Part 28 (1/2)

It is highly desirable that in teaching iven to recent history than has generally been the case

Frederick William I showed that he accepted this when he instructed the tutors of Frederick (later the Great) to teach the history of the last fifty years to the exactest pitch So i early periods, constant contrasts or comparisons with present conditions should be made, and the descent of ideas and institutions to modern times should be sketched, as it shows the student that remote events or institutions have a relationshi+p to current life

=Disciplinary values of history=

Certain special aims of history have been advocated It is held to be of disciplinary value, especially in strengthening the ood reason for studying history, as the , on the dictionary, poetry, forrocery shelves, some of which e, at least, history should aim to explain social tendencies and processes in a rational way rather than to develop the memory The latter method tends to make the student passive and narrow, the former requires cerebration and develops breadth and depth of vision Understanding history, rather thanpresupposes information; but where there is a desire to understand, the process of seeking and acquiring the information is natural and tends to care for itself

History is not a prerequisite to professional careers in the way ; still, special periods, chiefly the hly useful to lawyers, journalists, publicists, statesmen, and others, each of whom selects what he finds anization of courses in history--What to teach in the beginning course=

The point of view in history teaching is more material than the machinery or methods employed These must and should vary with persons and conditions Ordinarily, however, it seems preferable to offer soe course, because students have usually had considerable Ae adds new interest Whether this course be general, medieval, or h, of course, medieval should precede modern history In any case, the course should offer the student a good deal h school, if for no other reason than to justify the profound respect hich he ordinarily corip the student, especially the history major

=Gradation of courses determined by content=

Gradation of courses in history on the basis of subject ely arbitrary, and turns upon the method of presentation General courses naturally precede period courses A sound principle is to select courses adapted to the stages of the student's developested that the first college course should be, not Alish, ancient, est theuments in favor of the first if but one freshman course is offered, as it forms a natural projection of American history into the past Beyond this, what subject ely a e student understands the general history of all nations or periods about equally well It is now clear, however, that the student should know more etting, and the sound training of an A in modern European history

=Gradation of courses =

Gradation based on the method of presentation is more nearly possible

Graduate courses presuppose training in the auxiliary sciences, in the necessary languages, in research methods, in the special field of research, as well as a knowledge of general history This establishes a sort of sequence of the methods to be employed, irrespective of subjectintroductory courses--Lecture method=

The lecture method is convenient for the elementary courses, especially if, as is so often the case, these have a large nuainsaid that convenience or, worse still, econoument in favor of the lecture course, especially for the first-year student To hiood deal if he is left to work out his own salvation; and then, too, just when he needs personal direction and particularly when, as a youth away from home for the first time, he needs some definite and unescapable task that shall teach discipline and duty as well as give inforives him the maximum of liberty with the ly advocate small classes for freshmen, frequent recitations, discussions, tests, papers and maps, library problems--in short, a laboratory system Every student should always have at least one course in which he is held to rigid and exact performance These courses should be required, no matter what the special field or period of history, and should for for a technical and professional career In addition to these courses, designed to assure personal work and supervision, enough other, presueneral knowledge of history Beyond that there are always enough electives to satisfy any personal wish or whim of the student

=Topical method in European history=

There is much to be said, especially in modern history, for the topical treatle institutionthe several huanisical narrative, which grows eneral the course Courses which co institutions and their ie that lect fro man No primitive superstition needs to be dispelled more than this, if history is to e

Indeed, whenever possible--which is alith modern history--a course should start fro conditions the historical antecedents of which are to be traced If this is done, the student forthwith secures a vital interest and feels that he is trying to understand his own rather than past tiically or topically as preferred, the textbook serving as a quarry for data, the teacher seeing to it that the change or progress toward the present condition is perceived and understood, and furnishi+ng corroborative and analogous materials froned reading=

It is the general practice of college courses in history to require outside reading Though this rests on the sound ground that the student ought to get a large background and learn to know books and writers, it is very doubtful whether this aim is, in fact, achieved

The student often has too , and often the library is too liood choice, or to per it

Unguided reading is al a selected list of books before the student is not sure to be a success The instructor ought fro about the books he suggests, and about their authors and their careers, viewpoints and s As the reading of snatches from collateral books is hardly profitable, so the perusal of longer histories is often i ti forward In view of these difficulties there is e textbook into the hands of a class, and requiring a thorough reading and understanding of it, and correspondingly reducing outside readings If collateral reading is deraphy or a work on so within the scope of the course,--some selected historical novel even,--for in that way the student reads, as he will in later life, soes, a specific thing is covered, an author's acquaintance is nificant test can be conducted Furthermore, as some students will buy special volumes of this kind, the pressure on the library is reduced Direct access to reference shelves is always reco preferred books to students

=Tests on outside reading=

Tests on outside reading are always difficult, but theyis not to beco reports on uniforroups of students who have read the sale question By extending this over several weeks the e class, can be tested with relatively few questions So notes, others check up the books the students use in the library, still others have consultation periods in which they inquire into the student's reading Quiz sections, if there are any, offer a good opportunity to test collateral reading

=Miscellaneous aids in teaching history=

Map ned as to require , is desirable in introductory courses

The iinative historical theme written by the student is ee A syllabus is highly useful in the hands of students in lecture courses It can be ht expense for each lecture, thus pere over the printed syllabus

=The probleive a fair and telling exae teacher's perennial problereater his quandary A majority of students incline to parrot what they have heard, to the dismay of the teacher ants the the memory only into play do not satisfy the true teacher or the thoughtful student At the least there should be so by the student Above all, the instructor of introductory work should for hi can take the place of the personal touch Quiz masters are better than no touch; but they are a poor substitute for the small class and direct contact, even if the instructor is not one of the masters of the profession

=The worth of topical or institutional treatment=