A Guide to Methods and Observation in History | Page 6

Does the teacher correlate the history lesson with the life interests
of the pupils? If so, how is this done?
15. Does the teacher explain the institutions, forms, and procedures of
the past by reference to their counterparts of to-day? Are such
interpretative means employed with sufficient frequency, completeness,
variety, and clearness?
16. Does the teacher inspire patriotism? If so, how is this
accomplished?
17. Is the work of such a character that students are infused with a spirit
of toleration, sympathy, and respect for others outside their immediate
circle of interest?
18. Does the teacher encourage the weighing of motives and actions
with reference to their righteousness? Do you approve of this practice?
19. Does the teacher seek to have the students "be like" noble
characters in history? What can you say for and against this practice?
20. Ought the teacher to strive consciously to use history to develop
ethical ideas in pupils?
21. How does history exert a religious influence on its students?

22. Does history "inspire a love of truth" to any different degree than
does any other subject of study?
23. Does the teacher seek to bring out the æsthetic values of history?
How does she do so?
24. Should appeal be made frequently to the emotional side of pupils'
natures?
25. Is adequate opportunity given pupils to develop literary expression?
How is this done?
26. Are you satisfied that a taste for historical reading is being
developed in the pupils? What observations make you 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