5. Pertinent Questions.
a. Are the aims proposed in fact promoted by a given kind of instruction?
b. Are they promoted as effectively as they might be by some other kind of instruction?
c. Are they the most useful of the possible ends that history might serve?
6. Observations and Experiment needed to furnish Data for Answers.
References: McMurry, Special Method in History, pp. 1-17. Kemp, Outline of Method in History, pp. 104-113. Barnes, Studies in Historical Method, pp. 106-121. Lloyd, in Spencer, Aims and Practice of Teaching, pp. 141-148. Rice, History and Literature, pp. 3-26, 149-166. Woodward, in Essays on Teaching of History by Maitland and others, pp. 69-78. Hinsdale, How to Study and Teach History, pp. 2-17. Bourne, Teaching of History and Civics, pp. 77-92. Year Book, Herbart Society, 1898, pp. 25-56. Snedden, in Journal of Pedagogy, Vol. XIX, pp. 259-268. Proceedings, National Education Association, 1892, pp. 348-352; 1894, pp. 397-412; 1895, pp. 139-142, 306-308; 1896, pp. 410-413. Report, Committee of Seven, pp. 158-162. Kirk, in Education, Vol. XVI, pp. 15-18; Crawford, in same, Vol. XXII, pp. 281-286; McMahon; in same, Vol. XXIII, pp. 109-114. Langlois and Seignobos, Introduction to the Study of History, p. 331. Lea, in American Historical Review, Vol. IX, pp. 233-246. Harrison, Meaning of History, pp. 1-23. Teachers College Record, November, 1909, pp. 55-56.
IV. The History Program for the Elementary School
1. The Preparatory Period—The First Three or Four Years.
a. Myths, fairy tales, fables, Oriental, Greek, Roman, later European. Some use of American folk lore.
b. Simple biographies from American or world history. May or may not be arranged chronologically.