Part 4 (1/2)

(_e_) It gives a fund of information for use in conversation and public utterances

(_f_) It breaks down provincialism; develops toleration, sympathy, and human interest; and hence makes intercourse with fellowmen _) It creates an interest in the resources, raw materials, tools, and processes of one's vocation, and fosters pride and contentment with labor

(_h_) It explains racial, econoes and prejudices, and ives insight into legal, governmental, and business institutions and forovernmental and business requirements (See Social Value)

6 Cultural or Personal

(_a_) It gives an elevated viewpoint from which better to observe all aspects of civilization to-day and thereby to comprehend them more fully

(_b_) It furnishes an inexhaustible source of pleasure and satisfaction for leisure hours and for the consolation of old age

QUERIES

1 Can you name any other ”values” that should be included in the study of history?

2 Does the study of history yield equal value in each of the groups roups of ”values” seereatest eroup of values?

5 Illustrate how a teacher ination; (_b_) reasoning; (_c_) eneralization

6 From your observations do the teachers consciously strive to realize these values in the class?

7 Do the teachers seek to get back of the records of events and to discover the motives, ideas, and ideals that produced those events?

What is the method used to do so?

8 Do the teachers assu”

attitudes toward the interpretation of the facts, or do they give students opportunity to use their own judgment?

9 Does it seeination and live through the period they are studying? What is the secret of attaining this ideal?

10 Are students constantly seeking for ”causes” of the historical events? How does the teacher secure this effort?

11 Are the textbook facts reely as words, or do the students really enter into the spirit and significance of them? What evidences have you for your conclusions?

12 Does rote memory or associative memory receive the emphasis?

13 Does the teacher correlate the history lesson with other subjects of study? If so, how is this done?

14 Does the teacher correlate the history lesson with the life interests of the pupils? If so, how is this done?

15 Does the teacher explain the institutions, forms, and procedures of the past by reference to their counterparts of to-day? Are such interpretative means employed with sufficient frequency, completeness, variety, and clearness?