Part 11 (1/2)

5 Is the civics instruction closely correlated with history?

6 Is it vitalized by visits to conteovernmental institutions?

7 Are current political events employed to illustrate the course?

8 Is the class encouraged to organize as a civic or political body?

9 Are governht into the school work?

10 Is eet back of practices to discover the origin, development, and purpose of such practices?

11 Are there mock elections, court trials, debates?

XX _Soht and feeling obeys the law of continuity and of differentiation The law of continuity means there are no breaks or leaps in the life of a people Development may hasten or slacken and may cease for a time, but it is always continuous; the law of differentiation s of a people take on new forrowth”--_Mace_

2 History is an evolution--a continuous movement, and causes always precede effects

3 The historical attitude is this: Ascertaination ofall events as ”portions of human life”

4 The notable characteristics of the 19th century are:

(_a_) Rise of nationality

(_b_) Struggle for constitutional government

(_c_) Enthusiasm for natural science

(_d_) Development of the doctrine of evolution

(_e_) Industrial changes

(_f_) Economic theory and reform

Hence, the study of history demands that such items shall be discovered as explain and support these elements

5 It is desirable to develop the historic sense by working outward from the industrial activities of the community

6 It is necessary to reduce diversity to unity

7 ”What is logically first in a subject, ie, the law or principle, co mind”

8 ”The worst possible form of education is an abortive education--one that falls back on some mysterious disciplinary claim for its justification--as if there were any true discipline in failing to master a subject”

9 ”History shows that overned by some kind of calculable law” The problem is to discover these laws