and events. In intermediate grades the hero tales of Regulus, Alfred the Great, Richard I, Robert Bruce, and Leonidas may be employed.

Again, many of the topics in earlier American history have their other half in Europe, and the immediate events in Europe demand a clear presentation. The stories of Raleigh, of Penn, of Columbus, of Magellan, of La Salle, and of all the colonial settlements have their preliminary basis of action in Europe, and the preceding events in England or Spain or France need a clear statement. Even the lives of Franklin, of John Paul Jones, and of other Revolutionary leaders are largely European in their surroundings and influences.

There are also European topics which are but enlarged treatments of American topics. The English Revolution and the Commonwealth, the Reformation, and the Colonization of America as viewed from Europe are enlargements of the points of view which we gain from the study of similar and closely related events in America. As will be later seen, many American subjects can be far better understood in England or France after kindred events have been studied on a smaller scale in American history. This close causal connection between events on the two shores of the Atlantic needs to be clearly traced out in order to get a true understanding of the importance and meaning of each.

It seems clear that children, by the time they

leave the common school, should have at least gained not only a bird's-eye view of the large and far-reaching events in European history, but also considerable insight into a few striking characteristics of each of the leading nations, as of the Romans, the Germans, the Spaniards, the French, and the English. When did these nations stand out most prominently in the world's work? Are they still progressive or have they dropped behind in the world's march? A few of these conspicuous persons and peoples may be treated with sufficient detail to arouse a real interest and to produce intelligent insight into their character.

D

CHAPTER III

HISTORY STORIES USED IN FOURTH AND FIFTH GRADES

We assume that American history will furnish us the chief materials for our course of study in history.

In the three primary grades we plan for no regular historical instruction. The use of a few simple history stories in primary grades at Thanksgiving and Christmas time, and on national celebrations, may serve as a prelude to the steady and purposeful studies which begin in the fourth grade. In the third grade also it may be well to discuss the family and neighborhood traditions, and the stories of a few of the early settlers in the home district.

The regular course in American history may begin in the fourth grade with a number of choice pioneer history stories of the United States. In selecting and arranging these stories we are controlled by two considerations. First, that they be

taken from the simple, primitive period of early discovery and settlement, and not from the complex surroundings of a more advanced stage of society. Second, that the best early stories of the home state should be studied first, and that the movement be

gradually outward toward the neighboring states and to the whole of North America and the world. For example, in the Mississippi Valley states the pioneer stories of that region should be the first history lessons for children, and later, the stories of the eastern and far western states. In New York state the stories of Hudson and Champlain would naturally come first, while in Virginia, Raleigh and Smith would have the preference. The order in which the stories are taken up will thus vary in different parts of the United States. Two chief reasons may be assigned for this. First, the character of pioneer exploration and discovery is essentially the same in all parts of the United States. It has everywhere the same simplicity and the same difficulties and dangers to meet. Second, the chronology of pioneer events has at first little importance for children. The great thing is to produce strong impressions by a complete, animated, realistic portraiture of a few leading characters and the events in which they figured.

In nearly all cases the more difficult stories of Columbus, Magellan, Cortés, and Drake may be handled to better advantage in the fifth grade. Two years (fourth and fifth) are thus given to the pioneer period of American history dealing with the life experiences of explorers and the very earliest settlers.

As indicated in the course of study, a number of English and European history stories should be handled in these same grades. They spring from

the earliest historical epochs, and have primitive surroundings which children may understand. They fit in well with the American stories.

It is our opinion that in teaching all these stories, both American and European, the geographical background should be kept clearly in mind. Wall-maps, globes, and blackboard sketches should be used in every story to make clear the simple geographical surroundings in which the action takes place. One reason why the stories of Columbus and Magellan are more difficult than those of Boone and Champlain is that the former requires a knowledge of the whole earth and of the maps then used, and of the vague ideas then prevalent on geography.

Our first American history belongs to the heroic age. It was the blossoming time for deeds of individual heroism. But it is practical and real. The old heroes of mythical times had to do with monsters and demigods, or with the huge forces of nature in uncouth personifications, as Polyphemus, Scylla, and Charybdis. The heroes of this new world had more real and tangible hardships. Mountains, forests, rivers, stormy oceans, wild beasts, and Indians, and other untold hardships and distresses of people far from their sources of supply. The early explorers and settlers of our land first discovered and opened up its stretches of forest, mountain, and desert; then struggled manfully against savage difficulties to gain possession of its soil, and finally