Life of Columbus.
We are now ready to consider what we have designated the “specific elements” of the Columbus lesson; that is, those features of the story that refer to Columbus as an individual explorer, but can hardly be considered typical of the Spanish explorations in general. If the “type-elements” have been duly impressed, this portion of the lesson will present little difficulty and can be covered in a comparatively short time, largely, in fact, in the form of readings.
The nationality and early life of Columbus should first occupy the attention of teacher and class. The fact that he was an Italian is significant. Passing reference might well be made to the political disorganization of Italy and the declining importance of its commercial centers. The boyhood of our hero is picturesque and may easily be made to arouse the interest of boys and girls of our own day. Let them feel that he was a child like themselves and give them some appreciation of his childhood’s environment,—the Italian sky and sea-coast.
The geographical ideas of Columbus and the development of his pet project have a definite relation to the preliminary lessons on the geographical notions of his time. His errors should be clearly pointed out. In this portion of the presentation, as in most others, a good wall map must be on hand for constant reference.
The futile attempts of Columbus to get the support necessary for his venture need not occupy us long. His experience at the court of Spain, however, and his first voyage will require more elaborate treatment. Here constant reference must be made to the “type-elements,”—particularly in connection with Spanish court life, Spanish motives, the furnishing and manning of the three boats which constituted his fleet.
The subsequent voyages of Columbus may be passed over very rapidly, preferably with very little detail. Similarly his later life and his sad death will call for but passing notice.
This entire narrative portion of our topic is largely handled for us by any of the standard elementary text-books, which, by the way, it is important that our pupils should learn to use. The real teaching, that is to say, the history tracing and idea-building, has been accomplished in connection with the “type-elements.” The rest of the problem in large measure solves itself.
The “type-lesson” on Columbus just outlined will occupy a number of history periods. It is important that it should not be hurried. The old pedagogic maxim that we should make haste slowly applies with peculiar force to the “type-lesson” method. We begin slowly that we may gain time later. More than that, we are furnishing our pupils with a definite stock of fundamental historical notions which will constitute for them a genuine intellectual capital. As they go on with the study of history, they will find that their “type ideas” help to interpret the detailed facts they meet, which facts in turn will tend to re-enforce the “type-ideas.”
Reports from the Historical Field
WALTER H. CUSHING, Editor.