In offering the report, we are aware that a literal interpretation of some of its phases would preclude its use in many of our schools. But let it be borne in mind that no one of us has for a moment assumed that there is to be a rigid adherence to detail in the minor sub-divisions of each year’s work. If the report as a whole appeals to teachers as pointing the way to a practical solution for many of the problems now encountered, then may we look with confidence for more satisfying results from our elementary history teaching, and as a consequence expect more consideration for the subject itself on the part of those who control the making of school programs.
History in the Elementary Schools
REPORT TO THE AMERICAN HISTORICAL ASSOCIATION BY THE COMMITTEE OF EIGHT[3]
REVIEWED BY SARAH A. DYNES, HEAD OF DEPARTMENT OF HISTORY IN NEW JERSEY STATE NORMAL AND MODEL SCHOOLS, TRENTON, N. J.
The course of study in history for elementary schools mapped out in the “Report of the Committee of Eight” is an attempt to secure by the aid of a national organization some uniformity in the program for history. The personnel of the committee led us to expect an able report. The specialist in American history, the specialist in European history, and the specialist in the pedagogy of history for elementary grades were all represented. Three superintendents of schools upon the committee seemed to warrant us in anticipating that the rights of other subjects in the elementary curriculum would be guarded, and that history would not be permitted to absorb an undue proportion of the pupil’s time. The presence of those closely associated with elementary schools caused the present actual condition of such schools to be kept clearly in mind while the work proceeded. Practical experience gained in dealing with both the elementary teacher and the elementary pupil led them to inquire at each step whether a proposed change were possible, while the experience of the specialists in American history and in European history naturally called attention to what would be desirable from the standpoint of subject-matter.
The committee presented a preliminary report for consideration and frank discussion at three different regular meetings of the American Historical Association held at Chicago, Baltimore and Providence respectively. A report of what had been accomplished by the committee at the close of its second year of work, was presented to the Department of Superintendents at a regular meeting of the National Educational Association for 1907. Certain features of the report were also discussed at a regular meeting of the History Teachers’ Association of the Middle States and Maryland, held in New York City. Suggested topics of the report were discussed by the Chicago History Teachers’ Association and by the History Teachers’ Association of the North Central States. From the foregoing it is easily seen that there has been no undue haste in arriving at conclusions. It will be noted also that all experienced teachers of history, and all superintendents who are really interested in improving the quality of the teaching of elementary history have had abundant opportunity to contribute toward the improvement of the proposed course, and to object to that which seemed visionary, impracticable, or unwise. Interest in the report has been widespread during the past three years, and it is gratifying to know that it is now published in a form which makes it accessible to all interested.
The course includes a series of organized groups of topics for the first eight years of school life. The most cursory examination of the work suggested for the primary grades brings to view these expressions: (1) “Historical backgrounds, (2) Stories, (3) Pictures, (4) Construction, (5) Teacher’s list of books.” This is certainly encouraging. It suggests mental pictures. It emphasizes vivid impressions of concrete, objective reality. Things are to be seen, touched, used in new combinations. The preparation of the teacher is to be in part from books, not from a book. She is made to feel that elementary history must be picture-making, not word-getting. A closer examination shows that there is no repetition of subject-matter as the child passes from grade to grade. This last feature will be welcomed most heartily by the elementary teacher of history. Nothing is more gratifying than to have the entire responsibility of teaching the topics assigned to her own grade. If she is a fifth-grade teacher, and is making her preparation for teaching a biography of Daniel Boone, she can look back through the topics suggested by the committee to be taken up in grades four, three, two and one, and congratulate herself that no other teacher has touched that topic. It is her privilege to introduce this hero with the fullest assurance that there is no danger of trespassing upon the territory of another. If, at the close of the work, the pupils of the fifth grade have a vivid picture of life on the border, if they have been led to sympathize with the dangers, the trials, the hardships of frontier life, and have gained an impression of the importance of Daniel Boone’s service to his fellow men, she has done a creditable piece of work. If they are bewildered, mystified, confused and glad to leave the subject, she has no one to blame but herself. By noting what has been done in the four preceding grades, she has reason to expect a certain amount of skill on the part of pupils in construction work. The pupils have already built wigwams, and that will make it easier for them to make a hunter’s camp, or to draw a representation of a cabin on the cattle range, or of the fort at Boonesborough. They have had practice in interpreting pictures and in finding pictures; they have had experience with sand-tables and in clay modeling and in making costumes; they have been reproducing stories and anecdotes, and taking part in discussions; consequently, she can expect a vocabulary in which there is a meaning and significance attached to the words used. What has been illustrated in the case of Daniel Boone is as true of any other topic. Some topics are to be taught in more than one grade, but in each case the committee has carefully planned to avoid overlapping and prevent repetition.
In the fifth grade the topics are organized into twelve groups, lettered A to L inclusive, with from three to five sub-topics in a group. The following selections show the general scope of the work outlined: Group D is “The Great West,” and Daniel Boone is one of the sub-topics to be taught in that group. Group E, “The Northwest,” contains the story of George Rogers Clark as one of the sub-topics. Group G, “Increasing the Size of the New Republic,” contains the story of Lewis and Clark. Group L, “Great Industries,” contains the following stories: