G—“The New Union and the Larger Europe.”
The committee suggests the relative amount of time to be devoted to each sub-topic in this grade. Ninety-four recitation periods are required to cover the work outlined, 19 of which are given to F, 16 to B, 15 to G; C and D have 12 each, and A and E have 10 each. The committee also suggests that an average of sixty minutes a week be devoted to civics in this grade, and that a text-book in civics, as well as a text-book in history, be placed in the hands of each pupil. The function of city, State and national government should be emphasized, rather than the machinery of each. The actual work of the government to-day, and concrete instances of civic duty should be discussed, and a special study of such topics as “Child Labor,” “Corruption in Politics,” “Best Methods of Work in Local City Governments,” is advised.
Fifteen pages are devoted to a discussion of the preparation of the teacher. The suggestions offered are helpful, and in accordance with the best educational theories. The entire chapter, though brief, shows clearly the need of special preparation, if a teacher hopes to make a success of her work. The entire book is a teacher’s book. The outlines given are not for the class-room; they are to serve as a suggestion to the teacher, who will make her own outlines, based upon the principles laid down in the report, and dealing with the phases of subject-matter which the committee selected. No attempt has been made to go beyond what is already being done in the best schools of the country. The committee has tried to show what is possible in elementary grades. The report will doubtless tend to improve the work in the less favored sections of the country. The plan of work presented is a very definite and carefully-considered plan, which is certainly entitled to a fair trial on its merits.
[“The Study of History in the Elementary Schools—Report to the American Historical Association by the Committee of Eight.” New York: Charles Scribner’s Sons. 1909. Pp. xvii, 141. 50 cents.]
Suggestions on Elementary History[4]
BY PROFESSOR FRANKLIN L. RILEY, UNIVERSITY OF MISSISSIPPI.
Outline for Oral Lessons on Westward Immigration.
(Adapted to the Third or Fourth Grade.)
1. The Western Country and How It was Reached—Virginians and their neighbors moved oftener than the colonists to the north. Attracted by “mineral springs,” “salt licks” and “blue grass.” Buffalo paths converge at Cumberland Gap. Wilderness Road, two hundred miles long, from Virginia through this gap to Kentucky, made by Daniel Boone in charge of thirty men. At first only a narrow path for horsemen and footmen. Pack saddles, how made and used.