Finally ask them to write the story for a composition.
4. Additional Information. Find out what other things about Alfred are already known to the class. Then tell the story of Alfred and the cakes (page 261); of his battles with the Danes under Guthrum (page 262); of his war with the Danes under Hastings (page 263); of his work for his people (page 264); and of his plans and inventions (page 265).
5. Supplementary Readings. If the lessons on Alfred have been well conducted, interest will have been created in a variety of subjects relating to early English history. The Saxons, their mode of life, armor, weapons, manner of warfare, laws and customs; the Danes and their characteristics; the rulers who followed Alfred; the formation of the English nation, are topics that readily suggest themselves.
More or less closely connected with these lines of thought are the following selections in Journeys Through Bookland. Interest may be deflected in any direction. If the selections are too hard for the class to read, tell the stories in simplified form:
- 1. The Legends of King Arthur (Volume V, beginning on page 113).
- 2. The Attack on the Castle (Volume IV, page 322).
- 3. The Battle of Hastings (Volume IX, page 330).
- 4. Beowulf and Grendel (Volume III, page 350).
- 5. Chevy Chase (Volume IV, page 312).
- 6. Frithiof the Bold (Volume III, page 394).
- 7. The myths of the Northland, viz.: How the Wolf Was Bound (Volume II, page 91); The Death of Balder (Volume II, page 99); The Punishment of Loki (Volume II, page 111); and part of Stories of the Creation (Volume IV, page 159).
- 8. A Norse Lullaby (Volume I, page 246).
- 9. The Tournament (Volume VI, page 38).
- 10. The Skeleton in Armor (Volume V, page 327).
It will be noticed that while this outline is given for use with young children, it easily may be adapted to the use of older ones and may lead into a wide course in historical reading.
The textbook in history is necessarily brief and really little more than an outline of events. In many instances the book gives too much space to battles, sieges and military movements and too little to the conditions of life, to manners, customs and causes and effects of events. Yet the textbook is a valuable guide and enables anyone to present the subject logically and to systematize what is learned, if nothing more.
What a wide range of subjects is covered in the study of history! What abundance of material for study is required! Dates must be learned and events arranged chronologically; maps must be studied, fixed in mind and made of real value by a comprehension of the things they are supposed to represent; military events must be understood in relation to the causes that lead to them and the results that follow. Some few battles or campaigns must be made vivid enough to give an idea of the expense, the labor, the suffering and the horrors involved in war; government, educational and religious institutions, religious and social customs and financial methods must be studied; industries and amusements, the lives of the people, food and food supplies, the production of clothing and building material must be examined; in fact, each one of the multiform interests of humanity may be a fair topic for study at some time in the history class.
Methods of instruction must be as varied as the subject-matter. Sometimes drill is necessary to fix facts; again it is necessary to encourage the observation and study of persons, things and events about us; a third time, wide research and extensive reading are demanded; again, the feelings must be aroused, sentiment and enthusiasm encouraged, patriotism taught.