A brief course in the teaching process

by George D. Strayer

4. Intellectual tendencies, but to a less extent.

e. Place relation to be fixed under same conditions as time relation.

References: Hinsdale, How to Study and Teach History, pp. 75-100; 111-126. Vaughan, in Contemporary Review, Vol. V, pp. 29-49. Turner, in Year Book, Herbart Society, 1899, pp. 7-41. Semple, American History and its Geographic Conditions. Brigham, Geographic Influence in American History Report, New England History Teachers’ Association, 1907.

X. School History and the Historical Method

1. History for School Purposes usually treated as a Body of Assured Knowledge.

a. The problem of elementary instruction held to be interpretation and not criticism.

b. Controversial matters omitted so far as possible.

c. Little to indicate varying degrees of probability in historical facts.

d. Uncertainties covered by dogmatism of textbooks.

2. Raising the Question of How we know.