Children of seven are promoted to Form IA in which they remain for a couple of years. They read from the same capital book, Mrs. Marshall’s Our Island Story, and about the same number of pages in a term; but while the readings in IB are confined to the first third of the book embodying the simpler and more direct histories, those in IA go on to the end of the volume and children learn at any rate to love English history. “I’d a lot sooner have history than my dinner,” said a sturdy boy of seven by no means inclined to neglect his dinner.
In IA the history is amplified and illustrated by short biographies of persons connected with the period studied, Lord Clive, Nelson, etc.; and Mrs. Frewen Lord’s delightful Tales from Westminster Abbey and from St. Paul’s help the children immensely in individualising their heroes. It is good to hear them ‘tell’ of Franklin, Nelson, Howard, Shaftesbury, and their delight in visiting the monuments is very great. One would not think that Donne would greatly interest children but the excitement of a small party in noticing the marks of the Great Fire still to be seen on his monument was illuminating to lookers-on.
Possibly there is no sounder method of inculcating a sane and serviceable patriotism than this of making children familiar with the monuments of the great even if they have not the opportunity to see them. Form II (ages 9 to 12) have a more considerable historical programme which they cover with ease and enjoyment. They use a more difficult book than in IA, an interesting and well-written history of England of which they read some fifty pages or so in a term. IIA read in addition and by way of illustration the chapters dealing with the social life of the period in a volume, treating of social life in England. We introduce children as early as possible to the contemporary history of other countries as the study of English history alone is apt to lead to a certain insular and arrogant habit of mind.
Naturally we begin with French history and both divisions read from the First History of France, very well written, the chapters contemporary with the English history they are reading. The readiness with which children write or tell of Richelieu, Colbert, Bayard, justifies us in this early introduction of foreign history; and the lucidity and clearness with which the story is told in the book they use results on the part of the children in such a knowledge of the history of France as throws light on that of their own country and certainly gives them the sense that history was progressing everywhere much as it was at home during the period they are reading about.
The study of ancient history which cannot be contemporaneous we approach through a chronologically-arranged book about the British Museum (written for the scholars of the P.U.S. by the late Mrs. W. Epps who had the delightful gift of realising the progress of the ages as represented in our great national storehouse). I have already instanced a child’s visit to the Parthenon Room and her eager identification of what she saw with what she had read, and that will serve to indicate the sort of key to ancient history afforded by this valuable book. Miss G. M. Bernau has added to the value of these studies by producing a ‘Book of Centuries’ in which children draw such illustrations as they come across of objects of domestic use, of art, etc., connected with the century they are reading about. This slight study of the British Museum we find very valuable; whether the children have or have not the opportunity of visiting the Museum itself, they have the hope of doing so, and, besides, their minds are awakened to the treasures of local museums.
In Form III children continue the same history of England as in II, the same French history and the same British Museum Book, going on with their ‘Book of Centuries.’ To this they add about twenty to thirty pages a term from a little book on Indian History, a subject which interests them greatly.
Slight studies of the history of other parts of the British Empire are included under ‘Geography.’
In Form IV the children are promoted to Gardiner’s Student’s History of England, clear and able, but somewhat stiffer than that they have hitherto been engaged upon, together with Mr. and Mrs. Quennell’s History of Everyday Things in England (which is used in Form III also). Form IV is introduced to outlines of European history. The British Museum for Children and ‘Book of Centuries’ are continued.
It is as teachers know a matter of extreme difficulty to find the exactly right book for children’s reading in each subject and for some years we have been regretting the fact that Lord’s very delightful Modern Europe[29] has been out of print.
The history studies of Forms V and VI (ages 15 to 18) are more advanced and more copious and depend for illustration upon readings in the literature of the period. Green’s Shorter History of the English People is the text-book in English history, amplified, for example, by Macaulay’s Essays on Frederick the Great and the Austrian Succession, on Pitt and Clive. For the same period we use an American history of Western Europe and a very admirable history of France, well-translated from the original of M. Duruy. Possibly Madame de Staël’s L’Allemagne or some other historical work of equal calibre may occur in their reading of French. It is not possible to continue the study of Greek and Roman history in detail but an admirably written survey informed with enthusiasm is afforded by Professor de Burgh’s The Legacy of the Ancient World. The pupils make history charts for every hundred years on the plan either adapted or invented by the late Miss Beale of Cheltenham, a square ruled into a hundred spaces ten in each direction with the symbol in each square showing an event which lends itself to illustration during that particular ten years. Thus crossed battle axes represent a war.