History in the Elementary Schools
REPORT TO THE AMERICAN HISTORICAL ASSOCIATION BY THE COMMITTEE OF EIGHT[3]
REVIEWED BY SARAH A. DYNES, HEAD OF DEPARTMENT OF HISTORY IN NEW JERSEY STATE NORMAL AND MODEL SCHOOLS, TRENTON, N. J.
The course of study in history for elementary schools mapped out in the “Report of the Committee of Eight” is an attempt to secure by the aid of a national organization some uniformity in the program for history. The personnel of the committee led us to expect an able report. The specialist in American history, the specialist in European history, and the specialist in the pedagogy of history for elementary grades were all represented. Three superintendents of schools upon the committee seemed to warrant us in anticipating that the rights of other subjects in the elementary curriculum would be guarded, and that history would not be permitted to absorb an undue proportion of the pupil’s time. The presence of those closely associated with elementary schools caused the present actual condition of such schools to be kept clearly in mind while the work proceeded. Practical experience gained in dealing with both the elementary teacher and the elementary pupil led them to inquire at each step whether a proposed change were possible, while the experience of the specialists in American history and in European history naturally called attention to what would be desirable from the standpoint of subject-matter.
The committee presented a preliminary report for consideration and frank discussion at three different regular meetings of the American Historical Association held at Chicago, Baltimore and Providence respectively. A report of what had been accomplished by the committee at the close of its second year of work, was presented to the Department of Superintendents at a regular meeting of the National Educational Association for 1907. Certain features of the report were also discussed at a regular meeting of the History Teachers’ Association of the Middle States and Maryland, held in New York City. Suggested topics of the report were discussed by the Chicago History Teachers’ Association and by the History Teachers’ Association of the North Central States. From the foregoing it is easily seen that there has been no undue haste in arriving at conclusions. It will be noted also that all experienced teachers of history, and all superintendents who are really interested in improving the quality of the teaching of elementary history have had abundant opportunity to contribute toward the improvement of the proposed course, and to object to that which seemed visionary, impracticable, or unwise. Interest in the report has been widespread during the past three years, and it is gratifying to know that it is now published in a form which makes it accessible to all interested.
The course includes a series of organized groups of topics for the first eight years of school life. The most cursory examination of the work suggested for the primary grades brings to view these expressions: (1) “Historical backgrounds, (2) Stories, (3) Pictures, (4) Construction, (5) Teacher’s list of books.” This is certainly encouraging. It suggests mental pictures. It emphasizes vivid impressions of concrete, objective reality. Things are to be seen, touched, used in new combinations. The preparation of the teacher is to be in part from books, not from a book. She is made to feel that elementary history must be picture-making, not word-getting. A closer examination shows that there is no repetition of subject-matter as the child passes from grade to grade. This last feature will be welcomed most heartily by the elementary teacher of history. Nothing is more gratifying than to have the entire responsibility of teaching the topics assigned to her own grade. If she is a fifth-grade teacher, and is making her preparation for teaching a biography of Daniel Boone, she can look back through the topics suggested by the committee to be taken up in grades four, three, two and one, and congratulate herself that no other teacher has touched that topic. It is her privilege to introduce this hero with the fullest assurance that there is no danger of trespassing upon the territory of another. If, at the close of the work, the pupils of the fifth grade have a vivid picture of life on the border, if they have been led to sympathize with the dangers, the trials, the hardships of frontier life, and have gained an impression of the importance of Daniel Boone’s service to his fellow men, she has done a creditable piece of work. If they are bewildered, mystified, confused and glad to leave the subject, she has no one to blame but herself. By noting what has been done in the four preceding grades, she has reason to expect a certain amount of skill on the part of pupils in construction work. The pupils have already built wigwams, and that will make it easier for them to make a hunter’s camp, or to draw a representation of a cabin on the cattle range, or of the fort at Boonesborough. They have had practice in interpreting pictures and in finding pictures; they have had experience with sand-tables and in clay modeling and in making costumes; they have been reproducing stories and anecdotes, and taking part in discussions; consequently, she can expect a vocabulary in which there is a meaning and significance attached to the words used. What has been illustrated in the case of Daniel Boone is as true of any other topic. Some topics are to be taught in more than one grade, but in each case the committee has carefully planned to avoid overlapping and prevent repetition.
In the fifth grade the topics are organized into twelve groups, lettered A to L inclusive, with from three to five sub-topics in a group. The following selections show the general scope of the work outlined: Group D is “The Great West,” and Daniel Boone is one of the sub-topics to be taught in that group. Group E, “The Northwest,” contains the story of George Rogers Clark as one of the sub-topics. Group G, “Increasing the Size of the New Republic,” contains the story of Lewis and Clark. Group L, “Great Industries,” contains the following stories:
Cotton—the cotton fields; the factory.
Wheat—the wheat field; grain elevators.
Cattle—cattle-grazing; stockyards.
Coal and Iron—the mines; the furnaces; the products.
In addition to these biographical stories selected from the field of American history, the committee suggests that twenty minutes a week for one-half of the year should be devoted to the study of civics. The following are suggested topics to be discussed: “The Fire Department,” “The Police Department,” “The Post-office System,” “Street Cleaning and Sprinkling,” “Public Libraries.” The committee, in a table given on page 126, shows how a place may be made on the program in each grade for the study of history. That program provides only one recitation per week in the first three grades. In the fourth and fifth grades there would be two recitations a week. The work suggested in the report for the first five grades could be easily accomplished in the time stated in the program.
The committee suggests that a text-book be placed in the hands of the pupils in grades six, seven and eight, but emphasizes the necessity of oral work in the first five grades. They also advise the continuation of much oral work in the sixth grade. The subject-matter of the sixth grade includes such portions of European history as bear most directly on American history. The topics selected for study are organized into six groups, lettered A to F inclusive. Counting one recitation as the unit of measurement in estimating the relative amount of time to be devoted to each group, the committee estimates the relative importance of the groups thus: Groups F and C have thirteen units each; group E has twelve; group B has seven; group A has five; group D only three. This manner of indicating the relative importance of the groups will be of great value to the inexperienced teacher. The committee also wisely suggests “what not to attempt” in this grade. The greater portion of the pupil’s time in the sixth grade is to be spent upon the following topics: “Alfred and the English”; “How the English Began to Win Their Liberties”; “The Discovery of the Western World”; “European Rivalries Which Influenced Conquest and Colonization.” In this grade also there is to be instruction in civics for one-half year, twenty minutes a week. A list of topics suggested includes the following: “Water Supply and Sewerage System”; “The Board of Health”; “Juvenile Courts.” The program (p. 126) previously referred to provides three recitations per week in history for the sixth grade.
The topics of the seventh grade are organized into six groups, all of which are connected with the exploration and settlement of North America and the growth of the colonies, to the close of the Revolutionary War. Enough of the European background to make clear the significance of certain situations in America is included. The group headings are as follows:
A—“The First Settlements (in America) of the Three Rivals of Spain.”
B—“Exiles for Political or Religious Causes.”
C—“Colonial Rivalries.”
D—“Growth of the English Colonies.”
E—“Struggle for Colonial Empire between England and France.”
F—“From Colonies to Commonwealth.”
The topics in civics are those that grow naturally out of the instruction in history, such as an explanation of our search warrant in connection with a study of the writs of assistance, and in addition, topics of this character: “State Charities,” “State Schools,” “State Penal Institutions,” “National Parks,” “Preservation of Forests,” “Construction of Roads, Canals, Harbors.” These topics in civics are to be covered in a time allowance of forty minutes a week for the entire year. The number of recitations in history indicated in this grade is eighty-seven (87), of which the last group, F, has 34, and A has only 5; B has 18; C and D have 11 each; E has 8. The work for the eighth grade begins with the constitutional period of American history, and closes with the problems which confront our nation to-day, due to our rapid industrial development, commercial rivalry, and our recent annexations. These topics are organized into seven main groups, as follows:
A—“Organization of the United States.”
B—“The New Republic and Revolution in Europe.”
C—“Industrial and Social Development.”
D—“New Neighbors and New Problems.”
E—“Expansion Makes the Slavery Question Dominant.”
F—“The Crisis of the Republic.”
G—“The New Union and the Larger Europe.”
The committee suggests the relative amount of time to be devoted to each sub-topic in this grade. Ninety-four recitation periods are required to cover the work outlined, 19 of which are given to F, 16 to B, 15 to G; C and D have 12 each, and A and E have 10 each. The committee also suggests that an average of sixty minutes a week be devoted to civics in this grade, and that a text-book in civics, as well as a text-book in history, be placed in the hands of each pupil. The function of city, State and national government should be emphasized, rather than the machinery of each. The actual work of the government to-day, and concrete instances of civic duty should be discussed, and a special study of such topics as “Child Labor,” “Corruption in Politics,” “Best Methods of Work in Local City Governments,” is advised.
Fifteen pages are devoted to a discussion of the preparation of the teacher. The suggestions offered are helpful, and in accordance with the best educational theories. The entire chapter, though brief, shows clearly the need of special preparation, if a teacher hopes to make a success of her work. The entire book is a teacher’s book. The outlines given are not for the class-room; they are to serve as a suggestion to the teacher, who will make her own outlines, based upon the principles laid down in the report, and dealing with the phases of subject-matter which the committee selected. No attempt has been made to go beyond what is already being done in the best schools of the country. The committee has tried to show what is possible in elementary grades. The report will doubtless tend to improve the work in the less favored sections of the country. The plan of work presented is a very definite and carefully-considered plan, which is certainly entitled to a fair trial on its merits.
[“The Study of History in the Elementary Schools—Report to the American Historical Association by the Committee of Eight.” New York: Charles Scribner’s Sons. 1909. Pp. xvii, 141. 50 cents.]
Suggestions on Elementary History[4]
BY PROFESSOR FRANKLIN L. RILEY, UNIVERSITY OF MISSISSIPPI.