Correspondence
Editor History Teachers’ Magazine.
Let me express the pleasure which at least one California teacher finds in the new History Teachers’ Magazine. It certainly satisfies a long-felt need. In the October number I noticed the repeated statements of the lack of organization in history work, all of which is lamentably true; but I do believe we are improving here, due to the persistent and intelligent efforts of a wise and enthusiastic History Department in the University of California. Our school authorities are demanding trained history teachers, even though they have to handle some other subject.
Miss Elizabeth Briggs’s remarks regarding the weakness in geography and biography are, alas, the instructors’ fault, and I am sending you a couple of suggestions that I have found valuable in those lines, in case you have opportunity or inclination to pass them on. I have found that pupils become interested in these two “eyes of history.” They usually have a hazy memory of seemingly endless drill in grammar school, and consider geography as one of those childish things which they have put away, but when their attention is called to the geographical causes for location of cities, its influence on the development of a country, plans of campaigns, strategic boundaries, they grow interested, and enjoy indicating these things, as well as treaties and territorial growth on outline maps. I use a McKinley wall map for Roman history, and we “paint it red” as we progress in the study of the Roman conquests. The members of the class become enthusiastic, and are able to appreciate the growth of the great empire, with its military roads and administrative system.
Miss Mary North’s Ancient History Social reminded me of something that I have found good for arousing a class, and aiding in the biographical work,—the old-fashioned game of “Who Am I?” We send a pupil from the room, and the class chooses some person whom he is to represent. Then he is re-called, and from my seat behind the desk begins to quiz the class, up and down the rows, asking questions that must be answered by “Yes” or “No.” Sometimes they have to appeal to me for information, or consult books, but in the end they know considerably more than when they began. When given warning of the exercise, they study well. They enjoy it, and ever after seem to feel a personal friendship for the characters we have studied in this fashion. They develop quickly a wonderful capacity for finding leading questions.
Occasionally I try another scheme,—charades. This gives a wider range, as it may include places, persons, or events. Each pupil must be ready to explain the importance of that place, person, or events which he presents.
Minds worked quickly, originality was encouraged, and solid facts were assimilated. I have found that such things stimulate and interest, and give new life to a class, often attaining results that I could not get in any other way.
With best wishes for the cause, and for a great future for the new magazine,
Respectfully,
Lou Irene DeYo.
Ventura, Cal., Oct. 30, 1909.