values of his subject as a high-school study; (2) the place to which it is entitled in the curriculum; (3) the definition of the content and scope of the highschool units of the subject, and the relation of history in the high school to history in the grades; (4) the aims of the teacher of the subject; (5) the endeavor to inculcate proper ideals as to effort and achievement on the part of the high-school pupils. II. Consideration of method of teaching history, which would include the examination of the special problems presented and the application to them of the accepted theories of teaching. Observation work would have its special service here.

III. The acquainting of the prospective teacher with the special tools which are required for the teaching of this subject.

IV. The giving the prospective teacher practice in applying this theory and handling these tools, this practice being distinct from, though preliminary to, whatever practice teaching with high-school pupils may be provided.

V. Practice work, that is, directed teaching of pupils of

high-school age.

The agencies used to achieve these ends would be: (1) lectures; (2) study of a textbook, such as the Report of the Committee of Seven, together with the Report of the Committee of Five, or Bourne's The Teaching of History and Civics; (3) reading as suggested by accompanying list, aggregating 1,000 pages; (4) student reports and class discussions; (5) observation of teaching; (6) practice work, including both the preparation of various sorts of recitation material and the conduct of recitations under guidance.

This course on method should be much more than a purveyor of information, exceedingly important though it is to put the prospective teacher into touch with the experience of generations of teachers. It should seek to kindle zeal for social service, of which teaching must be recognized as the most potent instrument. It should magnify the calling of teacher and exalt the values that the study of history possesses for the high-school

pupil to the end that the teacher may take so seriously both his office and his task that he may have strong convictions respecting them and the courage of these convictions, and thus be both enlightened as to what high-school pupils may fairly be expected to do and steadfast in opposition to that not infrequent local opinion which would reduce pupil effort and industry to impotent terms.

In securing adequate effort from his pupils there are involved both quantity and quality of industry, and the prospective teacher must be brought to realize that his pupils must get from him both motive and guidance in the study of the history lesson. He must be made to see that for immature students the reading of history is not identical with nor equivalent to the study of history, and must therefore put into his assigning of the history lesson those features which shall make the assigned task clear, explicit, challenging, and thought-provoking. As the textbook is the chief basis of method for inexperienced teachers, instruction in the teacher's use of the textbook will, therefore, be an important element of the course, and as a feature of this instruction the students should be required to assign lessons, and these efforts should receive classroom consideration and discussion.

The paramount necessity of collateral reading for highschool pupils has been denied occasionally, but never successfully. Yet it is a feature of the work in which failure is very common. Careful instruction of the novice is needed here that he may see clearly the prerequisites of success for him in this field-first of all that he himself has the mastery of the material which he requires his pupils to read, and that he selects that which is really profitable for them; then that in making his requirements of his pupils in collateral reading he reckon duly with the time that he may rightfully require of them, their lack of experience in using books, the difficulties consequent upon a scarcity or relative inaccessibility of the books referred to, and the neces sity of the utilization of such "follow-up" devices as shall secure that setting the task is followed by the performance of it. He should know what the most serviceable books for supplementary reading in the high school are, and should be required to get acquainted with these. The source-material side of this

supplementary reading should receive consideration in the course, to the end that its usefulness for illumination and vitalizing the subject and as basis for profitable study may be appreciated and turned to full account. Practice work in assigning illustrative lessons on such source material as the Declaration of Independence and the Magna Charta will aid in giving significance to these features of the course.

Geography's relation to history should receive consideration, and the course should seek to give the student acquaintance with the best available tools for pupil and teacher in this important field. So, too, in the field of illustrative material instruction should be given both as to what is available and most serviceable and how it may be used to the best advantage.

The general topic - the conduct of the recitation in history -presents many important aspects of study involved in the application to work in history of the general principles of education. Specific features of this are the possibilities of written work, including the uses of the blackboard; the special problems of method presented by special phases of the subject, e. g., military history, national finance, etc.; the uses of the pupil's notebook; recitation devices for securing variety and arousing fresh interest; the first recitations of the new year- their special problems and opportunities.

Directed observation by the students of successful teachers as they conduct recitations is considered an important element of the course, and it is the judgment of the committee that six observations, of which at least three should be consecutive in the subject, shall be considered a satisfactory minimum requirement in a semester course; that these observations, to be most effective, should come in the second half of the semester, and should be made according to directions explicitly given, and should be reported upon either at conference with the instructor of the teachers' course or in writing.

Most teachers of history are called upon to teach the highschool course in civil government. Therefore it is generally necessary that in this course on method a special reference be made to the aims, problems, and method of teaching civics.

Acquaintance with the high-school textbooks of history and civics should also be promoted, with helpful direction in evaluat

ing them. To give concreteness to much of the foregoing instruction and to secure practical preparedness in one element of the teacher's task, students of the course may be required to work out a semester's plan of work in any one field of highschool history with such detail that a working plan for each day may be secured.

Finally, since in this field of action the best way to learn to do is by doing, wherever possible practice work (directed teaching) should be a feature of this teachers' course and facilities for it should be provided so that it may be done after the theories of teaching the subject have been laid down; opportunity for this should be furnished in such amount that each student assigned to it may have at least a week's consecutive practice with high-school pupils.

Appended is a detailed outline of this course, together with a bibliography valuable for the student.

WAYLAND J. CHASE, chairman

GUERNSEY JONES FRANK H. HODDER
SAMUEL B. HARDING LAWRENCE M. LARSON

WILLIAM E. DODD
PAUL C. PHILLIPS

CARL C. ECKHARDT
A. C. KREY

NORMAN M. TRENHOLME HENRY W. ELSON

HENRY E. BOURNE

ST. GEO. L. SIOUSSAT

FREDERIC DUNCALF

SUGGESTION OF COURSE ON METHODS OF

TEACHING HISTORY

The general purposes of the high school and the values of the study of history in their bearing on these: so, the aims of the teacher of history in the high school.

The place of history in the curriculum of the high school together with an enquiry as to the scope and content of highschool blocks of history.

The special demands made by this subject on the teacher of it.

What does studying a history lesson mean?
The use of the textbook.

Practice work in assigning a textbook lesson.
The use of source material in the high school.

Practice work in assigning lesson in source material.
Collateral reading what to use and how to use it.
Geography's relation to history. Maps and map-work.
Pictures-what to use and how to use them.

Practice work in assigning a lesson on picture material. The possibilities of written work, including uses of the blackboard.

The history recitation. Direction of observation work. Special problems of method, presented by special phases of the subject, e. g., military history, national finance, etc. The special problems of civics teaching. Comparison of textbooks.

Devices for arousing interest.

Report from prospective teacher as to best books for collateral reading.

The first recitations of new year their special problems and opportunities.

Student's formation of plan of semester work in any one field of high-school history.

Pupils' reports on observation work.

Practice work in conducting recitation.