Ontario Teachers Manuals: History | Page 6

better than he can the complex idea of a nation. How many children would be able to begin a study of history by having, as one writer suggests, "a short series of lessons ... to make some simple and fundamental historical ideas intelligible--a state, a nation, a dynasty, a monarch, a parliament, legislation, the administration of justice, taxes, civil and foreign war!" These are ideas far beyond the comprehension of the beginner. We must be guided, not by "what happens to be near the child in time and place, but by what lies near his interests." As Professor Bourne says: "it may be that medi?val man, because his characteristics belong to a simple type, is closer to the experience of a child than many a later hero." With older children it is more likely to be true that the life of history lies "in its personal connections with what is here and now and still alive with us"; with historic places and relics, etc., which make their appeal first through the senses; with institutions, such as trial by jury; with anniversaries and celebrations of great events which may be used to arouse interest in the history which they suggest and recall.
However, as McMurry points out, we are in a peculiarly favourable position in Canada, because we have in our own history, in the comparatively short time of 400 years, the development of a free and prosperous country from a state of wildness and savagery. The early stages of our history present those elements of life that appeal strongly to children--namely, Indians with all their ways of living and fighting, and the early settlers with their simpler problems and difficulties. The development of this simpler life to the more complex life of the present can be more readily understood by children as they follow up the changes that have taken place. (See McMurry, Special Method in History, pp. 26-30.) Of course, at every step appeal must be made to the experiences of children, as the teacher knows them. In Civics, however, the beginning must be made with conditions that exist to-day--schools, taxes, the policeman, the postmaster, etc. The beginning of the real teaching of history may then be made at the beginning of Canadian History, as this will enable the child to go gradually from the simple, or individual, to the complex, and will also allow the teacher to make use of whatever historical remains may be within reach.
CHAPTER II
GENERAL METHODS IN THE TEACHING OF HISTORY
There are many methods used in the teaching of history. A brief description of the principal ones is given for reference merely, since their best features are incorporated in a combination of methods, which is strongly recommended to teachers, and is described fully in succeeding pages.
1. _Methods based on the arrangement and selection of the matter_: Chronological, Topical
THE CHRONOLOGICAL METHOD
The matter is chosen according to the "time" order, beginning at the first of the history, and the events are taught in the order of occurrence without any marked emphasis on their importance, or without considering whether a knowledge of the event is useful or interesting to the class at this stage. Such an arrangement of matter is more suitable when the formal study of history is begun.
THE TOPICAL METHOD
In studying a certain period of history the events are arranged under topics or heads; for example, the period of discovery in Canadian History may be arranged thus--Discoveries, Explorations, Early Settlements, Indian Wars--and the study of each of these pursued to completion, contemporary events belonging to other topics being neglected for a time.
Events having the same underlying purpose, though occurring in different periods, may be arranged under one topic for review; for example, all the voyages of discovery to America may be grouped under the topic, "The Road to Cathay." (See p. 92.) In this way a comprehensive knowledge is gained. This method gives a full treatment of each topic and may be used to best advantage in connection with reviews in junior classes and occasionally as a text-book or library exercise in senior classes.
2. _Methods based on the treatment of historical facts_: Comparative, Regressive, Concentric
THE COMPARATIVE METHOD
By this method a comparison is made between two events, two biographies, two reigns, etc., a very useful device when applied in connection with other methods.
THE REGRESSIVE METHOD
In this method the pupil is expected to begin with the present and work backward; that is, to begin with institutions as they are to-day and to work back through the various steps in their progress to their present state. This method may be followed most profitably in advanced classes. In junior classes it is sufficient to refer to things as they exist to-day in order to arouse curiosity regarding the facts of history that are to be taught; for example, by the use