IDEAL TEXTS FOR THE NEW COURSE OF STUDY THE REVISED COURSE OF STUDY IN HISTORY PROVIDES FOR THE FOLLOWING: Grades 5A and 5B-American history from the discovery of America through the period of colonization, with important related European history. American history, through the Revolutionary War, with important related European history. Grades 6A and 6B-The history of the United States from the adoption of the Constitution to the Civil War, and important related European history. The history of the United States from the beginning of the Civil War to the present time, related with important European history. The above requirements are fully met in EVERETT BARNES' SHORT AMERICAN HISTORY by GRADES which contains an ideal and pertinent correlation between European and American History. Its great success is largely attributable not only to this, but to the fact that it is written in SIMPLE ENGLISH and in a DRAMATIC style which makes it POPULAR with both TEACHERS and PUPILS. The books contain short sentences which are best adapted to bring to the Child's mind those clear cut impressions which become permanent mental possessions. Part One, Grades 5A-5B, Supply List No. 1798, Price 56 cents. Part Two, Grades 6A-6B, Supply List No. 1799, Price 60 cents. Grade 7A-Beginnings of American history in Europe. Zones of influence of European nations on the American continent as determined by explorations and discoveries. Inventions and discoveries that have influenced the development of industries and the social life of mankind, with special reference to the progress of our country. BOURNE AND BENTON'S INTRODUCTORY AMERICAN HISTORY "Beginnings of American History in Europe" contains all the material as outlined in this Revised Course of Study. It emphasizes three or four kinds of development in the world's history, leading up to American History proper, as shown by explorations and discoveries. Among the inventions and discoveries which have had a great influence upon our country's progress, special attention is called to the very full treatment of the following: Printing. The alphabet. Paper and substitutes for paper. Wall paper. Tapestries, rugs and carpets. Aqueducts and water systems. Public baths. Book making. The invention of the compass. Writing. The development of the school system. Invention of algebra and geometry. Origin and development of cities. The development of buildings. The growth of architecture. Temples. Theatres. Sculpture. Painting and pottery. The develop ment of formal law making. The growth of education. Farming. Mines. The growth of government. Colonies. Games and sports. Slaves and slavery. The census. The development of the courts. Origin and growth of the English language. Gymnasium. Origin of jury trial. Discovery of the Potato. Roads. A HISTORY WITH A JUST AND IMPARTIAL VIEWPOINT Attention is called to the compact size of the volume. Introduced by the leading cities and towns of over thirty-eight states. 1913 List Number 7275. Grade 7A. Price, 48 cents. Grade 8B-Topical reviews of the history of the United States. Cornman & Gerson's Topical Survey of United States History Admirably Meets These Requirements It gives an unusually excellent treatment of those aspects of history which shed light on important problems of civic life, such as our financial history, the history of political parties, progress in education, literature, science and the useful arts, corrections, etc. VOLUME 17. Teachers Monographs Plans and Details of Grade Work A FORUM FOR THE DISCUSSION OF THE PRESENT NEEDS OF THE PUBLIC SCHOOLS. FEBRUARY, 1914. No. 1. The New Course of Study in History' American history, through the Revolutionary War, with English and the French for supremacy in America. The important related European history. Revolutionary War. GENERAL AIM. The aim in the teaching of history in the elementary schools should be: (1) To give the pupil a clear idea of the principal occurrences in the development of our nation. (2) To give an understanding of the institutions of our country and their origin. (3) To engender in the pupil a recognition of and a feeling for what is good and great, and to awaken in him a sympathy for all praiseworthy human endeavor. (4) To induce right conduct through imitation of illustrious examples. (5) To foster a love of country. ITS PLACE IN THE FIRST FOUR YEARS. Although the study of history as a separate subject is not taken up until the fifth year, many historical topics present themselves in connection with the study of current events and the celebration of national and local anniversaries that may properly be considered in the first four years. It is suggested, therefore, that teachers include in the language and geography work of these years topics for story-telling and supplementary reading that have an historical meaning. The following is a list of the anniversaries from which selections may be made: September (first Monday).. October 12.. Labor Day. Columbus Day. The topics mentioned below for the first three years are to be considered chiefly in connection with holidays and celebrations. The teacher's aim should be to make clear the reason for the observance of the day. There should be no attempt here at teaching history as such. Story-telling, recitations, dramatizations and songs are the methods of procedure at first. Later, stories may be read by the teacher or by the class. The teacher of beginners in history should be a good story-teller. The principles underlying the art of successful story-telling should be well understood by the teacher of history: the better he understands this art, the greater will be his success. In story-telling there should be spontaneity, vivid and graphic expression. unsuitable gesture, action or facial expression of the storyteller. (g) The teacher should recognize and bring out the ethical value of certain stories in history, such as those that teach lessons of steadfastness, mercy, patriotism, truthfulness, honor, love, courage, and duty. The stories should be so told as to bring out noble ideas of life and instill love of truth and fair dealing. To make the best impression, pupils should be led to see for themselves the good moral qualities of characters in history. There should be a free use of illustrative material: Pictures, photographs, scrap books, dolls in costume, blackboard illustrations, maps, charts and books. Songs, games, dances and simple dramatic presentations should also be introduced into the lessons. There should be no formal examinations or tests in this work in the grades of the first four years. It is to be understood that the following lists are only suggestive and that the teacher is not expected to teach all the topics nor to confine herself to these alone if she wishes to add to them. AIM IN FIRST THREE YEARS. In the first three years the fundamental aim is so to guide the child's thoughts as to give him a taste for historical reading and an interest in history itself. In these years history should be studied informally through story-telling, historical reading, and dramatization in connection with the celebration of national and local anniversaries. Teachers who tell stories effectively and successfully TOPICS SUGGESTED FOR HISTORICAL READING AND STORYobserve the following principles: (a) The subject matter of the story is well prepared, and the relation of parts and characters well understood. A story patched up from notes arouses no interest or enthusiasm. (b) The teacher enters into the spirit of the story and makes the characters live and act, each one, in his appropriate setting, helping to develop the structure of the story. matter how well stories may be constructed, if they be told in a lifeless manner, the characters of the story will have little reality for the children. The heroes must live and act, and the teacher must give the impression of one who has witnessed the action, and must transport the children, in fancy, to the scene of the story. The effect depends upon making the impression as vivid as possible. The personal appearance of a hero generally interests young children. (c) The language chosen is appropriate to the motif of the story and the grade of the pupils. The interest is increased by contrasts and similarities. (d) How the story is told is as important as the selection and preparation of the story. (e) The well-trained story-teller avoids unnecessary repetition and unnecessary details, sustaining interest to the end by keeping a progressive unity in the thought. Digression and. discursiveness beget inattention in the hearers. (f) The story-teller's self must not be made so prominent that attention is transferred from the story and its characters to the manner of the one who tells it. Inattention to the thought of the story results often from inappropriate voice, or TELLING IN CONNECTION WITH THE CELEBRATION OF Indian Life.-Home, boyhood, occupations of men and women; methods of warfare; story of Hiawatha. Labor Day.-The importance and dignity of labor. Columbus Day.-Columbus; his boyhood; voyage to the new land; discovery of America. Thanksgiving Day.-Voyage of Mayflower; conditions of life in new country; friendly attitude of Indians; the first winter; Thanksgiving feast. Lincoln's Birthday.-Lincoln; his boyhood; his early home; stories illustrating his kindly nature; his freeing of the negro slaves; "The Martyred President." Washington's Birthday.-Washington; his boyhood; his home; stories of his bravery; first President of the United States; "Father of His Country." Memorial Day.-Stories of Civil War heroes, such as Grant, Lee; why it is called Decoration Day. Flag Day.-The making of the first flag; signification of the colors; of the stars and stripes; story of the song, "The Star Spangled Banner." Independence Day.-Stories of heroes of the Revolution, such as Washington, Hale, Jones; stories of the Revolution, such as Paul Revere's Ride, Boston Tea Party, Liberty Hall. Other Events.-Local or general may be added as they occur, with a simple explanation of the reason for celebrating such events, and stories in connection with them. |