A Guide to Methods and Observation in History | Page 7

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" is chiefly used? Is this wise?
17. What is the real importance of stressing geography while studying
history?
18. Are students expected to make use of outline maps?
19. How many such maps does each student make during the semester?
20. Are the maps made during given recitation periods under the
supervision of the teacher, or at the convenience of the students? Which
is the better plan?
21. Do the students devote much time to map-making?
22. Do they merely "color" the map, or do they fill in all important
geographical and historical items?
23. Are maps ever drawn, roughly, on the blackboards by either teacher
or pupils? If so, is there decided merit in so doing?
24. Are wall maps used frequently? If so, who indicates
locations--teacher or pupils?

25. Is it advisable to conduct the class in person to near-by historic
places?
26. Would it be wise to employ analogously formed geographical
territory that is familiar to the students to vivify and interpret far-distant
historical places?
27. Does the teacher seek to impress the importance of "physical
elements" in shaping history?
28. Does the teacher emphasize this element of history sufficiently?
29. How, in detail, can such influences be revealed to high school
students so that their real significance can be recognized?
30. Is the significance of national or race spirit in producing history
sufficiently emphasized by the teacher?
31. Can you give an illustration of its notable operation?
32. Has the influence of religious emotions and aspirations been shown
by the teacher in its full significance?
33. Can you give an illustration of the complete modification of history
because of "sentimental interests"?
34. Are such modifications somewhat common and important?
35. Does the teacher impress this fact upon his pupils?
36. Does the teacher make clear the significance of the Zeitgeist, or
spirit of the age, in shaping history?
37. How much attention is given to the study of notable characters in
history?
38. Ought biography to occupy a more important place in the high
school course in history?

39. How is such study secured in the school you have
observed,--through collateral readings by the class, individual reports,
or incidental classroom discussions?
40. Does the teacher sufficiently stress the fact that all history is but the
operation of cause and effect?
41. Are students required to seek for causes back of the events?
42. Are students encouraged and expected to trace causes through the
various sequences of effects?

IX. Methods of Approach to the Study of History.
1. Chronologically, since there is a continuity in the subject, and cause
precedes effect. "The childhood of history is best for the child, the
boyhood of history for the boy, the youthhood of history for the youth,
and the manhood of history for the man."--S. S. Laurie, Sch. Rev.
4:650.
2. Counter-chronologically, i.e., from the present time and immediate
surroundings to remote ages and distant peoples.
3. Spirally, i.e., covering the entire field of study in an elementary
manner; then repeating