjoy the work8 ,what evidences have you of this8 #bi4 ,does the class feel that the recitation period is a delight or a bore8 ,what evidences have you that this is so8 #cj4 ,which phases of the work receive the greatest emphasis3 7a7 acquisition of facts1 7b7 mental training1 7c7 moral training1 7d7 arousing interest in independent historical study1 7e7 development of patriotism and public spirit1 or 7f7 power of judging men8 ,do you approve of this distribution of emphasis8 #ca4 ,which of the following aims should the teaching of history in the high school emphasize1 viz41 7a7 giving to youths the knowledge and power for the right interpretation of the civilizations of the past1 7b7 assisting youths to an understanding of the development and significance of present-day civilizations and aiding them to adjust themselves to these civilizations2 7c7 giving a perspective from which to pre-view1 in part1 the trend of the future and to plan one's career accordingly8 #cb4 ,from your observations do the teachers stress the events1 or the motives1 the ideals1 and the ideas that gave rise to the events8 ,what would be your aim here8 #cc4 ,of what does thinking consist8 #cd4 ,are pupils in the classes observed expected to think for themselves8 ,are they encouraged to express their personal reactions to the facts presented8 #ce4 ,what guiding principle should a high school teacher or textbook writer set for himself in selecting from the infinite mass of data recorded the material to be used in the high school1 7a7 that which reveals the development of personal liberty--political1 religious1 economic2 7b7 that which reveals the development of democratic institutions2 7c7 that which reveals the growth of altruism or the humanitarian spirit2 7d7 that which reveals the development of commerce1 industry1 and finance2 7e7 that which reveals the development of thought and the institutions that aim to develop and train it2 or 7f7 that which reveals the development of social relations and activities8 ,,viii4 ,elements of ,history4 #a4 ,time ,element3 ,the when1 or chronology4 7a7 ,units of measurement3 day1 month1 year1 decade1 century1 administration1 sovereignty1 ministry1 epoch1 era1 and the unit determined by the movement of the events themselves as they naturally cohere4 7b7 ,dates as agencies for assigning definite position in time4 #b4 ,place ,element3 ,the where1 or geography4 7a7 ,units of location3 continent1 nation1 empire1 kingdom1 state1 section1 region1 district1 town1 city1 county1 and the geographical groups or centers formed by the events themselves as they cohere4 #c4 ,physical ,element3 7a7 ,climate and meteorology affecting 7#a7 ,character of the people4 7#b7 ,occupations4 7b7 ,topography1 affecting 7#a7 ,movement of races1 armies1 productions1 etc4 7#b7 ,size and boundaries of states4 7#c7 ,location and character of cities4 7#d7 ,industries4 7#e7 ,trade and transportation4 7c7 ,natural resources1 soil1 and products1 affecting 7#a7 ,livelihood4 7#b7 ,character of people4 7d7 ,violent and infrequent phenomena of nature1 earthquakes1 storms1 eclipses1 comets1 volcanic eruptions1 etc41 affecting 7#a7 ,beliefs and actions of people4 #d4 ,human ,element4 7a7 ,the national or race spirit4 7b7 ,the religious emotions and aspirations4 7c7 ,the sentimental interests4 7d7 ,the ,zeitgeist or spirit of the age4 7e7 ,the genius of individuals4 #e4 ,superhuman ,element4 7a7 ,the moral order in the universe1 or the seeming law that rules thoughts1 feelings1 and actions of men--the law of cause and effect4 ,,queries #a4 ,which time-units are most commonly used in the classes you have observed8 ,do you approve of the custom8 #b4 ,what advantage is gained from the use of such units over what is gained in using other units8 #c4 ,are there any of the units mentioned that ought to be used sparingly1 if at all8 #d4 ,does the teacher observed stress dates sufficiently8 ,does she over-stress them8 #e4 ,under what circumstances should a date be learned8 #f4 ,what is the best method of getting pupils to remember dates8 #g4 ,how many dates ought to be required in any course in history in the high school8 #h4 ,what principle of selection ought to guide in the choice8 #i4 ,is it wise to require the learning of some dates for the recitation period only with the expectation that they shall then fade from the mind8 #aj4 ,is it wise to drill on dates frequently8 #aa4 ,what is the value of memorized dates8 #ab4 ,what would be your views respecting the following list of dates 7learned in their full significance7 as the only fixed required dates for the entire high school course3 ,b4,c4 #ajjj2 #ggf2 #eid2 #ejj2 #dei2 #cbc2 #bfd2 #adf2 #ei2 #ca2 ,a4,d4 #cac2 #cie2 #dgf2 #ebg2 #fbb2 #gcb2 #hjj2 #hdc2 #ifb2 #ajff2 #ajie2 #abae2 #adjj2 #adec2 #adib2 #aeag2 #aehh2 #aeih2 #afjc2 #afji2 #afbj2 #afdh2 #afhh2 #aggf2 #aghi3 #ahae2 #ahcj2 #ahdh2 #ahfa2 #ahfg2 #ahga2 #ahih4 #ac4 ,does the teacher always seek to connect historical events with geography8 #ad4 ,is such connection real or merely verbal8 #ae4 ,what methods are used to bring about this permanent association of event and place in the minds of the pupils8 #af4 ,what unit of location is chiefly used8 ,is this wise8 #ag4 ,what is the real importance of stressing geography while studying history8 #ah4 ,are students expected to make use of outline maps8 #ai4 ,how many such maps does each student make during the semester8 #bj4 ,are the maps made during given recitation periods under the supervision of the teacher1 or at the convenience of the students8 ,which is the better plan8 #ba4 ,do the students devote much time to map-making8 #bb4 ,do they merely color the map1 or do they fill in all important geographical and historical items8 #bc4 ,are maps ever drawn1 roughly1 on the blackboards by either teacher or pupils8 ,if so1 is there decided merit in so doing8 #bd4 ,are wall maps used frequently8 ,if so1 who indicates locations--teacher or pupils8 #be4 ,is it advisable to conduct the class in person to near-by historic places8 #bf4 ,would it be wise to employ analogously formed geographical territory that is familiar to the students to vivify and interpret far-distant historical places8 #bg4 ,does the teacher seek to impress the importance of physical elements in shaping history8 #bh4 ,does the teacher emphasize this element of history sufficiently8 #bi4 ,how1 in detail1 can such influences be revealed to high school students so that their real significance can be recognized8 #cj4 ,is the significance of national or race spirit in producing history sufficiently emphasized by the teacher8 #ca4 ,can you give an illustration of its notable operation8 #cb4 ,has the influence of religious emotions and aspirations been shown by the teacher in its full significance8 #cc4 ,can you give an illustration of the complete modification of history because of sentimental interests8 #cd4 ,are such modifications somewhat common and important8 #ce4 ,does the teacher impress this fact upon his pupils8 #cf4 ,does the teacher make clear the significance of the ,zeitgeist1 or spirit of the age1 in shaping history8 #cg4 ,how much attention is given to the study of notable characters in history8 #ch4 ,ought biography to occupy a more important place in the high school course in history8 #ci4 ,how is such study secured in the school you have observed1--through collateral readings by the class1 individual reports1 or incidental classroom discussions8 #dj4 ,does the teacher sufficiently stress the fact that all history is but the operation of cause and effect8 #da4 ,are students required to seek for causes back of the events8 #db4 ,are students encouraged and expected to trace causes through the various sequences of effects8 ,,ix4 ,methods of ,approach to the ,study of ,history4 #a4 ,chronologically1 since there is a continuity in the subject1 and cause precedes effect4 ,the childhood of history is best for the child1 the boyhood of history for the boy1 the youthhood of history for the youth1 and the manhood of history for the man4--,s4 ,s4 ,laurie1 ,sch4 ,rev4 #d3fej4 #b4 ,counter-chronologically1 i4e41 from the present time and immediate surroundings to remote ages and distant peoples4 #c4 ,spirally1 i4e41 covering the entire field of study in an elementary manner2 then repeating the course on a more advanced plane2 then taking up the work a third and fourth time1 supplementing and expanding with each new attack4 #d4 ,biographically1 i4e41 by means of biographies only4 #e4 ,topically1 i4e41 tracing the development of particular elements in history1 continuously and uninterruptedly1 from the early stages to complete forms4 ,,queries #a4 ,which1 to you1 seems the best approach to the study of history8 #b4 ,may several of the above-mentioned modes be employed simultaneously8 #c4 ,is it largely true that the personal or biographic appeals most to the child2 the speculative1 to the boy2 the vitally and concretely constructive1 to the youth2 and the critical and philosophical to the adult8 ,if so1 what should be the character of the work in history in the high school8 ,x4 ,the ,process of ,learning ,history4 #a4 ,acquiring and relating detailed facts4 #b4 ,formulating a mental picture of the events4 #c4 ,analyzing the conditions and determining the vital1 distinguishing characteristics4 #d4 ,getting back of the outer forms1 visible expression1 or the vital facts to the real life of the people--their ideals1 ideas1 emotions1 and beliefs4 #e4 ,discovering the motives that produced the events considered4 #f4 ,deducing the principles that operate in human relations4 #g4 ,applying those principles to contemporary civilization to-day1 and foreshadowing the probable trend of society in the future4 #h4 ,holding consciously to the fact that history is dynamic1 not static1 i4e41 that all historical material constitutes a unity that is revealed under the two laws of continuity and differentiation4 ,there are no breaks or leaps in the life of a people4 ,development may hasten or may slacken1 and may seem to cease for a time1 but it is always continuous2 it always proceeds out of antecedent conditions1 and if it be arrested for a time it begins again at the point where it ended4 ,since the essence of history is the real life of a people--their ideas and feelings--history develops as ideas and feelings develop4 ,but thoughts and feelings never exhibit themselves repeatedly in the same forms1 but take on new modes of expression in the very process of growth4--,mace4 ,,queries #a4 ,does the teacher observed lay emphasis on details as ends in themselves or as means to other ends8 #b4 ,is there a richness of details or is there a dearth of them8 #c4 ,are details presented in a vivid manner1 with many gripping tentacles1 or are they set forth in bold1 uninteresting forms only8 #d4 ,are the details intimately fused or correlated8 #e4 ,is effort made to get each pupil to develop a mental picture of the scene represented by the details8 #f4 ,when the image is fashioned1 is an effort made to discriminate and to abstract the dominant characteristics8 #g4 ,is effort made to get at the spirit of the historical fact1 and to discover the motives that operated to produce it8 #h4 ,are generalizations and principles of human thought1 feeling1 and conduct deduced from the study8 #i4 ,is effort made to test the validity of such principles among social relationships of to-day8 #aj4 ,does the teacher make history appear what it is1 i4e41 a ceaseless development1 a unity1 or does she leave the impression among the pupils that history is a mass of disconnected dead facts8 ,,xi4 ,the ,organization of ,history in ,high ,schools4 ---------------------------------------- ------------------------------ ,,plan #a ,,plan #b ,,plan #c ---------------------------------------- ------------------------------ #ith grade ,general ,history ,ancient ,history #ajth grade ,med4 ,mod4 ,history,anc4 ,med4 ,hist4 ---------------------------------------- ------------------------------ #aath grade ,american ,history ,english ,history ,modern ,history #abth grade ,u4,s4 ,hist4 ,civics,u4,s4 ,hist4 ,civics ---------------------------------------- ------------------------------ ---------------------------------------- ------------------------------ ,,plan #d ,,plan #e ,,plan #f ---------------------------------------- ------------------------------ #ith grade ,loc4 ,hist41 ,civics ,ancient ,history ,recent history and ,industries ,local ,civics ,local ,indust4 ---------------------------------------- ------------------------------ #ajth grade ,ancient ,history ,med4 ,mod4 ,hist4 ,indust4 ,hist4 #a_/b ,commer4 ,hist4 #a_/b ,ancient ,history ---------------------------------------- ------------------------------ #aath grade ,med4 ,mod4 ,hist4 ,eng4 ,history #a_/b ,mod4 ,med4 or ,u4 ,s4 ,history #a_/b ,eng4 ,history ---------------------------------------- ------------------------------ #abth grade ,u4 ,s4 ,hist4 ,civics,u4 ,s4 ,history #a_/b ,u4 ,s4 ,history ,civics #a_/b ,civics ---------------------------------------- ------------------------------ ,,queries #a4 ,which of the above plans appeals to you most8 ,why so8 #b4 ,what is the plan of organization in the school observed8 #c4 ,what courses are prescribed1 and what are elective8 ,do you approve8 #d4 ,how many recitation periods per week are allotted to the work in each course8 ,is this wise8 #e4 ,is there one period per week devoted to unassigned or unprepared class work8 #f4 ,if so1 how is the period employed8 #g4 ,do you approve of such a period as a regular feature of the course8 #h4 ,what justification is there in making the first year's work consist of ,local ,history1 ,civics1 and ,industries8 #i4 ,what argument is there for placing ,ancient ,history in the #abth grade1 and making it an elective study8 #aj4 ,is the work in ,advanced ,civics presented in a separate course1 or is it correlated and interwoven with the work in ,u4 ,s4 ,history8 #aa4 ,what arguments can you give for and against the practice8 #ab4 ,what is the scope and aim of each of the courses ,of history you have observed8 ,,xii4 ,the ,history ,teacher's ,preparation and ,equipment4 #a4 ,has the teacher the kind of personality you could wish for yourself8 #b4 ,is her voice melodious and pleasing8 #c4 ,has she winsome manners8 #d4 ,is she sympathetic with her students8 #e4 ,does she show distinctive qualities of leadership8 #f4 ,has she evidently had a good general training in literature1 sociology1 philosophy1 biology1 and psychology8 #g4 ,has she evidently had extensive and special training in history and political science8 #h4 ,has she had professional training in educational psychology1 history of education1 methods1 and general administration of school work8 #i4 ,is she tied to the textbook8 #aj4 ,does she have a fund of explanatory and illustrative material at her command8 #aa4 ,is she accurate1 positive1 and confident8 #ab4 ,has she a sense of humor and of the fitness of things8 ,has she self-control1 or does she1 for example1 use sarcasm and ridicule8 #ac4 ,has she clearly prepared herself anew for the lesson in hand8 ,what evidences have you of this8 #ad4 ,does she inspire her pupils8 ,how8 #ae4 ,is there good discipline8 ,if so1 how is it secured8 #af4 ,does the teacher seem to be familiar with local history1 local geography1 and both local and general industrial1 political1 and social conditions8 #ag4 ,does she seem to be familiar with the local library and its equipment8 #ah4 ,does she know her pupils--their interests1 home life1 and ambitions8 #ai4 ,does she possess enthusiasm1 energy1 optimism1 sympathy1 imagination1 force1 incisiveness1 tact1 judgment1 geniality1 social graces1 courtesy1 and kindliness8 #bj4 ,does she grasp the subject in its unity and entirety8 #ba4 ,can she tell a tale simply and pleasingly8 #bb4 ,is she interested in current events8 #bc4 ,does she possess a clear insight into character and life8 #bd4 ,has she traveled8 ,,xiii4 ,the ,pupil's ,preparation and ,equipment4 #a4 ,have the pupils evidently had a good elementary school training8 #b4 ,do the pupils give evidence of having had previous historical training in the high school8 ,what is the basis of your conclusion8 #c4 ,have the pupils thoroughly prepared for the day's recitation8 #d4 ,have they apparently confined themselves to the text1 or have they gone outside this for material8 #e4 ,have they studied the lesson together8 ,do you approve of such study8 #f4 ,if pupils show they have not sought to prepare the lesson well1 what procedure does the teacher follow8 ,do you approve8 #g4 ,have the pupils outlined the lesson8 ,is it well that they should do so8 #h4 ,apparently1 have the pupils been shown how to study1 i4e41 how to prepare the work most advantageously8 ,what was the mode of doing this8 #i4 ,have the pupils attacked the lesson because it was made to appear vital to the solution of some really interesting problem8 #aj4 ,have the pupils really gotten behind the facts to the spirit of the movement8 #aa4 ,have the pupils apparently attempted to correlate geography with the history8 ,what evidences have you of this8 #ab4 ,have the pupils acquainted themselves with all unusual words and phrases used in the text8 ,,xiv4 ,the ,classroom4 #a4 ,is there anything distinctive about the classrooms you have observed that suggests their special uses8 #b4 ,are sittings arranged in fixed and regular forms1 or is it possible for the class to gather about the teacher's chair in a social group8 #c4 ,are there good wall maps in the room8 #d4 ,are there atlases1 globes1 and geographical dictionaries at hand8 #e4 ,are there reference books of common use8 #f4 ,does the teacher's desk contain copies of textbooks other than the text in chief8 #g4 ,are there sufficient good blackboards8 #h4 ,is there a stereopticon8 #i4 ,does the school provide an adequate number of stereopticon slides8 #aj4 ,are the walls adorned with historical pictures or other historical materials8 ,is there a museum of history in the room8 #aa4 ,are pupils encouraged to beautify the room with significant objects of historical interest8 ,,xv4 ,the ,assignment of the ,lesson4 #a4 ,is the assignment given sufficient attention by the teacher8 #b4 ,is it made at the beginning of the recitation period or near the close8 ,what advantages and disadvantages does each practice offer8 #c4 ,does the assignment take into consideration the character of the work to be studied8 ,in what ways is this true8 #d4 ,does the assignment vary with the stage of advancement of the students8 ,how8 #e4 ,does it blaze a way1 so to speak1 through the mass of facts so that the pupils really glimpse the significance of the material before them1 and are stimulated to attack it8 #f4 ,does it raise real problems for the students to solve8 #g4 ,does it suggest too much or too little8 #h4 ,does it take individual differences sufficiently into account8 #i4 ,does it include material outside the textbook8 #aj4 ,if so1 is the material well chosen and clearly indicated8 #aa4 ,does the assignment correlate the textbook material with contemporary life and with the experiences of the pupils8 #ab4 ,is the assignment made so clearly and definitely that all pupils thoroughly understand what it is8 ,what evidences have you that such is the case8 #ac4 ,is the assignment too long for adequate preparation8 #ad4 ,does it contemplate that the pupils will devote home study to it8 #ae4 ,how much time ought the assignment to require of a moderately good student8 ,is this adequate8 #af4 ,does the assignment suggest what portions of the text are to be touched upon lightly1 what to be studied for appreciation only1 what to be critically studied and mastered8 #ag4 ,does the assignment include a review of previous work8 ,how much8 #ah4 ,does the assignment stress dates too much8 #ai4 ,is the assignment made with enthusiasm and interest1 and does it thus at once strike a responsive chord in the pupils8 ,,xvi4 ,the ,study ,lesson4 #a4 ,are pupils encouraged to follow a definite daily schedule in studying their lessons8 ,do you advise this8 #b4 ,is there supervised study in the school8 #c4 ,what is the nature of the supervision given in such a period8 #d4 ,judging from results1 have the pupils made good use of their study periods8 #e4 ,is there in the school a weekly period for consultation and advice8 #f4 ,if pupils are absent from school1 is opportunity given for making up work8 ,how is this administered so far as the study of history is concerned8 #g4 ,is there ever provided a period for unassigned work8 #h4 ,if so1 how is the period employed8 #i4 ,just what is the secret of getting pupils to study their lessons8 #aj4 ,are pupils encouraged to outline the lesson8 #aa4 ,are they encouraged to make personal notes on the margin of the textbook pages8 ,are they shown how to annotate8 #ab4 ,are they advised to use notebooks8 ,if so1 what is the character of these8 #ac4 ,do pupils seem merely to try to learn the text or really to comprehend the spirit8 #ad4 ,can you suggest ways and means of making the study-lesson more beneficial8 #ae4 ,does the teacher sometimes require abstracts to be made in order to teach selection of important points8 ,,xvii4 ,the ,recitation ,lesson4 #a4 ,does the class enter the room in a happy1 expectant state of mind1 or does it appear as though it were about to undergo a disagreeable operation8 #b4 ,does the class come to attention as soon as the signal is given8 #c4 ,is the aim of the day clearly set forth8 ,who does it1 the teacher or the pupils8 #d4 ,does the work of the day seem to grow out of some previous discussions or conclusions8 #e4 ,are the five formal steps followed8 #f4 ,is emphasis placed on information1 drill1 review1 testing1 or historical mindedness8 #g4 ,does the work have balance and proportion8 #h4 ,is there interest and attention8 ,what is the secret of it8 #i4 ,are questions clear1 concrete1 and definite8 #aj4 ,is appeal made to more than one sense1 i4e41 audile1 visual1 tactile1 muscular8 #aa4 ,does the teacher really guide and lead1 or does she carry most of the burden8 #ab4 ,do the pupils coperate as a team--each seeking to contribute his portion freely and all aiming to attain a definite goal8 #ac4 ,does the recitation take on the spirit of comradeship1 i4e41 of courteous and familiar discussion8 #ad4 ,is the lesson enlivened by means of anecdotes1 illustrations1 stories1 dramatic postures1 readings1 etc48 #ae4 ,is the history lesson correlated with geography1 ,english1 foreign language study1 science1 manual training1 and other school studies8 #af4 ,is it correlated with the common life experiences of the pupils1 and with the important contemporary institutions and interests of to-day8 #ag4 ,are criticisms by the teacher made sufficiently frequent and direct to make pupils careful1 but not so frequently and pointedly as to discourage pupils8 #ah4 ,are pupils expected to present a connected account of the topics studied and to do this in a clear1 forceful1 logical manner8 #ai4 ,are dates and other mere facts properly subordinated to the real ideas for which they stand8 #bj4 ,are the salient points of the lesson collected and tabulated as the lesson proceeds8 #ba4 ,is this done by the teacher1 or by the pupils1 or by both8 #bb4 ,do pupils show by their attitude1 facial expression1 and responsiveness that they are satisfied with the recitation as it progresses8 #bc4 ,are formal debates and informal discussions ever permitted in the class8 #bd4 ,is use made of the dramatic powers of pupils to interpret and assimilate history8 #be4 ,are visits with the class made to places and institutions of historic interest8 #bf4 ,are mock elections and other civic procedures allowed8 #bg4 ,is map drawing required8 ,if so1 is the work done in class under the supervision of the teacher1 or at the pleasure and convenience of the pupils8 #bh4 ,is the stress laid on artistic effects in map drawing1 or on a graphic presentation of the facts in their relations8 #bi4 ,is any use made of genealogical tables or historical charts8 ,what value is there in so doing8 #cj4 ,does the teacher demand thoroughness1 completeness1 and clearness in the recitation of the pupils1 or does she accept vague1 incomplete1 and general statements8 #ca4 ,does she interrupt the pupils while they are reciting1 or wait until they are through before commenting or criticizing8 ,does she ask other pupils to criticize8 #cb4 ,is the teacher alert1 vivacious1 enthusiastic8 #cc4 ,is she herself thoroughly interested in the work of the day8 #cd4 ,is there unexpected variety in the class procedure8 #ce4 ,does the teacher seem to enjoy clean1 harmless jokes and amusing incidents with her pupils8 #cf4 ,is everybody into the game all the time8 #cg4 ,is the aim of the recitation kept constantly before the class8 #ch4 ,is there steady progress toward it8 #ci4 ,does the teacher praise discriminatingly the good efforts of the pupils8 #dj4 ,is the teacher at all times a friend of the pupils8 #da4 ,is a definite1 clear summary of the significant points of the lesson made by the teacher at the close of the period8 #db4 ,are important generalizations formed1 and valid principles deduced8 #dc4 ,is the fifth formal step 7that of application7 taken8 ,if so1 how is it done8 #dd4 ,has the recitation period seemed short or has it been a long1 tedious hour8 #de4 ,do pupils leave the room with faces aglow and minds keyed to earnest thought1 or do they seem to go as if freed from a prison8 #df4 ,do pupils comment on the day's work as they pass out8 ,are such comments favorable or unfavorable8 #dg4 ,is the pupil's judgment here of any great weight8 #dh4 ,how does the teacher busy herself between the change of classes8 #di4 ,has the work been such as to make pupils interested in pursuing the study of history for themselves8 #ej4 ,has the work been such as to help pupils to think for themselves1 to be accurate1 to be resourceful1 to develop the historical habit of mind8 #ea4 ,what was the chief weakness of the recitation period8 #eb4 ,did pupils rise and recite by topic8 #ec4 ,did pupils outline the lesson and then talk from their outlines8 ,what value has this8 #ed4 ,were mnemonic devices used8 ,if so1 was advantage gained thereby8 ,,xviii4 ,the ,review ,lesson4 #a4 ,is there a stated time for reviews8 ,if so1 how long is the time devoted to reviews8 ,is this wise8 #b4 ,is the review lesson really a new view of the subject matter1 or merely a going over the material a second time8 #c4 ,are definite unifying questions given out for guidance of pupils in preparing for the review lesson8 #d4 ,is the review lesson conducted orally or in written form8 #e4 ,is there interest and enthusiasm in the review lesson8 #f4 ,what seems to be the purpose of the review lesson--to drill1 to test1 or to organize the material in new connections8 #g4 ,is the final review worth while1 or can the same results be obtained by constant daily reviewing8 #h4 ,do pupils make comparisons1 judgments1 reactions8 #i4 ,does the teacher employ any but the large organizing questions while carrying on the review8 #aj4 ,are review questions of the kind that will confront the pupils in real life8 ,,xix4 ,the ,lesson in ,civics4 #a4 ,does instruction in civics occupy a separate period or separate term in the history work8 #b4 ,is a special textbook used8 #c4 ,how much time is devoted to civics8 #d4 ,on what phase of civics is emphasis laid--national1 state1 or local8 #e4 ,is the civics instruction closely correlated with history8 #f4 ,is it vitalized by visits to contemporary governmental institutions8 #g4 ,are current political events employed to illustrate the course8 #h4 ,is the class encouraged to organize as a civic or political body8 #i4 ,are governmental forms and practices brought into the school work8 #aj4 ,is emphasis placed too much on details or is effort made to get back of practices to discover the origin1 development1 and purpose of such practices8 #aa4 ,are there mock elections1 court trials1 debates8 ,,xx4 ,some ,principles of ,history ,dogmatically ,stated4 #a4 ,a people's life of thought and feeling obeys the law of continuity and of differentiation4 ,the law of continuity means there are no breaks or leaps in the life of a people4 ,development may hasten or slacken and may cease for a time1 but it is always continuous2 the law of differentiation means that thoughts and feelings of a people take on new forms in the process of growth4--,mace4 #b4 ,history is an evolution--a continuous movement1 and causes always precede effects4 #c4 ,the historical attitude is this3 ,ascertainment of facts1 interpretation of actions1 investigation of motives1 but regarding all events as portions of human life4 #d4 ,the notable characteristics of the #aith century are3 7a7 ,rise of nationality4 7b7 ,struggle for constitutional government4 7c7 ,enthusiasm for natural science4 7d7 ,development of the doctrine of evolution4 7e7 ,industrial changes4 7f7 ,economic theory and reform4 ,hence1 the study of history demands that such items shall be discovered as explain and support these elements4 #e4 ,it is desirable to develop the historic sense by working outward from the industrial activities of the community4 #f4 ,it is necessary to reduce diversity to unity4 #g4 ,what is logically first in a subject1 i4e41 the law or principle1 comes last into the possession of the unfolding mind4 #h4 ,the worst possible form of education is an abortive education--one that falls back on some mysterious disciplinary claim for its justification--as if there were any true discipline in failing to master a subject4 #i4 ,history shows that men's actions are governed by some kind of calculable law4 ,the problem is to discover these laws4 ,,xxi4 ,some ,positive ,guides and ,suggestions4 #a4 ,clearly set forth the problem to be investigated4 #b4 ,discover the facts that bear upon this problem--but only the significant facts4 #c4 ,relate the facts to each other4 #d4 ,formulate a mental picture of the events or scenes4 #e4 ,seek to discover the causes that lie back of the facts--the geographical1 meteorological1 geological1 biological1 physiographic1 and human4 #f4 ,seek to discover the motives1 interests1 and intentions of men and societies in producing the events4 #g4 ,seek to discover the means employed to realize or attain the ideal1 motive1 or purpose4 #h4 ,seek to trace the results--both immediate and remote1 and both subjective and objective--of the actions thus made4 #i4 ,seek for principles of unity and diversity in interpreting the events4 #aj4 ,make use of time-wholes1 space-wholes1 and organic-wholes1 but avoid making artificial divisions4 #aa4 ,guide the pupils1 but do not dictate their reactions4 #ab4 ,make the study stimulate the intellect1 the emotions1 the will4 #ac4 ,force the pupils to think for themselves--to analyze1 compare1 reason1 judge1 and apply4 #ad4 ,show that all history1--battles1 institutions1 constitutions1 etc41--are the result of conflicts of ideas1 emotions1 ideals1 and wills4 #ae4 ,correlate constantly4 #af4 ,show that institutions of to-day strike their roots deep in the past1 and are but the complex development of simpler forms4 #ag4 ,put life into the dead facts2 be interested and enthusiastic4 #ah4 ,be honest with the facts and with the pupils2 confess ignorance rather than endeavor to bluff4 #ai4 ,be free from the textbook4 #bj4 ,adapt the work to the pupils' capacities4 #ba4 ,arouse1 stir1 stimulate the pupils and fill with a burning zeal to study history4 #bb4 ,have variety4 #bc4 ,feed the interest once it is aroused4 #bd4 ,drill--but by means of use1 not by precept4 #be4 ,do not do for pupils what they should do for themselves4 #bf4 ,multiply associations4 #bg4 ,anticipate for the pupils what is to come1 i4e41 stimulate interest by giving a bird's-eye view of the movement before it is analyzed4 #bh4 ,emphasize the operation of cause and effect--what a nation or a people sows1 so it also reaps4 #bi4 ,avoid rote memorizing4 #cj4 ,employ recapitulation1 summary1 and review frequently4 #ca4 ,always have a lesson plan4 #cb4 ,have everybody into the game4 #cc4 ,shape the work so that it presents the appearance of a real1 vital1 personal problem4 #cd4 ,appear to be a learner with the pupils4 #ce4 ,make much use of blackboards and concrete material4 #cf4 ,emphasize the value of written work1 outlines1 map study1 and personal reactions4 #cg4 ,illustrate1 expound1 vivify4 #ch4 ,keep pupils looking for resemblances4 #ci4 ,teach with reference to applications4 #dj4 ,show pupils how to study history4 #da4 ,keep in touch with current events and devote some time each week to such events4 #db4 ,have frequent written work1 as1 7a7 ,condensation of a few pages of notable historical works4 7b7 ,abstracts of accounts of definite events4 7c7 ,tests1 examinations1 written lessons4 7d7 ,notebooks4 7e7 ,outline maps4 #dc4 ,occasionally read selections of historical material before the class4 ,,bibliography ,,on ,,methods ,allen1 ,j4 ,w4 ,place of ,history in ,education4 ,barnes1 ,m4 ,s4 ,studies in ,historical ,methods4 ,bourne1 ,h4 ,e4 ,teaching of ,history and ,civics in the ,elementary and ,secondary ,school4 ,burstall1 ,sara ,a4 ,impressions of ,american ,education4 7,chap4 on ,method4 ,edition of #aijh47 ,bernheim1 ,e4 ,lehrbuch der ,historischen ,methode4 ,committee of ,ten4 ,report1 pp4 #afb-bjc4 ,committee of ,seven4 ,study of ,history in ,schools4 ,committee of ,five4 ,study of ,history in ,secondary ,schools4 ,freeman1 ,e4 ,a4 ,methods of ,historical ,study4 ,hall1 ,g4 ,s4 ,methods of ,teaching ,history4 ,hinsdale1 ,b4 ,a4 ,how to ,study and ,teach ,history4 ,hartwell1 ,e4 ,c4 ,the ,teaching of ,history4 ,jger1 ,o4 ,teaching of ,history4 7,tr4 by ,h4 ,j4 ,clayton47 ,keatinge1 ,m4 ,w4 ,studies in the ,teaching of ,history4 ,langlois1 ,c4 ,v4 and ,seignobos1 ,c4 ,introduction to the ,study of ,history4 ,mace1 ,w4 ,h4 ,methods in ,history4 ,mc,murry1 ,c4 ,a4 ,special ,method in ,history4 ,maitland1 et al4 ,essays on the ,teaching of ,history4 ,robinson1 ,j4 ,h4 ,the ,new ,history2 also1 ,introduction to the ,history of ,western ,europe4 ,seignobos1 ,charles4 ,la ,mthode ,historique ,appliqu4 ,,periodical ,,articles ,,on ,,methods ,barrows1 ,a4 ,c4 ,teaching ,history4 ,ed4 #bi3adj4 ,below1 ,g4 ,die neue historische ,methode4 ,in ,historische ,zeitschrift1 ,n4 ,t4 ,v4 #de1 pp4 #aic-bgc4 ,cheyney1 ,e4 ,p4 ,what is ,history8 ,history ,teachers' ,magazine1 ,dec41 #aiaj1 p4 #ge ff4 ,clark1 ,l4 ,a4 ,a ,good ,way to ,teach ,history4 ,sch4 ,rev4 #ag3bee4 ,davison1 ,ellen ,s4 ,history in ,german ,secondary ,schools4 ,ed4 ,rev4 #dj3cef4 ,ellwood1 ,c4 ,a4 ,how ,history can be ,taught from a ,sociological ,point of ,view4 ,ed4 #cj3cjj4 ,hall1 ,g4 ,s4 ,the ,pedagogy of ,history4 ,ped4 ,sem4 #ab3cci4 ,hart1 ,a4 ,b4 ,how to ,teach ,history in ,secondary ,schools4 ,syracuse ,academy1 ,,ii1 ,sept41 ,oct41 #ahhg1 pp4 #bef-bfe1 #cjf-cae4 ,howard1 ,g4 ,e4 ,study of ,history in ,schools4 ,ed4 ,rev4 #ai3beg4 ,mc,mahon1 ,e4 ,history in our ,public ,schools4 ,ed4 #bc3aji4 ,robinson1 ,j4 ,h4 ,relation of ,history to the ,newer ,sciences of ,man4 ,jr4 ,phil4 ,psych4 ,sc4 ,methods4 #h3ada4 ,salmon1 ,l4 ,the ,historical ,museum4 ,ed4 ,rev41 ,feb4 #aiaa4 ,smith1 ,g4 ,is ,history a ,science8 ,amer4 ,hist4 ,rev41 ,apr41 #aije4 ,thorndike1 ,l4 ,scientific ,presentation of ,history4 ,pop4 ,sc4 ,mo4 #gd3agj4 ,thompson1 ,a4 ,how to ,study ,history4 ,ed4 ,rev4 #ag3afg4 ,tucker1 ,m4 ,a4 ,modern ,methods of ,teaching ,history4 ,ed4 #bj3bbj4 ,welch1 ,c4 ,outlook in ,teaching ,history4 ,ed4 #ca3cgj4 ,note3 ,see ,history ,teachers' ,magazine1 ,philadelphia1 a monthly journal devoted entirely to history study4 ,,some ,,guides ,,for ,,teachers ,allen1 ,j4 ,g4 ,topical ,studies in ,american ,history4 ,bacheler1 ,a4 ,american ,history--,library ,method4 ,baker1 ,e4 ,a4 ,a ,guide to ,historical ,fiction4 ,brigham1 ,p4 ,geographical ,influences in ,american ,history4 ,botsford1 ,g4 ,w4 ,source-book of ,ancient ,history4 ,burdick1 ,w4 ,l4 ,topical ,outlines of ,roman ,history4 ,channing-,hart-,turner4 ,guide to the ,study of ,american ,history4 7,every teacher should own this47 ,dixon1 ,z4 ,a4 ,guide to ,fiction4 ,freeman1 ,e4 ,a4 ,historical ,geography of ,europe4 ,hart1 ,a4 ,b4 ,source-book of ,american ,history4 ,hart1 ,a4 ,b4 ,american ,history ,told by ,contemporaries4 #d vols4 ,hill1 ,mabel4 ,liberty ,documents4 ,kendall1 ,e4 ,k4 ,source-book of ,english ,history4 ,lee1 ,guy ,c4 ,source-book of ,english ,history4 ,major1 ,j4 ,r4 ,guide to the ,choice of ,classical ,books4 ,sonnenschein1 ,w4 ,s4 ,best ,books4 ,stephens1 ,h4 ,m4 ,syllabus of ,modern ,european ,history4 ,note3 ,for lists of bibliography on history see ,channing-,hart-,turner1 op4 cit42 ,bourne1 op4 cit42 and ,johnston and others in ,high ,school ,education1 p4 #ejj ff4 ,a ,,selected ,,list ,,of ,,american ,,historical ,,fiction 7,copied from ,journal of ,education for ,march #bg1 #aiac7 ,this list attempts to cover ,american history from colonial times to the close of the ,civil ,war4 ,not all the books are of literary merit2 they have been chosen primarily with regard to their historical interest1 although many of them are of the first rank as literature4 ,as the list is not exhaustive1 many good historical novels have probably been omitted3 ,i4 ,,colonial ,,period ,austin4 ,standish of ,standish2 ,betty ,alden4 ,cooper4 ,the ,water ,witch2 ,leatherstocking ,tales4 ,devereux4 ,from ,kingdom to ,colony4 ,hawthorne4 ,the ,scarlet ,letter4 ,johnston4 ,to ,have and to ,hold2 ,prisoners of ,hope2 ,audrey4 ,rayner4 ,free to ,serve4 ,,ii4 ,,revolutionary ,,period ,altsheler4 ,in ,hostile ,red2 ,the ,sun of ,saratoga4 ,brady4 ,the ,grip of ,honor2 ,for ,love of ,country4 ,chambers4 ,cardigan2 ,the ,reckoning4 ,churchill4 ,richard ,carvel4 ,cooper4 ,the ,spy2 ,the ,pilot4 ,ford4 ,janice ,meredith4 ,mitchell4 ,hugh ,wynne1 ,free ,quaker4 ,simms4 ,the ,partisan4 ,stephens4 ,the ,continental ,dragoon4 ,,iii4 ,,from ,,the ,,revolution ,,to ,,the ,,civil ,,war ,bacheller4 ,d'ri and ,i4 ,brady4 ,for the ,freedom of the ,sea4 ,catherwood4 ,lazarre4 ,churchill4 ,the ,crossing4 ,dillon4 ,the ,rose of ,old ,st4 ,louis4 ,hough4 ,the ,mississippi ,bubble4 ,johnston4 ,lewis ,rand4 ,pidgin4 ,blennerhassett4 ,thompson4 ,alice of ,old ,vincennes2 ,the ,king of ,honey ,island4 ,,iv4 ,,civil ,,war ,,and ,,reconstruction ,brady4 ,a ,little ,traitor to the ,south2 ,the ,southerners4 ,cable4 ,the ,cavalier2 ,kincaid's ,battery4 ,churchill4 ,the ,crisis4 ,dixon4 ,leopard's ,spots2 ,the ,clansman4 ,eggleston4 ,dorothy ,south2 ,the ,warrens of ,virginia4 ,fox4 ,the ,little ,shepherd of ,kingdom ,come4 ,johnston4 ,the ,long ,roll2 ,cease ,firing4 ,page4 ,red ,rock4