7. Is effort made to get at the spirit of the historical fact, and to discover the motives that operated to produce it?
8. Are generalizations and principles of human thought, feeling, and conduct deduced from the study?
9. Is effort made to test the validity of such principles among social relationships of to-day?
10. Does the teacher make history appear what it is, i.e., a ceaseless development, a unity, or does she leave the impression among the pupils that history is a mass of disconnected dead facts?
XI. The Organization of History in High Schools.
| Plan 1 | Plan 2 | Plan 3 | |
|---|---|---|---|
|
9th grade} 10th grade} | General History |
Ancient History Med. & Mod. History | Anc. & Med. Hist. |
|
11th grade} 12th grade} | American History |
English History U. S. Hist. & Civics |
Modern History U. S. Hist. & Civics |
| Plan 4 | Plan 5 | Plan 6 | |
|---|---|---|---|
| 9th grade | Loc. Hist., Civics and Industries | Ancient History |
Recent history Local Civics Local Indust. |
| 10th grade | Ancient History | Med. & Mod. Hist. |
{Indust. Hist. ½ {Commer. Hist. ½ Ancient History |
| 11th grade | Med. & Mod. Hist. |
{Eng. History ½ {U. S. History ½ |
Mod. & Med. or Eng. History |
| 12th grade | U. S. Hist. & Civics |
{U. S. History ½ {Civics ½ |
U. S. History Civics |
Queries
1. Which of the above plans appeals to you most? Why so?