d. Historical drama of the professional stage.
4. Imaginary letters, diaries, speeches, prepared by pupils. Answering the questions: “How should I have felt?” “What should I have said or done?”
5. Historical poems and novels.
a. Value for history easily exaggerated.
b. A distinction to be made between those that ate contemporary with scenes represented and those that are merely later attempts at reconstruction.
c. General use in school due in part to tradition which so long made history a mere branch of literature, in part to more general acquaintance with this kind of material than with material more distinctly historical.
6. Material supplied by detailed histories.
References: Teachers College Record, November, 1908, pp. 12-25. Wilson, Mere Literature, pp. 161-186. Crothers, Gentle Reader, pp. 167-200. Stephens, in California University Chronicle, Vol. VI, pp. 159-168; French Revolution, Vol. II, p. 361. Matthews, in Forum, Vol. XXIV, pp. 79-91. Langlois and Seignobos, Introduction to the Study of History, pp. 215-225, 301, 319, note. Seignobos, L’Histoire dans l’Enseignement secondaire, pp. 15-19.
IX. Time and Place Relations
1. Time Sense in Children.