Methods of approaching the subject.1. We may take the map of the world, indicate its leading features and its political divisions.
2. We may take a small tract, realise by description the form and beauty, the flora and fauna, the temperature, the snowy peaks, the rushing rivers, the silent stars, think it all out, until we feel at home in the land, work up through details of topography to clear conceptions.
In teaching history, I think we ought to take some kind of time-map, mark out in it a few of the most prominent recorded facts, tell something of the heroes, after whose names tracts of time have been called, trace out a few of the leading empires, give landmarks.
With juniors.Then we may, after showing the position of a certain period in the world-chart, work it up in detail. The way in which each period should be treated will depend much on the age of the class. With young ones, the teaching will be more narrative and biography; the memory and imagination will be chiefly called into play. Some outline or short history should be read by the child, the most prominent events, etc., should be entered in a special historical map. The chronological, as well as the geographical atlas, should always be at hand. The teacher should go quickly round the class, asking each child a few questions, just to ascertain whether the work has been properly prepared, then she should fill up herself such parts as will come home to the class. For young classes, though some passages from good histories may be read, the teacher must be prepared to give a great deal viva voce. Little children do not take in so well what is written for older people, the words are not adapted to them, nor the mode of expression. Besides, the teacher’s eye is occupied, she does not see whether she is holding the attention of her class. True, her words may not be quite well chosen, but she will be able to make the narrative more life-like to those whose minds she knows. But she must on no account try to learn it up. If she would relate well, she must conjure up the scene before her own mind, carefully paint in the details, and then describe her own vision, watching the children to see if they, too, take it in.
But all must not be told; as far as may be, children should be led to anticipate. Thus in a narrative of a campaign, generally so dry and unprofitable, the children should be led to consider what were the aims, what would be the best way of carrying out operations, what posts would be occupied, which leader chosen, how the money would be raised, etc. They will take great delight in finding out these things, and not easily forget what they have discovered; it will accustom them to read in an intelligent way, so they will be able to predict to some extent what people are likely to do.
With senior classes.The elder classes should read some large history, if possible some original authority, and thus learn to read for themselves, to examine the statements set before them, and to sift evidence. The characters of Richard II. and Richard III., of Mary Queen of Scots and Elizabeth, of the Stuarts and Cromwell, of Laud and Bacon, will form good exercises in the discussion of probabilities, and teach caution and moderation in the judgments of daily life. For elder classes, too, we may make great use, not only of Shakspere, but of the best historical novels. For the teaching of higher classes I may point to the following papers and add also a chapter on [time-maps].
TEACHING MODERN HISTORY TO SENIOR CLASSES.
By Alice Andrews.
Girls,
Knowledge is now no more a fountain seal’d;