How Teachers Can Best Use the “Readings.”
Teachers of English history in high schools and colleges can make most effective use of the “Readings” by having a copy in the hands of each pupil and requiring regular study of assignments in conjunction with the text-book. In this way the “Readings” will furnish a library of valuable illustrative material supplementary to the text-book and will meet the problem of outside reading. The extracts have been so selected and arranged that those for any given topic are not excessive in number or length. If for any reason, however, it is not possible or advisable to have each pupil own a copy of the book, a good plan would be to have available in the school reference library a considerable number of duplicate copies, which members of the class can study and consult. The teacher will, of course, be thoroughly conversant with the material in the “Readings” and can introduce it as a part of the recitation or discussion. An interesting and important extract read aloud in class is frequently of great value in giving life and meaning to the subject matter. The least desirable way for any teacher to use the “Readings” is that of restricting it to personal use alone, as many teachers are prone to do in connection with source-books and other reference works. In order to fulfil its proper function in education a book should reach both teachers and students and be the basis for discussion in the class room. A well-trained and efficient teacher is always anxious that the members of the class shall have every opportunity for reading and study outside of the text-book. We would, therefore, urge on all teachers of English history the great desirability of introducing into general class use this new and exceedingly valuable collection of source readings.
[“Readings in English History Drawn from the Original Sources,” intended to illustrate “A Short History of England,” by Edward Potts Cheyney, Boston, New York, etc.: Ginn & Co. Pp. xxxvi, 781. $1.60.]
[Reports from the Historical Field]
WALTER H. CUSHING, Editor.