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2. SITDIES IN LTELIT.EE

Addison and ibe E-sarists.. Pallads. The..... Byron Caraler and the Classic P 1 (hapoer. Drama, The Elza ha...

TIDIES 13 AMERICAS HI-TORT.

1. Legis'ator 1.

Quincy. Et Jas Giepie..

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SOME PHASES ( AET LK Ex-10-3
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Experiences of Piaces
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Significance of Places Tur
Persons. V alizieg ---
Places Venizing 0...
Short Story. The....
Short Soory. Funter Sota o

V2. am H... -- - Char. ..

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STUDIES IS ET POPEAS HISTORY.
Basaracs. The Teutonie...
bsan and Pagan..........
Chitary and Mode of Warfare......
lazbreosis Giraldus.
Fr:iin. Selections lliustrating
Jens of Aage in England, The.....
Koraa. Selections from the.

103 Monastir Orders. The....

253 Peo: Cties. The..

369 Trasla v Paris The...

408 OUTSIDE EDUCATIONAL FORCES. Azges A Study of the..............

................... 48 ( I's Development, The Place of Music in the.. 44 Ir'erepid Dispatches. A Study of the.......... 102 Spiriscal Sigtifrance of Organization....... 49 Travel Classes...

143 Trate: 1g Libraries...

145

HISTORY DEPAETXES

VETEOS

Beiter History Teaching.. Historica: Method..... Esteral Crisis..... interaa: Criticism.

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D E shall have better history teaching when the ethical training it gives, for its power of

we have better trained teachers; and forming character, and so on ad infinitum.

we shall have the trained teachers Now, history is not ethics, and it claims a right when the teachers themselves, and those who to an independent existence. It deals with the employ them, realize that history can be taught evolution of man in society, and no further only by those who have been prepared for the reason need be given to justify the study of work.

history than the necessity of knowing how that As the matter stands to-day, it is the popular evolution has taken place. If the teachers of belief that any intelligent person may teach a history can be induced to see how rational this class in history without special training, or, with view of their work is, one long step will have no other knowledge than general information, been taken toward improving the work. may participate in a discussion upon methods B ut what is this training that the teacher of teaching history and what the object of his- must have, if better work is to be done and if torical study is. It is not an uncommon thing history is to take its place by the side of Latin, for a college graduate, who has devoted all his Greek, mathematics, and the sciences as a distime to Greek and Latin, or to science, to have ciplinary study? She must learn what the a class in history assigned to him. He may not process is by which an historical narrative is be particularly pleased with the assignment, constructed, and she must go through that but it does not strike him as at all incongruous. process herself. She can no more become a While, on the other hand, no good high school satisfactory teacher of history without this principal would assign a class in Greek to a training than she could become a successful man who had not been trained for that work. teacher of chemistry without laboring with her What is the reason for this distinction? It is own hands in the laboratory. It is difficult to not far to seek. As history has been taught, make the teachers realize this, but if the cruand is still taught, in the high school, no spe- sade for better history teaching is to succeed, cial training is necessary. Any bright man can they must realize it. read over the lessons and hear the class recite This subject of how history is written has it. The large majority of history teachers been treated in a general manner in a previous never engaged in a bit of original research and number of the Monthly; it is my intention to have no more idea of what constitutes history treat it now more in detail. But before taking & science than has the intelligent public outside up the successive steps in the construction of an the school room.

historical narrative, I wish to point out the difThis unscientific spirit crops out of all the ferences between the historical method and the discussions in teachers' associations and of most method employed in the natural sciences. of the articles in educational papers.

In the natural sciences, the so-called method The reasons so commonly given to justify the of direct observation is made use of. The obstudy of history can be traced to the same ject itself is studied directly either with the source. Instead of studying history for the naked eye or with the microscope. Not one obsame reason that we study botany or chemistry, servation but many are made and under the that is, for its own sake, we must study it for most favorable circumstances. The observa

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