Part 2

(_h_) It explains racial, economic, religious, and social cleavages and prejudices, and makes for a truer democracy of feeling.

(_i_) It gives insight into legal, governmental, and business institutions and forms, and hence makes easier the adjustment to governmental and business requirements. (See Social Value.)

6. Cultural or Personal.

(_a_) It gives an elevated viewpoint from which better to observe all aspects of civilization to-day and thereby to comprehend them more fully.

(_b_) It furnishes an inexhaustible source of pleasure and satisfaction for leisure hours and for the consolation of old age.

QUERIES

1. Can you name any other "values" that should be included in the study of history?

2. Does the study of history yield equal value in each of the groups mentioned?

3. Which one of the groups of "values" seems to you most important and hence should receive greatest emphasis?

4. Can you suggest other items under each group of values?

5. Illustrate how a teacher might proceed to exercise the power of (_a_) imagination; (_b_) reasoning; (_c_) memory; (_d_) judgment; (_e_) comparison; (_f_) classification; (_g_) generalization.

6. From your observations do the teachers consciously strive to realize these values in the class?

7. Do the teachers seek to get back of the records of events and to discover the motives, ideas, and ideals that produced those events? What is the method used to do so?

8. Do the teachers assume "hard, dogmatic, and uncompromising" attitudes toward the interpretation of the facts, or do they give students opportunity to use their own judgment?

9. Does it seem to you that students really do put themselves back in imagination and live through the period they are studying? What is the secret of attaining this ideal?

10. Are students constantly seeking for "causes" of the historical events? How does the teacher secure this effort?

11. Are the textbook facts remembered largely as words, or do the students really enter into the spirit and significance of them? What evidences have you for your conclusions?

12. Does rote memory or associative memory receive the emphasis?

13. Does the teacher correlate the history lesson with other subjects of study? If so, how is this done?

14. Does the teacher correlate the history lesson with the life interests of the pupils? If so, how is this done?

15. Does the teacher explain the institutions, forms, and procedures of the past by reference to their counterparts of to-day? Are such interpretative means employed with sufficient frequency, completeness, variety, and clearness?

16. Does the teacher inspire patriotism? If so, how is this accomplished?

17. Is the work of such a character that students are infused with a spirit of toleration, sympathy, and respect for others outside their immediate circle of interest?

18. Does the teacher encourage the weighing of motives and actions with reference to their righteousness? Do you approve of this practice?

19. Does the teacher seek to have the students "be like" noble characters in history? What can you say for and against this practice?

20. Ought the teacher to strive consciously to use history to develop ethical ideas in pupils?

21. How does history exert a religious influence on its students?

22. Does history "inspire a love of truth" to any different degree than does any other subject of study?

23. Does the teacher seek to bring out the æsthetic values of history? How does she do so?

24. Should appeal be made frequently to the emotional side of pupils' natures?

25. Is adequate opportunity given pupils to develop literary expression? How is this done?

26. Are you satisfied that a taste for historical reading is being developed in the pupils? What observations make you think as you do?

27. Does the teacher so conduct the class work that the "practical values" of history are realized?

28. Does the class really appear to enjoy the work? What evidences have you of this?

29. Does the class feel that the recitation period is a delight or a bore? What evidences have you that this is so?

30. Which phases of the work receive the greatest emphasis: (_a_) acquisition of facts, (_b_) mental training, (_c_) moral training, (_d_) arousing interest in independent historical study, (_e_) development of patriotism and public spirit, or (_f_) power of judging men? Do you approve of this distribution of emphasis?

31. Which of the following aims should the teaching of history in the high school emphasize, viz., (_a_) giving to youths the knowledge and power for the right interpretation of the civilizations of the past, (_b_) assisting youths to an understanding of the development and significance of present-day civilizations and aiding them to adjust themselves to these civilizations; (_c_) giving a perspective from which to pre-view, in part, the trend of the future and to plan one's career accordingly?

32. From your observations do the teachers stress the events, or the motives, the ideals, and the ideas that gave rise to the events? What would be your aim here?

33. Of what does thinking consist?

34. Are pupils in the classes observed expected to think for themselves? Are they encouraged to express their personal reactions to the facts presented?

35. 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 school, (_a_) that which reveals the development of personal liberty--political, religious, economic; (_b_) that which reveals the development of democratic institutions; (_c_) that which reveals the growth of altruism or the humanitarian spirit; (_d_) that which reveals the development of commerce, industry, and finance; (_e_) that which reveals the development of thought and the institutions that aim to develop and train it; or (_f_) that which reveals the development of social relations and activities?

VIII. _Elements of History._

1. Time Element: The when, or chronology.

(_a_) Units of measurement: day, month, year, decade, century, administration, sovereignty, ministry, epoch, era, and the unit determined by the movement of the events themselves as they naturally cohere.

(_b_) Dates as agencies for assigning definite position in time.

2. Place Element: The where, or geography.

(_a_) Units of location: continent, nation, empire, kingdom, state, section, region, district, town, city, county, and the geographical groups or centers formed by the events themselves as they cohere.

3. Physical Element:

(_a_) Climate and meteorology affecting

(1) Character of the people.

(2) Occupations.

(_b_) Topography, affecting

(1) Movement of races, armies, productions, etc.

(2) Size and boundaries of states.

(3) Location and character of cities.

(4) Industries.

(5) Trade and transportation.

(_c_) Natural resources, soil, and products, affecting

(1) Livelihood.

(2) Character of people.

(_d_) Violent and infrequent phenomena of nature, earthquakes, storms, eclipses, comets, volcanic eruptions, etc., affecting

(1) Beliefs and actions of people.

4. Human Element.

(_a_) The national or race spirit.

(_b_) The religious emotions and aspirations.

(_c_) The sentimental interests.

(_d_) The _Zeitgeist_ or spirit of the age.

(_e_) The genius of individuals.

5. Superhuman Element.

(_a_) The moral order in the universe, or the seeming law that rules thoughts, feelings, and actions of men--the law of cause and effect.

QUERIES

1. Which time-units are most commonly used in the classes you have observed? Do you approve of the custom?

2. What advantage is gained from the use of such units over what is gained in using other units?

3. Are there any of the units mentioned that ought to be used sparingly, if at all?

4. Does the teacher observed stress dates sufficiently? Does she over-stress them?

5. Under what circumstances should a date be learned?

6. What is the best method of getting pupils to remember dates?

7. How many dates ought to be required in any course in history in the high school?

8. What principle of selection ought to guide in the choice?

9. 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 mind?

10. Is it wise to drill on dates frequently?

11. What is the value of memorized dates?

12. What would be your views respecting the following list of dates (learned in their full significance) as the only fixed required dates for the entire high school course: B.C. 1000; 776; 594; 500; 459; 323; 264; 146; 59; 31; A.D. 313; 395; 476; 527; 622; 732; 800; 843; 962; 1066; 1095; 1215; 1400; 1453; 1492; 1517; 1588; 1598; 1603; 1609; 1620; 1648; 1688; 1776; 1789: 1815; 1830; 1848; 1861; 1867; 1871; 1898.

13. Does the teacher always seek to connect historical events with geography?

14. Is such connection real or merely verbal?

15. What methods are used to bring about this permanent association of event and place in the minds of the pupils?

16. What "unit of location" is chiefly used? Is this wise?

17. What is the real importance of stressing geography while studying history?

18. Are students expected to make use of outline maps?

19. How many such maps does each student make during the semester?

20. Are the maps made during given recitation periods under the supervision of the teacher, or at the convenience of the students? Which is the better plan?

21. Do the students devote much time to map-making?

22. Do they merely "color" the map, or do they fill in all important geographical and historical items?

23. Are maps ever drawn, roughly, on the blackboards by either teacher or pupils? If so, is there decided merit in so doing?

24. Are wall maps used frequently? If so, who indicates locations--teacher or pupils?

25. Is it advisable to conduct the class in person to near-by historic places?

26. Would it be wise to employ analogously formed geographical territory that is familiar to the students to vivify and interpret far-distant historical places?

27. Does the teacher seek to impress the importance of "physical elements" in shaping history?

28. Does the teacher emphasize this element of history sufficiently?

29. How, in detail, can such influences be revealed to high school students so that their real significance can be recognized?

30. Is the significance of national or race spirit in producing history sufficiently emphasized by the teacher?

31. Can you give an illustration of its notable operation?

32. Has the influence of religious emotions and aspirations been shown by the teacher in its full significance?

33. Can you give an illustration of the complete modification of history because of "sentimental interests"?

34. Are such modifications somewhat common and important?

35. Does the teacher impress this fact upon his pupils?

36. Does the teacher make clear the significance of the _Zeitgeist_, or spirit of the age, in shaping history?

37. How much attention is given to the study of notable characters in history?

38. Ought biography to occupy a more important place in the high school course in history?

39. How is such study secured in the school you have observed,--through collateral readings by the class, individual reports, or incidental classroom discussions?

40. Does the teacher sufficiently stress the fact that all history is but the operation of cause and effect?

41. Are students _required_ to seek for causes back of the events?

42. Are students encouraged and expected to _trace causes_ through the various sequences of effects?

IX. _Methods of Approach to the Study of History._

1. Chronologically, since there is a continuity in the subject, and cause precedes effect. "The childhood of history is best for the child, the boyhood of history for the boy, the youthhood of history for the youth, and the manhood of history for the man."--_S. S. Laurie_, Sch. Rev. 4:650.

2. Counter-chronologically, i.e., from the present time and immediate surroundings to remote ages and distant peoples.

3. Spirally, i.e., covering the entire field of study in an elementary manner; then repeating the course on a more advanced plane; then taking up the work a third and fourth time, supplementing and expanding with each new attack.

4. Biographically, i.e., by means of biographies only.

5. Topically, i.e., tracing the development of particular elements in history, continuously and uninterruptedly, from the early stages to complete forms.

QUERIES

1. Which, to you, seems the best approach to the study of history?

2. May several of the above-mentioned modes be employed simultaneously?

3. Is it largely true that the personal or biographic appeals most to the child; the speculative, to the boy; the vitally and concretely constructive, to the youth; and the critical and philosophical to the adult? If so, what should be the character of the work in history in the high school?

X. _The Process of Learning History._

1. Acquiring and relating detailed facts.

2. Formulating a mental picture of the events.

3. Analyzing the conditions and determining the vital, distinguishing characteristics.

4. Getting back of the outer forms, visible expression, or the vital facts to the real life of the people--their ideals, ideas, emotions, and beliefs.

5. Discovering the motives that produced the events considered.

6. Deducing the principles that operate in human relations.

7. Applying those principles to contemporary civilization to-day, and foreshadowing the probable trend of society in the future.

8. Holding consciously to the fact that history is dynamic, not static, i.e., that all historical material constitutes a unity that is revealed under the two laws of continuity and differentiation.

"There are no breaks or leaps in the life of a people. Development may hasten or may slacken, and may seem to cease for a time, but it is always continuous; it always proceeds out of antecedent conditions, and if it be arrested for a time it begins again at the point where it ended."

"Since the essence of history is the real life of a people--their ideas and feelings--history develops as ideas and feelings develop. But thoughts and feelings never exhibit themselves repeatedly in the same forms, but take on new modes of expression in the very process of growth."--_Mace._

QUERIES

1. Does the teacher observed lay emphasis on details as ends in themselves or as means to other ends?

2. Is there a "richness" of details or is there a dearth of them?

3. Are details presented in a vivid manner, with many gripping tentacles, or are they set forth in bold, uninteresting forms only?

4. Are the details intimately fused or correlated?

5. Is effort made to get each pupil to develop a mental picture of the scene represented by the details?

6. When the image is fashioned, is an effort made to discriminate and to abstract the dominant characteristics?

7. Is effort made to get at the spirit of the historical fact, and to discover the motives that operated to produce it?

8. Are generalizations and principles of human thought, feeling, and conduct deduced from the study?

9. Is effort made to test the validity of such principles among social relationships of to-day?

10. Does the teacher make history appear what it is, i.e., a ceaseless development, a unity, or does she leave the impression among the pupils that history is a mass of disconnected dead facts?

XI. _The Organization of History in High Schools._

+--------------------------------+-------------------+-------------------+ | PLAN 1 | PLAN 2 | PLAN 3 | +--------------------------------+-------------------+-------------------+ | 9th grade} General History |Ancient History | | |10th grade} |Med. & Mod. History|Anc. & Med. Hist. | +--------------------------------+-------------------+-------------------+ |11th grade} American History |English History |Modern History | |12th grade} |U.S. Hist. & Civics|U.S. Hist. & Civics| +--------------------------------+-------------------+-------------------+ | | | | +--------------------------------+-------------------+-------------------+ | PLAN 4 | PLAN 5 | PLAN 6 | +--------------------------------+-------------------+-------------------+ | 9th grade Loc. Hist., Civics |Ancient History |Recent history | | and Industries | | Local Civics | | | | Local Indust. | +--------------------------------+-------------------+-------------------+ |10th grade Ancient History |Med. & Mod. Hist. |{Indust. Hist. 1/2 | | | |{Commer. Hist. 1/2 | | | | Ancient History | +--------------------------------+-------------------+-------------------+ |11th grade Med. & Mod. Hist. |{Eng. History 1/2 |Mod. & Med. or | | |{U. S. History 1/2 | Eng. History | +--------------------------------+-------------------+-------------------+ |12th grade U. S. Hist. & Civics|{U. S. History 1/2 |U. S. History | | |{Civics 1/2 | Civics | +--------------------------------+-------------------+-------------------+

QUERIES

1. Which of the above plans appeals to you most? Why so?

2. What is the plan of organization in the school observed?

3. What courses are prescribed, and what are elective? Do you approve?

4. How many recitation periods per week are allotted to the work in each course? Is this wise?

5. Is there one period per week devoted to "unassigned" or "unprepared" class work?

6. If so, how is the period employed?

7. Do you approve of such a period as a regular feature of the course?

8. What justification is there in making the first year's work consist of "Local History, Civics, and Industries"?

9. What argument is there for placing Ancient History in the 12th grade, and making it an elective study?

10. Is the work in Advanced Civics presented in a separate course, or is it correlated and interwoven with the work in U. S. History?

11. What arguments can you give for and against the practice?

12. What is the scope and aim of each of the courses Of history you have observed?

XII. _The History Teacher's Preparation and Equipment._

1. Has the teacher the kind of personality you could wish for yourself?

2. Is her voice melodious and pleasing?

3. Has she winsome manners?

4. Is she sympathetic with her students?

5. Does she show distinctive qualities of leadership?

6. Has she evidently had a good general training in literature, sociology, philosophy, biology, and psychology?

7. Has she evidently had extensive and special training in history and political science?

8. Has she had professional training in educational psychology, history of education, methods, and general administration of school work?

9. Is she tied to the textbook?

10. Does she have a fund of explanatory and illustrative material at her command?

11. Is she accurate, positive, and confident?

12. Has she a sense of humor and of the fitness of things? Has she self-control, or does she, for example, use sarcasm and ridicule?

13. Has she clearly prepared herself anew for the lesson in hand? What evidences have you of this?

14. Does she inspire her pupils? How?

15. Is there good discipline? If so, how is it secured?

16. Does the teacher seem to be familiar with local history, local geography, and both local and general industrial, political, and social conditions?

17. Does she seem to be familiar with the local library and its equipment?

18. Does she know her pupils--their interests, home life, and ambitions?

19. Does she possess enthusiasm, energy, optimism, sympathy, imagination, force, incisiveness, tact, judgment, geniality, social graces, courtesy, and kindliness?

20. Does she grasp the subject in its unity and entirety?

21. Can she tell a tale simply and pleasingly?

22. Is she interested in current events?

23. Does she possess a clear insight into character and life?

24. Has she traveled?

XIII. _The Pupil's Preparation and Equipment._

1. Have the pupils evidently had a good elementary school training?

2. Do the pupils give evidence of having had previous historical training in the high school? What is the basis of your conclusion?

3. Have the pupils thoroughly prepared for the day's recitation?

4. Have they apparently confined themselves to the text, or have they gone outside this for material?

5. Have they "studied the lesson together"? Do you approve of such study?

6. If pupils show they have not sought to prepare the lesson well, what procedure does the teacher follow? Do you approve?

7. Have the pupils "outlined the lesson"? Is it well that they should do so?

8. Apparently, have the pupils been shown _how_ to study, i.e., how to prepare the work most advantageously? What was the mode of doing this?

9. Have the pupils attacked the lesson because it was made to appear vital to the solution of some really interesting problem?

10. Have the pupils really gotten behind the facts to the spirit of the movement?

11. Have the pupils apparently attempted to correlate geography with the history? What evidences have you of this?

12. Have the pupils acquainted themselves with all unusual words and phrases used in the text?

XIV. _The Classroom._

1. Is there anything distinctive about the classrooms you have observed that suggests their special uses?

2. Are sittings arranged in fixed and regular forms, or is it possible for the class to gather about the teacher's chair in a "social" group?

3. Are there good wall maps in the room?

4. Are there atlases, globes, and geographical dictionaries at hand?

5. Are there reference books of common use?

6. Does the teacher's desk contain copies of textbooks other than the text in chief?

7. Are there sufficient good blackboards?

8. Is there a stereopticon?

9. Does the school provide an adequate number of stereopticon slides?

10. Are the walls adorned with historical pictures or other historical materials? Is there a "museum of history" in the room?

11. Are pupils encouraged to beautify the room with significant objects of historical interest?

XV. _The Assignment of the Lesson._

1. Is the assignment given sufficient attention by the teacher?

2. Is it made at the beginning of the recitation period or near the close? What advantages and disadvantages does each practice offer?

3. Does the assignment take into consideration the character of the work to be studied? In what ways is this true?

4. Does the assignment vary with the stage of advancement of the students? How?

5. Does it "blaze a way," so to speak, through the mass of facts so that the pupils really glimpse the significance of the material before them, and are stimulated to attack it?

6. Does it raise real problems for the students to solve?

7. Does it suggest too much or too little?

8. Does it take individual differences sufficiently into account?

9. Does it include material outside the textbook?

10. If so, is the material well chosen and clearly indicated?

11. Does the assignment correlate the textbook material with contemporary life and with the experiences of the pupils?

12. Is the assignment made so clearly and definitely that _all_ pupils thoroughly understand what it is? What evidences have you that such is the case?

13. Is the assignment too long for adequate preparation?

14. Does it contemplate that the pupils will devote "home study" to it?

15. How much time ought the assignment to require of a moderately good student? Is this adequate?