CHAPTER VIII

COURSE OF STUDY IN HISTORY

THE following Course of Study in History, based on the ideas discussed in this book, is designed for classes from the third through the eighth grade of the common school. If this course seems too elaborate for some schools, and needs to be improved by the omission of some topics, it may still serve as a substantial basis for the course as a whole.

There are a number of problems to be solved in working out such a course of study.

After the aim has been fixed and the general theory for the best selection of materials established, we must decide the relative importance of American and European history in the common school; the relation of the history to the reading lessons, literature, and geography in the corresponding grades; and finally the basis for the selection of leading topics for each year.

This chapter will outline the course, not only in history, but also in the related historical and classical

readings, and in geography, so as to show in a simple form the interrelations of history, reading, and geography.

In this course of study American history is made the chief basis and backbone of history instruction for each grade from the fourth year on. The reasons for this, previously discussed, are briefly summarized as follows:

1. American history, beginning with the simplest conditions of early exploration and settlement, advances by regular steps in a process of growth to our present complex conditions of political and social and industrial life. In a relatively short period most of the important stages of national growth are well illustrated in our own history.

2. The chief epochs and crises of our history are extremely instructive and interesting to children.

3. The excellent biographies of the leading characters of American history are of a superior quality, and have great educational value for children and youth.

4. The best parts of European history of educative value for children can be placed side by side with the corresponding and appropriate parts of American history.

5. A general chronological outline of the world's history is out of the question for the common school. A wholly wrong viewpoint for judging the course in history in the common school is furnished by a world

chronology and by the course of study in the classical gymnasium, which is often cited.

6. History in our common school should begin with America and end with America, with such incorporation of European history as will give the necessary breadth and variety of culture. The parallel reading lessons based on European classics and history stories will supplement the history studies with those best parts of European culture which children are capable of appropriating.

7. Our present course of study and the whole tendency of American schools, show that American history must be the chief staple of our history course. On the other hand, the increasing use of European classics and historical tales in our schools shows our appreciation for the best elements of European culture. There is not the slightest disposition in this course to limit our history to a narrow Americanism.

European History. Its Place in the Common School and its Relation to American History

1. The fairy tales, folklore, and mythologies of European countries are, in this course, not regarded as a part of the history proper, but as belonging rather to the oral work in literature of the first three years of school. These stories and myths constitute a very important part of the educative materials of primary grades, and are indispensable both in them

selves and as a preliminary to history. They are sufficiently important to be regarded as a distinct body of educative material. Their separate and growing importance in primary grades is shown in many ways.

2. A few important topics of European history are selected for full treatment in each grade from the fourth year on. They may precede or follow the American stories in the same grade. They are not mere supplements to American history, but important culture products for separate treatment.

3. The selection of these topics is based, not upon chronology, but upon the quality of the story, its spirit and setting, and its fitness to educate children. of the given age. European history offers the widest choice from the simple to the complex, from the worthless to the most valuable, from savagery and barbarism to the highest culture state reached by Athens, Paris, or London. It is an incomparable error to dump all this into a child's mind in chronological order in the grades.

4. Many biographies and events in European history have a close kinship with similar topics in American history. These should be brought side by side in the same grade. If they breathe the same spirit, teach the same lesson under different conditions, they will double its educative effect. It is well to compare Columbus's explorations to the west with those of De Gama to the east. Champlain, La Salle,

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and George Rogers Clark were men of the same heroic temper and endurance as David and Coriolanus and King Alfred.

5. The real educative influence of European history can be secured to children by such a careful selection of those episodes best adapted to their interest and understanding and to their social needs.

6. American topics should be traced back to their sources in European history and European topics followed to their results in America. The books and maps by which this can be done are now much more available than formerly.

Selection of a Few Leading Topics

In the course here offered a very few prominent standard topics of American history are selected for each grade. This plan excludes the heaping up of miscellaneous facts for memory work as well as the tedious chronological series for the early years.

1. Each one of these topics should fit the age, understanding, and interest of children. Often the activities, games, drawings, and constructions incident to such history stories are the natural reactions of the children upon the material and show an important phase of its pedagogical fitness.

2. Each topic should contain a vital core which gives it a real educative significance. It should