NATIONAL EDUCATIONAL FILM COMPANY

Supplies, on a Rental Basis, Strictly Educational and Scientific Motion Picture Films to Schools, Colleges, Y. M. C. A., Settlement Houses, and for Home Entertainments

WE ALSO SUPPLY AN IDEAL INEXPENSIVE EQUIPMENT FOR PROJECTING THE PICTURES Motion Pictures have not been more extensively used in Educational work for the reason that it has been impossible to obtain a sufficient supply of films of the right character, or projecting machines that are safe and durable with which to show the pictures. WE WILL SUPPLY YOU WITH BOTH.

Our catalogue includes some of the most notable and instructive existing Educational Pictures, most of them, however, having never before been shown. In every case they are newly made from negatives.

NEFKO PROJECTING MACHINE

Complete outfit, using Standard Film, equipped for both pencil carbon and electric lamp. THIS MACHINE DOES THE WORK. If the teacher or lecturer desires to emphasize some particular point, the picture may be retained on the screen for a considerable time without heating the film.

Price, including Rheostat; Film Rewinder; Magazines; Adjustable Screen 9 ft. by 7 ft. and Carrying Cases. $100.00

MOTION PICTURES MAKE TEACHING EASY AND LEARNING A PLEASURE
SEND FOR CATALOGUE AND TERMS

VOLUME 17.

Plans and Details of Grade Work

A FORUM FOR THE DISCUSSION OF THE PRESENT NEEDS OF THE PUBLIC SCHOOLS.

APRIL 1914.

No. 3.

Teaching Children How to Study History and Civics
BY ALBERT J. Levine.

History is largely an informational subject. The future. citizen must become familiar with the facts connected with the history of this country; the trials, struggles and successes that made present greatness possible. But this information may be dynamic, live and motive. It is not material that is acquired, but instruments with which to fashion unorganized and crude material. The school is laboring to produce voters not mere citizens. Men and women who are trained to put the shoulder (motive power) to the wheels of progress and heave intelligently when called upon. The schools must help train active producers and not mere intelligent consumers.

How successful has the mission been? How much of the habits of observation, formulation, analysis, and systematization do the pupils acquire as a result of the teaching of history? The average graduate does not have these habits firmly rooted. Nor does he manifest a fair hold on the facts that underlie the formation of these habits.

Any educational scheme is built on three fundamentals Curriculum, Method and Drill. Educators have studied the history part of the curriculum and have evolved a syllabus that leaves little to be desired. But the results of the teaching of history are undeniably poor and the faults are to be found in basic defects in Method and Drill.

FAULTY METHOD.

The pupil is called upon to make systematic study of the institutional phase of our government. He is brought to the point where he can see the inner workings of our country. He is ready to be freed from the thrall of hero worship and oneman domination and is eager to be lined up with the actual makers of history. He is ready to see himself "writ large." Too often this splendid material for the building of valuable habits descends to the periodic absorption of interesting facts, meaningless phrases and confusing dates. Causation is relegated to higher grades where pupils are compelled to relearn facts in sheer self-defense and the energy thus expended leaves. no pleasurable after glow to help consecrate the study of his tory. Actual experience has demonstrated the fact that pupils of the upper grades are capable of understanding the presence and need of a casual series. What they need is proper guidance.

FAULTY DRill.

"Drill" is a much abused word. The mechanical application of this indispensable aid to teaching makes one think that the word was well chosen. One can almost hear the ceaseless hum of the drill as it bores its way remorselessly, bitingly, savagely

into the interior of a rock. It is too often used as a synonym for repetition. The teacher presents a topic for discussion. The subject is explained more or less pedagogically and certain facts segregated and assigned for "study." The pupils promptly fall to it and study it. That is they proceed to acquire it, to memorize it. At this stage of the proceedings the pupil is left to his own devices. He is asked to acquire a hold on the facts and be in a position to reproduce them when required. The subject of "Teaching Pupils How to Study" is neglected and the study of history fails of complete success because of this.

A FEW SUGGESTIONS.

Conscious effort must be directed towards the formation

of habits in general. No results can be obtained by unconscious and random teaching; the pupils must cultivate habits of observation, analysis, etc. Oft times the teacher neglects to explain the meaning of "Analysis," "Inference," etc. The pupils have hazy notions that "Inference" is his cue to “reason out,” “find the answer" or "tell why."

Educators are agreed that these activities of the mind must be made automatic and that automatism is responsive to certain modes of procedure.

THE TEACHER'S PART.

1. Analyze the subject matter of the lesson with a view to finding what habit it can help form.

The study of slavery may be made to help establish the habit of reasoning and of systematization. Point out definitely and conspicuously that every event subsequent to the introduction of slavery had a cause and was the resultant of many influences and activities. That every such event was responsible more or less remotely for what followed. Impress upon them at every opportunity that you are more anxious to have them see the "why" and the "wherefore" than the "what" of the lesson. In other words change your whole attitude towards the lesson. Transform yourself and your pupils into incessant "question marks" and maintain this attitude whenever any opportunity is presented.

2. Guard against Exceptions.

Arouse the same attitude when dealing with other subjects of the curriculum. Let the Geography lesson yield its mite towards inculcating these habits. "Why is Paris so important?" "How does the physiography of country influence products and customs?”

(Continued on page 140.)