A Guide to Methods and Observation in History | Page 6

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"