-tamped below J EDITED BY ALFRED L. HALL-QUEST SUPERVISED STUDY IN AMERICAN HISTORY THE MACMILLAN COMPANY NEW YORK • BOSTON • CHICAGO • DALLAS ATLANTA • SAN FRANCISCO MACMILLAN & CO., Limited LONDON • BOMBAY • CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, Ltd. TORONTO SUPERVISED STUDY IN AMERICAN HISTORY BY MABEL E. SIMPSON PKINCrPAL OF JAMES WHITCOMB RILEY GRAMMAR SCHOOL FORMERLY IN CHARGE OF SUPERVISED STUDY IN THE WASHINGTON JUNIOR HIGH SCHOOL EOCHESTEK, NEW YORK Weto gatk THE MACMILLAN COMPANY 1918 All rights reserved Copyright, 1918, By the macmillan company. Set up and electrotyped. Published May, 1918. Nortonotj ^tess J. S. Gushing Co. — Berwick & Smith Co. Norwood, Mass., U.S.A. "J> So MY MOTHER AND FATHER, WHOSE GENUINE INTEREST AND LOYAL SUPPORT IN THIS AND OTHER LINES OF ENDEAVOR HAVE BEEN A SOURCE OF GREAT EN- COURAGEMENT PREFACE There is probably no subject in the curriculum which offers greater possibilities for the inauguration of supervised study than American History. It is generally conceded, however, that this subject frequently has been as little under- stood or enjoyed, by the average boy or girl, as any subject studied in our elementary or secondary schools. Several years ago, this fact became very apparent to me in my own teaching. Although the pupils in my History classes ap- peared to be interested, I felt the lack of real enthusiasm and pleasure which comes from a genuine interest in a subject. After studying the situation for some time, I became thoroughly convinced that this lack of real interest was not so much the fault of the subject matter, as the manner in which this subject matter was presented. This conviction resulted in a careful investigation of all conditions which seemed to have a bearing upon the matter. It soon became evident that my pupils had no ability to do independent studying. Their only idea of study was to memorize the facts contained in the text. It never seemed to occur to them to question statements or investigate points which were not clear. Since this class was composed of boys and girls of average intelligence, it seemed certain that their lack of enthusiasm was the result of their failure to understand what they studied. viii Preface This investigation proved to me the necessity of endeavoring to teach these children how to study. I therefore determined to try an experiment. All notebooks and outlines, upon which much time and ejffort had been spent, were packed away, and we began to study together. We made many mistakes, but in spite of this fact the pupils found a new inspiration and enjoyment in studying history. I wish to pay a special tribute to the first Eight A class of boys and girls who did so much to encourage me to make a greater effort for their sakes. Our first semester spent in attempting to learn how to study was one of the happiest experiences during many years of teaching. Much thought and study have been given to this matter in the years intervening since the first crude attempt. It is, therefore, as a result of these experiences that I have been persuaded to attempt this manual. The lessons outUned and the suggestions offered have been put in as brief and definite a form as possible, in the hope of giving teachers sufficient concrete illustrations to enable them to make practical application of these ideas to the ^eeds and condi- tions existing in their own particular classrooms. An earnest plea is herein made to superintendents of schools and directors of courses of study, for the provision of a mini- mum requirement in History as well as in all other subjects. It will then be more possible for teachers to devote sufficient time to instruction in how to study the subject, without the fear of being unable to complete the course. "Training for self-direction" may then become our slogan. This training may be accomplished by providing situations which demand the recognition and solution of problems. Purposive think- ing is essential to the successful solution of any problem. Preface ix Even young children are compelled to face situations which demand purposive thinking. Such thinking involves the rec- ognition of a problem, the collection and organization of data, the suspension of judgment, making definite decisions and the exercise of initiative. Each of these steps thus be- comes an important factor for consideration in teaching chil- dren how to study. Mental development and actual power are found to result wherever such methods of instruction are employed. Supervised study aims to secure development of this character. I wish to acknowledge my great indebtedness to Professor Alfred L. Hall-Quest, of the University of Cincinnati. His enthusiasm and generous support during the inauguration of supervised study in the Washington Junior High School of Rochester, N. Y., have been a source of continual inspira- tion. As editor of this series he has read this manual in manuscript form, and his constant encouragement and valuable suggestions have resulted in its completion. Special thanks are due to Dr. Frank M. McMurry, of Teachers College, Columbia University, and to Dr. Lida B. Earhart, for the first inspiration to attempt definite in- struction in "how to study" with my classes. To Professor Henry Johnson, also of Teachers College, Columbia Uni- versity, I am indebted for many ideas concerning the subject of history, all of which have been invaluable in my teaching experience. In addition, grateful appreciation is hereby rendered to Mr. Herbert S. Weet, Superintendent of Schools ; Mr, Clinton E. Kellogg, Principal of the Concord Grammar School ; and Mr. James M. Glass, Principal of the Washington Junior High School, Rochester, New York, all of whom have gener- X Preface ously given counsel and direction during the years I have spent in attempting to be of greater service to the boys and girls who have been intrusted to my care. Mabel E. Simpson. Rochester, New York, February 4, 1918. TABLE OF CONTENTS PART ONE — GENER.\L PRINCIPLES PAGE Preface . vu Chapter One — Education Viewed from the Pupil's Desk {The Editor) I Chapter Two — Essential Factors in the Organization of Super- vised Study 1° Chapter Three — Divisions of American History ; Units of Instruction and Units of Recitation iS Chapter Four — The Daily Lesson Schedule and Assignment Sheet 26 PART TWO — ILLUSTRATIVE LESSONS FIRST SECTION. SEVEN B GRADE Lesson I — The Inspirational Preview 33 Lesson II — The Dawn of History and Early Leaders of Civiliza- tion. Unit of Instruction I. An Inductive and How to Study Lesson 37 Lesson III — The Dawn of History and Early Leaders of Civiliza- tion {Continued). An Inductive and How to Study Lesson 45 Lesson IV — The Dawn of History and Early Leaders of Civi- lization {Continued). An How to Study Lesson . . .52 Lesson V — The Dawn of History and Early Leaders of Civiliza- tion {Continued). A Deductive Lesson .... 58 Lesson VI — The Dawn of History and Early Leaders of Civiliza- tion (Conc/z^/etf). A Red Letter Day Lesson ... 63 Lesson VII — Events Leading to the Discovery of America. Unit of Instruction II. An Expository Lesson ... 67 xi xii Table of Contents PAGE Lesson VIII — Events Leading to the Discovery of America (Continued). A Deductive Lesson 71 Lesson IX — The Discovery and Exploration of America. Unit of Instruction III. i. The Discovery. A Socialized Lesson 76 Lesson X — The Discovery and Exploration of America. 2. European Nations Interested in Exploration and Coloni- zation. An How to Study Lesson 82 Lesson XI — The Discovery and Exploration of America, 2. European Nations Interested in Exploration and Coloni- zation {Continued). An How to Study and Deductive Lesson 86 SECOND SECTION. SEVEN A GRADE Chapter Five — The Evaluation of the Course of Study for a Seven A Grade 95 Lesson XII — The Colonization of America. Unit of Instruction IV. I. The Struggle for English Liberty. An Inductive Lesson 98 Lesson XIII — The Colonization of America — The Struggle for English Liberty {Continued). An Expository Lesson . . 102 Lesson XIV — The Colonization of America. 2. The English Colonies in America. An Habituation Lesson . . .108 Lesson XV — The Colonization of America. 2. The English Colonies in America {Continued). An Appreciation and Habituation Lesson 113 Lesson XVI — The Colonization of America. 4. Steps toward Self- Government in the Colonies. A Review and Deductive Lesson . . . . . . . , . . .121 Chapter Six — The Intercolonial Wars. Unit of Instruction V. 126 Lesson XVII — The Revolution of the English Colonists in America. Unit of Instruction VI. An Inductive and How to Study Lesson 128 Lesson XVIII — The Revolution of the English Colonists in America {Continued). A Socialized Recitation . . -135 Table of Contents xiii TfflRD SECTION. EIGHT B GRADE PAGE Chapter Seven — Evaluation of the Course of Study for an Eight B Grade 145 Lesson XIX — The Critical Period. Unit of Instruction VII. The Maliing of the Constitution. An Inductive and Socialized Lesson 146 Lesson XX — The Critical Period. The Making of the Consti- tution {Continued). A Deductive Lesson . . . .152 Lesson XXI — The Critical Period. The Making of the Consti- tution {Concluded). A Review Lesson 157 Chapter Eight — Current Events 164 Lesson XXII — America's Struggle for Commercial Independ- ence. Unit of Instruction VIII. Events Leading to the War of 181 2. An Appreciation Lesson 172 Lesson XXIII — The Slavery Question. Unit of Instruction IX. An How to Study Lesson 177 Lesson XXIV — The Slavery Question {Continued). An Expository Lesson 183 Chapter Nine — The Civil War. Unit of Instruction X. General Statement 189 Lesson XXV — The Civil War {Continued). A Socialized and Inductive Lesson 190 Chapter Ten — A Red Letter Day Program .... 196 FOURTH SECTION. EIGHT A GRADE Chapter Eleven — General Statement concerning the Subject Matter to Be Studied in the Eight A Grade .... 201 Lesson XXVI — The Inspirational Preview .... 204 Lesson XXVII — The Period of Reconstruction. Unit of In- struction XI. An How to Study Lesson . . . .211 Lesson XXVIII — The Period of Reconstruction {Continued). An Inductive Lesson 217 xiv Table of Contents PAGE Lesson XXIX — The Influence of Transportation and Methods of Communication upon the Development of the Nation. Unit of Instruction XII. An How to Study Lesson . .223 Lesson XXX — The Influence of Transportation and Methods of Communication {Continued). An Inductive-Deductive Lesson 228 Lesson XXXI — Territorial Expansion of the United States. Unit of Instruction XIII. An Expository Lesson . . 236 Lesson XXXII — Important National Issues. The Tariff. Unit 241 of Instruction XIV. An Habituation Lesson . . . 241 Lesson XXXIII — An Examination Lesson .... 249 Appendix 257 Bibliographies ". . 269 Index 273 PART ONE GENERAL PRINCIPLES SUPERVISED STUDY IN HISTORY CHAPTER ONE Introduction by the Editor EDUCATION \TEWED FROM THE PUPIL'S DESK The pertinent question of the day in the field of education is — Should education fit the child or should the child fit educa- tion? Having evolved an increasingly complex organization should the educator require all school children to become cogs in this machinery, mere numbers or names, halting or pro- gressing or dropping out according to their educational fitness ? When the questions are stated so bluntly it is comparatively easy to reply in an emphatic, " No, of course not." The child is worth more than machinery. Educational plans must be adapted to the child. His individuality must have right of way throughout the school period, for only by this method can he reach the finest ability to adjust himself to the shifting de- mands of his maturity and his social duties. If placed over against each other in bold contrast there doubtless is no one who would assign superior value to a system over that of a child. The contrast, however, cannot be stated so sharply and still do justice to the objects compared. Organization or system is indispensable in dealing with groups. Nearly twenty million children cannot be educated without careful planning, a plan- B X 2 Supervised Sticdy in History ning, moreover, that must ignore some of the individual dif- ferences inevitable in any group. All of us must sacrifice something for the larger social unit of which we are a necessary- part, and to learn this lesson of social obligation early in life will make its wider application later in the child's develop- ment somewhat less difficult. On the other hand, it needs to be emphasized that what is being organized and rearranged is a mode of educational pro- cedure by which each child — the active citizen of the future — may reach a level of ability and a state of cultural outlook most promising for his fellowmen. The educational output must be, as nearly as possible, the full-rounded exploration of the child's individuahty, every important agency of service in his being having been exercised and tested under conscientious and intelligent direction. The school is, or ought to be, the training camp of the selectives in the army of champions of social progress. It matters not what division they may enter on the completion of their training. In the school they are to be given the preliminary training that will make possible the discovery of their peculiar fitness for a particular kind of service, and also considerable development of skill in carrjdng out the orders that will be given them in the larger service. It of course is true that the pupil does not leave school a finished product, but at the close of his formal school career it is right to expect that he shall have achieved certain defi- nite ends which may immediately be converted into means for the establishing of a reasonably successful type of service. The organization of the school must make this individual attainment possible for every pupil who has demonstrated, under careful supervision, that he is capable of being educated. The child is not a mere name or a mere number on the class- Education Viewed from the PiipiVs Desk 3 roll. He is a young life, presumably valuable to society or at least potentially so. The tax-payer supports the public school because he desires the new recruit in the various armies of national life to be well trained for his work. Uniformity of training is essential, but the fitting of each individual for his place in society is no less important. One without the other is incomplete. Organization and individual development ac- cording to the indi\'iduaHty of each pupil should go hand in hand. The question is not one of superiority, but of equaUty. Theoretically the foregoing conception of public school policy appears sound. But theories must be tested. Educa- tion is a practical affair. Its idealism must be made incar- nate in the flesh and blood of the most effective form of school administration. Now, how can needful organization be main- tained and at the same time opportunity be given each pupil to reach his level of self-direction? It is common knowledge that there already exists a variety of schemes providing for individual differences. The elective system, for example, is one of these schemes that tend to individualize educational procedure. Various types of promotional plans, such as the Pueblo and the Oregon, seek to give the individual right of way. Schools for supernormal and for subnormal children are not uncommon. Rapid and slow sections in larger schools are adapted to the individual's rate of learning. In college and university the capable student may graduate in less than four years. Curriculum differentiations provide for individual differences. There is general recognition of the justice of allowing each learner to progress at his natural rate of learning. Among the types of organization that aim to emphasize education for the individual is the general plan known as Supervised Study. While the term itself may be new, the 4 Supervised Study in History meaning is not altogether novel, for the conscientious teacher no doubt has always made room for the needful direc- tion of the individual's effort. There probably are few, if indeed any, teachers who would refuse to aid any pupil who sought help honestly and discreetly. Direction of study takes place now and then in every school;' but supervised study means much more than the occasional direction offered to pupils who request assistance. Supervised study is a daily undertaking. Every period of the day is organized for the purpose of directing the details of the learning process. Studying is regarded as the working on a job under the direc- tion of the superintendent of the shop. Because educational material is costly, because time and Ufe are invaluable, the director of study is engaged in the conservation of mental effort. The hours wasted in ignorant, haphazard, discourag- ing, and all too often unsuccessful home study are spent in class study periods where a wise teacher directs the learning of a new assignment and reduces to an inevitable minimum the difficulties encountered in mastering a topic or a problem. Under the organization of supervised study the pupil is shown how to study, and he is supervised while he applies the principles of correct studying. Precept and supervision go hand in hand, as they always should do, especially in the undertaking of new work. This of course does not mean help- ing the pupil to the detriment of his initiative. School super- vision of reading or of writing does not destroy the initiative of the teachers whose work is supervised. Criticism is not a crutch. It is absolutely essential to success; and the pupil is entitled to this constructive criticism while he is working, for only in this way can time be saved, effort be conserved, and progress accelerated. Education Viewed from the PiipiVs Desk 5 When supervised study is accepted as the prevailing method of classroom procedure the general aim of every period will be to reduce the time spent in hearing lessons and to devote most of the period to the direction of pupils while preparing a new lesson. This direction of study includes the cooperative as- signment during which portion of the period the teacher illus- trates how the new lesson should be studied. The actual studying of the lesson really begins during the assignment, but the intensive or silent study follows immediately upon the cooperative treatment of the new work. Variations of this general plan \^dll be made by every ingenious teacher who seeks not to adopt but to adapt it to the needs and conditions of each class. In this volume Miss Simpson describes in minute detail one of the variations in supervised study as devised largely by herself and employed for a considerable time. The arrange- ment of groups and group assignments was evolved in cooper- ation with the editor of this series and on the basis of his dis- cussion in the volume on Supervised Study ^ but the details of all the group assignments, the planning of every lesson — in fact the entire contents of this volume — have been written by Miss Simpson; and to her clear description of what is being done at the Washington Junior High School of Rochester, N. Y., should belong all the credit. Certain outstanding features of the volume deserve mention in this connection. 1. It is a description of an actual method of teaching, not what ought to be done theoretically, but what has been done successfully by experienced teachers. 2. The description is very clear. Both author and editor * Macmillan, 1916. 6 Supervised Study in History have tried to produce a manual that can be understood by any teacher unacquainted with supervised study. Technical terms have been defined carefully. There is considerable repetition of these terms where euphony and literary style might have required synonyms and different kinds of sentence structure. To avoid confusion as much as possible terms such as Units of Instruction, Minimum, Average and Maximum Assign- ments are repeated in each lesson. 3. The treatment is mainly suggestive. It is not expected that the plans here described could or should be copied in detail. Conditions in Rochester, N. Y., may permit a method of teaching that circumstances elsewhere cannot allow ; but the plans outlined in this volume can be modified to meet conditions in almost any Junior High School or in any departmentalized Elementary School. To some extent the procedure might be adapted to the needs of the Senior High School. 4. The author has cited many comments by pupils under her supervision, regarding their opinions of supervised study. These comments have been allowed to retain the crudity of undeveloped style, but the observing reader will find many of the quotations indicative of no little skill in composition. A sufficient number of these expressions of opinion have been cited from the four grades to show how general was the favor- able attitude among the pupils. The following summary of these comments shows their variety : (i) "We have definite time for review, assignment and study." (2) "More is accomplished in less time." (3) "We work on a schedule." (4) "It is more practical." Education Viewed from the PupiVs Desk 7 (5) "I have learned how to use a book." (6) "It requires the cooperation of the teacher and pupils." (7) "It seems like a game." (8) "It teaches pupils to ask questions." (9) "We learn how to study." (10) "It teaches us to be independent." (11) "It allows the pupils to do research work." (12) "We have the advantage of having many different kinds of books from which to study." (13) "The program on the board tells us what to do." (14) "It makes the work easier." (15) "It saves home work." (16) "Socialized Recitations enable each person to express his ideas and thoughts about the subject." (17) "It gives each pupU an equal footing with other pupils." (18) "Socialized Recitations enable us to see and correct our errors." (19) "It does not put too much time on one thing." (20) "It requires self-poise and self-control." 5. Scattered throughout the volume the author explains her reasons for the plan she has followed in teaching history. These explanations should prevent any inference that merely superficial devices have been employed or that the favorable results in her classroom were due not so much to scientific method as to an enthusiastic personality. 6. The development of the various lesson plans dififers some- what from the theoretical forms of these lesson types. The variation, however, is only that which any teacher would find necessary in the actual work of the classroom. There is, as a rule, a strong likelihood that principles and technic of in- struction as presented in courses on these subjects will need considerable modification in a shifting variety of classroom conditions. 8 Supervised Study in History 7. Attention should be directed also to the frequent recur- rence of the Socialized Recitation. In fact this type of class management predominates, as it should in all school work. Miss Simpson's success was due mainly to the employment of this kind of class organization. Wherever the pupil is per- mitted to contribute to educational material and to do so in his own way (under proper supervision) he is likely to be in- terested in the work. 8. It will be observed that much time in these lessons is spent on training pupils to use the textbook, to manage assign- ments in reference material, and to construct worth while notebooks. Here we find direction in what easily becomes vital and independent studying. 9. Special attention is invited to the Examination Lesson at the close of the book. Its uniqueness does not argue against its feasibility or actual value as a test. The author's analysis of the questions, indicating the mental process involved in answering each of them, is peculiarly appropriate. It is another of her careful statements of reasons for her method of teaching. 10. A sufl&cient number of lessons are outlined in detail to make it possible for any teacher to apply the principles in- volved to those which are given in less detail. The division of the course into Units of Instruction and Units of Recitation suggests what each teacher needs to do in order to obtain a prospect of her term's work. The far-ahead look is important if the teacher hopes to make each day's work fit into the large and well-understood purpose of the course. Here then is the first volume in the new series on Supervised Study in the Various Subjects. Other volumes will appear from time to time, each one to be written by some teacher who has Education Viewed from the PitpiVs Desk 9 intimate knowledge of this type of teaching. Methods of deahng with supervised study will differ with the respective subjects and with each teacher, as well. Other teachers very likely would supervise study differently from the procedure described in this book; but here is one method that has awakened young pupils from lethargy and even hostility, to a real enthusiasm for the study of history. By this method they were introduced to social obligations and privileges. The instinct of play came to the aid of the instinct of curiosity, both of them all-essential in the development of the individual. When pupils say that studying is "Hke playing a game" we may smile with approval, in company with the shades of Rousseau, Pestalozzi and Froebel. CHAPTER TWO SUPERVISED STUDY — AMERICAN HISTORY Essential Factors in the Organization of Supervised Study in History I, The Unit of Recitation^ This division of any course of study should consist of three functions, namely : 1. The Daily Review. 2. The Assignment. 3. The Study of the Assignment. Each of these forms a vital part of the work of every period. The treatment of the daily review in the following lessons is a modification of the prevaihng recitation as generally managed. Let us now consider each of the foregoing functions. II. The Nature of Each Part of the Unit I. The Review. — Purpose. To recall the most important facts taught in the lesson of the previous day. There are two essential reasons why this is necessary : First, to deter- mine how thoroughly the class understands the subject mat- ter previously taught ; second, to use this knowledge for the basis of further instruction. The "Re-view" thus takes ^ For detailed information upon the unit of recitation, read "Supervised Study," by Alfred L. Hall-Quest, Macmillan Co., 1916, 10 Factors in Organization of Supervised Study ii the place of the usual formal recitation, and should be that portion of the period during which the pupils are given the opportunity to view in a new light the most vital points which they have previously studied. Method. The method of conducting the review should be as varied as possible. A chief consideration, however, should be to conduct this part of the period in such a manner that the pupils will be stimulated to do purposive thinking. There must be questions and answers, but reverse the order, and encourage the pupils to ask questions of the teacher or of one another. The teacher will then act as a guide and counselor rather than as an interrogator only. A genuine love for history, a thorough understanding of the great events portrayed, and a realization of the lesson each teaches will thus result from the future study of his- tory. The pupils must be aroused to consider the study with genuine interest. They will then become alert to the real, live problems presented. An actual need for purposive thinking will thus be created. Real thinking has been done only when the pupil has actually mastered the solution of a problem or question. This complete mastery results in thor- oughly understanding the problem studied. It is in this way that knowledge is acquired. It is therefore of the utmost importance that such methods be employed during the daily review as will aid in securing purposive thinking. Definite suggestions for conducting the "review" may be found in the lessons outlined in subsequent chapters. The Time for the Review. The first part of the period is naturally the most fitting time to review the work of the pre- ceding day. The length of the time will vary according to 12 Supervised Study in History the needs of each lesson. Approximately one fifth of the period is a very fair estimate. 2. The Assignment. — This is the portion of the period during which the teacher develops new work with the class ; enriches or supplements the facts which the pupils may find, by giving further detail ; or explains carefully and definitely the work to be studied independently during the study period. It is during this portion of the period, also, that the pupils are led to realize their particular problem for consideration during the study period. This may frequently result in a cooperative assignment, where pupils and teacher, working together, organize the work to be studied. Here the teacher works largely through the suggestions of the pupils in out- lining the material to be studied after their problem is thor- oughly understood. 3. Study of the Assignment. — Professor Hall-Quest, in his book ''Supervised Study," very clearly shows the impor- tance of dividing any class into three distinct groups, — the superior, the average, and the inferior. As soon as a teacher is able to determine to which group each pupil belongs, it is advisable to reseat the class according to these groups. This should be done in order that the teacher may easily locate those who need special consideration. These groups might be called "A," "B," "C," or "First," "Second," "Third." Their real significance should not be told to the pupils. Since we shall find three distinct groups in the class, it necessitates a provision for three distinct divisions in our assignment. Professor Hall-Quest speaks of these as the minimum, average, and maximum assignments. The mini- mum assignment is the amount required of the inferior group, and of the whole class. Both the minimum and average Factors in Organization of Supervised Study 13 assignments might be accomplished by the average group of pupils, while the maximum assignment would be prepared only by those pupils who have completed the minimum and average assignments. The minimum assignment would, of necessity, include the minimum essentials of the course of study. The average and maximum thus afford an excellent opportunity for an enrichment of the minimum requirement by the use of source material, bibliography, newspaper and magazine articles, etc. The school library has a wealth of material which will fur- nish ample suggestion in providing for these assignments. Sets of supplementary histories are also helpful. Pupils need training in comparing the texts of different authors. Young pupils are far too willing to accept the facts of a single text as final. Average and maximum assignments do much to overcome such conditions. IIL The Daily Program or Time Schedule for Each Period This may contain a suggestion to be adapted to the con- ditions or needs of a particular school. Its greatest value lies in making the pupils conscious that a given amount of work must be accomphshed within a definite period. Experience has proved that the time schedule aids in developing the power to concentrate upon the thing of the moment. This is very important if one wishes to do a given task in a specified time. There is no strain or hurry when the teacher has planned only enough to be accomplished in the allotted time. This time schedule is written upon the board where every member of the class may easily see it. A pupil is appointed to act as time-keeper. His name is also written on the board. 14 Supervised Study in History This " time-keeper " keeps account of the time, and at the end of each part of the program stands and announces that the time is up for that particular part of the period. The responsibihty for the success of the work accomphshed during the period is thus shared by both pupils and teacher. Each child feels that he has a personal responsibility toward the work, and this guarantees the success of the lesson. If the grade is a Seven B ^ (first half of the seventh year) , a different time-keeper might be appointed for each part of the period. The pupils greatly enjoy this, and it is one means of socializing the work. A pupil who acts as time-keeper is not, however, excused from taking an active part in the class work. ^ In all references to "grades" throughout this manual, the first half of the year's work will be indicated as a "B" Grade, while "A" Grades will represent the latter half of the year. All lessons planned for pupils of the "Seventh B Grade" may thus be interpreted as referring to pupils who are just entering the seventh grade. Seventh A or Eighth A pupils are those who are completing the last twenty weeks of either grade. CHAPTER THREE DIVISIONS OF AMERICAN HISTORY As a means of evaluating the course and making its develop- ment definite and comprehensive the teacher will need to analyze the subject matter into various units of teaching. For the sake of convenience and as a suggestion in the effort to make educational terminology specific in meaning, these divisions are called " Units of Instruction" and "Units of Recitation." The nature of these in this course is analyzed in this chapter. The course of study prepared by Mr. Charles E. Finch, Director of Courses of Study for the Washington Junior High School, Rochester, N. Y., is very largely the basis for the divisions of units of instruction and units of recitation outlined in the following pages. Only such reorganization has been made as seemed necessary in order to be consistent with the lessons suggested in this manual. A. Units of Instruction. I. The dawn of history and early leaders of civilization. 11. Events leading to the discovery of America. III. The discovery and exploration of America. IV. The colonization of America. V. The Intercolonial Wars. VI. The revolution of the English colonists in America. VII. The Critical Period. — Making the Constitution and starting the new government. VIII. America's struggle for commercial independence. IX. The slavery question. X. The Civil War. XI. The period of reconstruction. IS 1 6 Supervised Study in History XII. The influence of transportation and methods of communi- cation upon the development of the nation. XIII. Territorial expansion of the United States. XIV. Important national issues. B. The Divisions of Each Unit of Instruction into Units of Recitation. ] The subject matter contained in a course of study on his- tory might be grouped under such headings as those sug- gested above under " Units of Instruction." The thoughtful teacher and those directly concerned in preparing courses of study will agree, however, that a more minute consideration of subject matter must be made in order to determine what shall be retained and what shall be eliminated. This, then, necessitates the division of each unit of instruc- tion into other units which may be designated as " Units of Recitation." The importance of the subject matter under consideration will be a factor in determining the number of units of recitation under a specific unit of instruction. The following subdivisions of each unit of instruction into units of recitation may aid the teacher of history to make a careful evaluation of the subject matter in a prescribed course. The importance of such an evaluation is self-evident. I. The Dawn of History and Early Leaders of Civiliza- tion. Under this main unit there might be five sub-units, as follows : Units of Recitation : 1. Eastern nations of ancient times: Egyptians, Chaldeans, Phoenicians, Hebrews, Persians. 2. The Greeks. 3. The Romans. Divisions of American History 17 4. The Germans and Romans — " The Dark Ages." 5. The Enghsh. These subdivisions do not imply that only one lesson should be given upon each unit of recitation, but merely out- line in a general way the most essential topics to be considered under the first unit of instruction. Some units of recitation require more lessons than others. The number of lessons given upon each unit of recitation must necessarily be in- fluenced by varying conditions in different schools, therefore this is merely suggestive. Because of the wide variation in courses, each course must be considered independently. Units of instruction and recitation must be made to fit the demands of courses in individual school systems. II. Events Leading to the Discovery of America. Units of Recitation: 1. The three great periods of history. 2. The Crusades and results. 3. Marco Polo and the influence of his travels on European explorers. 4. The effect on European commerce of the fall of Con- stantinople. 5. " The revival of learning " or " The Renaissance." III. The Discovery and Exploration of America. Units of Recitation: I. The Discovery : a. The voyages of the Northmen. b. Columbus and the results of his voyages. c. The Cabots. d. Amerigo Vespucci. 1 8 Supervised Study in History 2. European Nations Interested in Exploration and Coloniza- tion. a. The Spanish. h. The French. c. The Dutch. d. The EngUsh. 3. Claims of European Nations in the New World. 4. The Natives of America : — How they lived. A much more detailed study of history should now begin with the study of this unit of instruction. This will necessi- tate a longer period of time. The teaching of " Community Civics " and Current Events, which are generally included with the history, demands that the time must be divided among the three in such proportion as the courses of study in each school system require. The material suggested under the three rniits of instruction listed above would seem to furnish a fair minimum require- ment to be accomplished by the pupils in one semester. If less is required in the amount of subject matter, more may be accomplished in giving the pupils proper instruction in how to study such subject matter. IV. The Colonization of America. Units of Recitation: I. The Struggle for English Liberty. a. Charters: William the Conqueror ; Henry I; Richard I. h. King John and the Magna Charta. c. The First Representative Parliament. d. The EstabUshment of the Regular Parliament. e. The Petition of Rights. /. The Bill of Rights. Divisions of American History 19 2. English Colonies in America. a. A detailed study of four colonies : Virginia ; Massa- chusetts ; New York ; Pennsylvania. h. A general consideration of the other nine original colonies. A careful study of the four colonies listed above, in relation to conditions existing in England, will serve as types. Only a general consideration of the other colonies seems necessary in order to determine the object of the settlers, and the success of the colony. 3. Government of the Colonies by England. a. The Charter Colonies. h. The Royal Provinces. c. The Proprietary Colonies. 4. Steps toward Self-government in America. a. First Colonial Assembly in Virginia. h. The Mayflower Compact. c. The New England Confederation. d. The Albany Convention. e. Committees of Correspondence. /. The Continental Congress : 1774-1775-1776. g. The Declaration of Independence. h. The Articles of Confederation. V. The Intercolonial Wars. Units of Recitation: I. Causes. a. Conflicting claims of nations interested in the new world. b. Trouble between nations in Europe and its eflcct upon their subjects in America. 20 Supervised Study in History 1. England and Spain. 2. England and Holland. 3. England and France. 2. Effect of these wars on the future of the colonists in America. 3. Relation of changes taking place in England to the Inter- colonial Wars in America. It is best to avoid a detailed study of these wars. This unit may be considered of minor importance, and should serve only as a connecting link for the study of the following unit. VI. The Revolution of the English Colonies in America. Units of Recitation: 1. Causes of the war. 2. Defenders of the American Cause. a. In America — Samuel Adams — Patrick Henry. h. In England — William Pitt — Edmund Burke. 3. Attitude of King George III. 4. The beginning of the war. 5. The Declaration of Independence. 6. Struggle for the Hudson River. 7. Valley Forge and the plot against Washington. 8. Financial difSculties — Robert Morris. 9. Aid from France. 10. Great leaders of the Revolution. 1 1 . The surrender of Cornwallis and the end of the war. 12. Results of the war. The greater portion of time allotted to the study of this unit should be devoted to a consideration of such topics as are Divisions of American History 21 suggested above, rather than to a detailed study of campaigns or battles. VII. The Critical Period. Units of Recitation: 1. The need of a stronger government. a. Weakness of Congress under the Articles of Confed- eration. h. Trade difficulties. c. Money troubles. d. Disputes over boundaries. e. Rebellions among the states. /. Steps toward a " more perfect union." 2. Making the Constitution. a. Struggles of the Convention. h. Adoption by the delegates. c. Ratification by the states. 3. Starting the new government. a. Election and inauguration of Washington. h. The Capital of the United States. c. Washington's Cabinet. d. Hamilton's services to the nation as Secretary of the Treasury. Vni. America's Struggle for Commercial Independence. Units of Recitatioji: I. Events leading to the War of 181 2 — remote causes. a. The effect upon the United States of the war between England and France. b. Washington's idea of neutrality. c. The Gen^t affair. 22 Supervised Study in History d. Jay's treaty with England. e. The X. Y. Z. Papers. /. The " Decrees " and " Orders in Council " — results. g. The capture of United States vessels and the impress- ment of American seamen into the British service. 2. The War of 1812, a. Immediate causes. h. Results. A detailed study of this war is unnecessary. Any events, however, which are of interest as local history should be studied. A definite idea will be obtained through collateral reading upon such topics as " Perry's Victory on Lake Erie," " The Attack upon Baltimore," etc. IX. The Slavery Question. A study of this unit re- quires careful attention to all the leading events con- cerning the great question of slavery, from its introduc- tion into Virginia to the secession of South CaroHna. X. The Civil War. Units of Recitation: 1. Causes of the war. 2. Advantages on each side. 3. The effect of the Battle of Bull Run. 4. The Mason and Slidell affair. 5. The Monitor and the Merrimac. 6. The Emancipation Proclamation. 7. Gettysburg. 8. Sherman's March to the Sea. 9. Lee's surrender to Grant. 10. Great heroes and leaders of the war. Divisions of American History 23 11. The assassination of Lincoln. 12. The results of the war. XI. The Period of Reconstruction. Units of Recitation : 1. The situation at the close of the Civil War. 2. President Johnson's plan of reconstruction. 3. Congress' plan of reconstruction. 4. The disagreement between Congress and the President. 5. The unsettled condition in the South : Carpet Baggers. The Ku Klux Klan. 6. Amendments to the Constitution. 7. The new South and the development of the nation. Xn. The Influence of Transportation and Methods of Communication upon the Development of the Nation. Units of Recitation: 1. Transportation by natural water routes: Early methods. Modern methods. 2. Canals as supplements to natural water routes : Erie Canal. Panama Canal. 3. Transportation and communication by land: Early methods. Modern methods. 4. Traveling in the air. 5. Government aid in transportation and communication. 6. Interstate and international systems of communication. 24 Supervised Sttidy in History XIII. Territorial Expansion of the United States. htit 5 of Recitation: I. The extent of the thirteen original states, 2. The Northwest Territory. 3- Purchase of Louisiana. 4- Purchase of Florida. 5- Annexation of Texas. 6. Mexican Cession. 7- Oregon Territory. 8. Gadsden Purchase. 9- Purchase of Alaska. lO. Spanish Cession. II. Purchase of the Danish West Indies. XIV. Important National Issues. Units of Recitation: 1. Tariff. This topic requires a study of the history of " Tariff " as a national issue, beginning with Hamilton's financial measures and ending with a consideration of the subject as a national problem at the present time. 2. The Monroe Doctrine. a. The former need. b. Present strength. 3. The Spoils System. a. Jackson's policy. b. Results of Jackson's plan. c. Civil Service Reform. d. The importance of Civil Service in the community. 4. Interstate Commerce. a. Early troubles between states. Divisions of American History 25 b. Interstate Commerce Acts. c. Effect upon railroads. d. The present Interstate Commerce Conmiission. 5. Trusts. a. Comparison of early methods of manufacturing with modern methods. b. Advantages and disadvantages. c. Federal and state legislation. 6. Banks. In considering this topic, a study of the history of banks should be made. This requires a study of all important events relating to this question from the estabhshment of the first United States Bank, by Ham- ilton, to the National and Federal Reserve Banks of to-day. CHAPTER FOUR THE DAILY LESSON SCHEDULE AND ASSIGNMENT SHEET For the purpose of uniformity as well as for future refer- ence a daily assignment sheet is of the utmost importance. The forms given on pages 29-30 merely illustrate how this might be undertaken. The first form shows a page from a teacher's Plan Book, as it would appear before the plan for the day had been prepared. The second form shows the entries made under each heading on the Assignment Sheet. I. How to Prepare the Assignment Sheet. — This should be done in as brief a manner as possible. It is well to avoid all lengthy and unnecessary detail. A suggestive outline is all that is necessary. The chief purpose of this sheet is to serve as a guide and a source of future reference. It is in- valuable as a record of the work accompUshed during a semester, and helps both teacher and super\dsor to carry out the prescribed course in a systematic way. The column headed " Remarks " should be used in any way which proves to be of the greatest benefit to the teacher. It is of particular value in affording space for noting the best ref- erences upon the lesson studied. The success or the failure of the lesson may also be noted and the reason given, such as *' too long," '' chief difiiculty," etc. This is helpful in plan- ning subsequent lessons. 26 The Daily Lesson Schedule and Assignment Sheet 27 The three divisions under the '' Study of the Assignment" should be the only part of the assignment sheet where detailed information should be given. A copy of this should be written upon the board for the pupils to consult during their study period. (See " Study of the Assignment " under each lesson.) The space marked " Student Daily Grouping " indicates the accompHshment of the class during the silent study period. The figure " 9 " under " Minimum " means that nine pupils had not reached the average part of the assignment. They were either still working on the minimum or had just com- pleted it at the end of the study period. The same is true of the figures under the average and maximum. This result should be determined by the teacher at the close of the study period, and the entry made in the plan book at that time. The value of noting this fact is that it serves as a check upon the plan of the lesson. It helps the teacher to determine whether the lesson is too long for the time to be devoted to it, or whether it is within the ability of the pupils for whom it is planned. 2. When to Prepare the Assignment Sheet. — These plans should be made only from day to day. It is necessary to estimate the amount of work to be covered in a week, but it is not practicable to plan a series of lessons for an entire week. The results of each lesson from day to day will determine the kind of lesson which should be prepared for the following day. The plan for each day's work should be made to meet the need of the class at that particular stage of their development. A wise teacher learns to recognize what these needs are and thus plans accordingly. 28 Supervised Study in History The factors of study described in books on '' How to Study " ^ should be given careful consideration in every lesson. Pur- posive thinking naturally results when lessons provide for the development of the child through definite training along these lines. 3. The Size of the Assignment Sheets. — Teachers will probably agree with the author that for general usefulness the letter size is preferable to the smaller note size. In some schools the forms are printed in the school shop by the pupils. The loose leaf arrangement is convenient both for supplemen- tation and for permanent record. 1 Teachers who are interested in gaining definite information concerning teaching pupils how to study should read " How to Study and Teaching How to Study," by F. M. McMurry, Houghton Mifflin Co.; "Teaching Children to Study," by Lida B. Earhart, Houghton Mifflin Co. ; " How to Study Effec- tively," by Guy M. Whipple, School and Home, Bloomington, 111. ; " How to Learn Easily," by H. D. Kitson, Lippincott; "How to Use Your Mind," by Geo. Dearborn, Little, Brown and Co.; "Training Pupils to Study," by N. B. Wilson, Warwick and York. TJie Daily Lesson Schedule and Assignment Sheet 29 DAILY LESSON SCHEDULE AND ASSIGNMENT SHEET Date. Period. Grade Teacher. Subject. Lesson Type. Time. Remarks. Time Schedule. Review. Assignment. Min. - Study. Av. Max. Student I)ailv Minimum. Average. Maximum. Grouping 30 Supervised Study in History DAILY LESSON SCHEDULE AND ASSIGNMENT SHEET Date. Tuesday, 2-1S-17 Third Period. Grade Seven B. Teacher. Subject. History. (See Lesson III.) Lesson Type. Inductive and How to Study. Time, go min. Remarks. Time Schedule. The Review. The Assignment. Physical Exercises. Study of the Assignment. 25 mm. 25 min. 5 min. 35 min. Time- keeper, Review. The Egyptians : Who they were. What they accomplished. Additional facts found by individ- ual pupils from other sources. Questions on board. Assignment. A . Explanation of fact that the Egyp- tians were not the only leaders of civilization in ancient times. B. Problem: What people besides the Egyptians were known for their civilization ? C. Directions for silent study. Min. 1. Read very carefully all informa- tion found from pp. 8-17 about the Chaldeans, Phoenicians, Hebrews and Persians. 2. Locate the section of the ancient world occupied by each. 3. After completing i and 2, write a brief statement about each to prove how they were leaders in civ- ilization. References. Text pp. 8-17. Map, p. 4. Study. Av. 4. Write on the blackboard the names of the people about whom we have studied, and in one sentence after each name, tell what you think is the most important fact to remem- ber. Max. 5. Read again the last paragraph on page 1 7 ; then write a paragraph telling why we begin the study of American History by studying briefly about the people of ancient times. Student Minimum. Average. Maximum. Grouping 9 21 5 PART TWO ILLUSTRATIVE LESSONS FIRST SECTION SEVEN B GRADE LESSON I THE INSPIRATIONAL PREVIEW 1. Need. — Upon meeting a new class for the first time, the " Inspirational Preview "is of great value to both pupils and teacher. This t>^e of lesson gives the teacher the opportu- nity to inspire the class and to create a desire to study the sub- ject further, through helping the pupils to recognize and under- stand its practical value for each member of the class. 2. Purpose. — The purpose of such a lesson is twofold: First : To reach and arouse the varying interests existing among the pupils. Second : To provide a background for further study of the subject matter to be taught during the term or the year, as the case may be. 3. Varying Interests or Individual Differences. — The vary- ing interests in a normal class seem to be divided into three distinct groups. The pupil of the first group is naturally interested in all aspects of school life, is particularly fond of history, enjoys reading, and will acquire a vast amount of information in spite of the teacher's method of approach or procedure in teaching the subject matter of a prescribed course. This type of pupil gives us little immediate concern. The inspirational preview will particularly interest such a pupil, however, by giving him a broad conception of some of D 33 34 The Inspirational Preview the pleasures in store for him through the anticipation of some of the " high peaks " throughout the course. The second and third types are the ones for which the lesson should be chiefly planned and taught. The second type is the kind of pupil who is satisfied with a superficial knowledge of any subject. He touches only the surface of things in his studying, and his interest is soon lost. He has never learned to think to a purpose, and thus has vague impressions rather than definite opinions. He may be reached by being impressed with the vast amount of knowledge the teacher has acquired. Subsequent lessons in " How to Study " will benefit such a pupil if his interest and enthusiasm can be aroused early in the term. The third type gives one equally as much concern as the second. This type is represented by the pupil who has never liked history, and has, consequently, always found it difficult and uninteresting. He enters the class with a strong preju- dice against the subject. This must be overcome, if either the teacher or the pupil is to make any progress. Such a pupil is easily recognized by his general attitude. The lack of interest which is so apparent in his face quickly informs the teacher that here is the pupil who must be aroused and encouraged to find himself. This gives us the main purpose of a lesson of this character. The second purpose is subordinated to the first, and will result from it. 4. The Nature of an Inspirational Preview. — What is the nature of such a lesson? Let us briefly consider some of its chief characteristics. The first great essential consideration is to evaluate the course as a whole, — that is, the subject matter to be taught during a term or year. Note the topics of supreme impor- The Inspirational Preview 35 tance, — those which will require the most study, and to which the greatest amount of time should be given. Others of minor importance may be taught in a less detailed way. Determine also how much time should be given (number of lessons) to each topic or division of subject matter, to cover the required amount in the specified time. We have pre- viously spoken of these divisions as '' Units of Instruction." After dividing the course into units of instruction, select the ones which would particularly appeal to an average class, as the ones you wish to emphasize during this lesson. The units to be studied at the beginning of the term need particular consideration for the purpose of creating enthusiasm for the subsequent detailed study of each unit. 5. Method of Procedure. — Begin the lesson by asking a few pupils to tell something they consider interesting about any person or event in history, which they have previously studied. This should be done merely to create an atmosphere of friendliness and responsiveness among the pupils, and should consume a very small part of the period. If the pupils give any facts which might be used as a basis for the introduc- tion of the preview of the course for the term, it would be well to make any use of such information as seems most ad- visable. If, however, none is offered, briefly outline the work of the course in as simple and interesting a way as possible. By mentioning the most important units of instruction, and emphasizing those which will aid in creating an interest, give the class a bird's-eye view of what is ahead of them. Avoid labeling anything as difTicult. Give the pupils a feeling of how much you personally enjoy history, and what great pleasure there is in store for each member of the class. Use 36 Supervised Study in History the blackboard, pictures and maps as illustrative material, and help the pupils actually to live in imagination the scenes or events you portray for them. Tell a few anecdotes about the great men they will meet during the course, — the human kind of story rather than the bare historical fact. An occa- sional question to stimulate thought will also do much to secure the desired result. Urge the pupils to look for and bring to class any pictures, maps, magazine articles or books relating to any of the topics mentioned during the lesson. Conclude the lesson with a very brief summary. If possible, call upon members of the class to summarize the lesson. Give the class something pleasurable to look forward to in the new lesson for the next day. After a lesson of this type, conducted by an animated teacher who has a broad knowledge of the subject matter, one will find the class returning on the following day, eager to study in detail some of the fascinating things disclosed to them during the preceding preview. 6. Possible Errors to be Avoided. — It is well not to at- tempt too much in a lesson of this kind. The purpose of the lesson is to arouse interest in the work of the term, rather than to leave deep impressions of any definite subject matter. The less important units of instruction should merely be mentioned or omitted entirely. Lengthy and uninteresting detail should be avoided. Brief accounts are much more effective. Much depends upon the manner in which the lesson is conducted. Frequently subject matter which otherwise might be dry and uninteresting to pupils becomes alive with interest, if presented in an at- tractive way. It is not so much a matter of moment what we teach as how we teach it. Inductive aizd How to Study Lesson 37 LESSOX II XJNIT OF INSTRUCTION I. — THE DAWN OF HISTORY AND EARLY LEADERS OF CIVILIZATION Gr-ade, — Seven B Time, 90 minutes Lesson Type. — Inductive and How to Study Lesson Program or Time Schedule The Review 20 min. The Assignment . . . . . . . ■ . 30 min. Study of the Assignment ...... 35 min. (Name of Pupil) Time-keeper The above Time Schedule, and those of all subsequent lessons, are particularly planned for a ninety-minute period. This is the length of the period in operation in the Washington Junior High School, Rochester, N. Y., as well as in many other schools. The purpose of the ninety-minute period is to make it possible for lessons to be prepared under the supervision of the teacher. This affords an excellent opportunity to give defmite instruction in " How to Study," which has proved of the greatest value in overcoming careless, wasteful habits acquired in undirected home study. Much can be done, however, during a forty-five or a sixty-minute period, where home study is required, if special attention is given to the method em- ployed in the assignment for home study. The following time schedules may be suggestive : 38 Supervised Study in History 4S-UIN0TE Period Review 20 min. Assignment .... 25 min. Study of the Assign- ment 30 or 40 min. (at home) 60-MiNUTE Period Review 25 min. Assignment • • • 35 rriii^- Study of the Assign- ment 35 or 40 min. (at home) This division of time should be varied, however, to meet the needs of each day's lesson. For suggestions on the Study of the Assignment planned for a forty-five or sixty-minute schedule, see directions following Lesson III (p. 50). The Review. — Since this is the first lesson following the " Inspirational Preview," the review might be conducted in the following manner : Distribute to the class small slips of paper previously pre- pared by the teacher ; one-half of the slips containing a number only, the other half containing two numbers and a question. If there were thirty pupils in the class, the slips would be numbered from one to thirty inclusive. The first fifteen should contain a question and a number from 16 to 30. (See illus- tration.) I. What were some of the things about which we were told yesterday? 20. 15- Which of these ques- tions shall we begi n to study first? 16. The slips containing numbers from 16 to jo should contain no question. Briefly explain to the class the method of procedure as Inductive and How to Study Lesson 39 follows : the pupil having Slip No. i will stand, read the question aloud and call the number found after the question. The pupil having the slip containing the number called will be expected to stand and answer the question. If this pupil is unable to answer the question, any member of the class who can answer may stand. The teacher may then call upon any of those standing to answer. Brief, accurate statements must be required. The fifteen questions should aim to recall the vital points in the preview of the previous day. The following are merely suggestive : 1. What were some of the things about which we were told yesterday ? 2. Why is history valuable to us as a study? 3. Tell something about any topic mentioned yesterday which particularly interested you. Why? 4. What pictures were shown to us? 5. What pictures did you like best? Why? 6. Locate on the wall map the countries about which we are to study. 7. What great men in history were mentioned yesterday? 8. Which men do you think you would like to know more about? Why? 9. Tell anything you remember about any one of the great men mentioned. 10. What do you think is a reason why people remember about these men? 11. For what are we to look, outside of school, as we study History this term? 12. Why do we need to read the newspaper daily? 1,3. Name other sources from which wc may find valuable in- formation during our study of History. 14. About whom arc we to study first? 15. What would you like to know about these people? 40 Supervised Study in History Benefits of this Kind of Review. Bearing in mind that reviews as utilized in many classrooms are lifeless and therefore result in poorly motivated drill, let us note the value of the kind here discussed. 1. It creates a social atmosphere. 2. It provides an opportunity for each member of the class to take an active part in the lesson. 3. It stimulates independent thought and judgment ; and it develops " initiative." 4. It helps to recall the most important topics discussed in the previous lesson for the purpose of furnishing a foundation upon which to build the new lesson. 5. It enables the teacher to discover and correct any wrong impression. This is important. The Assignment. 1. Explanation and information given by the teacher. 2. The recognition of the Problem by the class. 3. Definite instruction in How to Study. The proper use of the textbook. Explanation and Information Given by the Teacher. Brief account of the beginning of history. Meaning of B.C. and a.d. The three periods of history : — ancient, mediaeval, modern. The Problem for Consideration, or What Must be Understood. What people were the first among the early leaders of civili- zation and why? It is well at the beginning of the term, and especially with pupils of the Seven B Grade, to state their problem for them. Then impress it upon their attention by frequently having it restated. In this way they will acquire the habit of having a definite thing in mind when they take up their books, and, from the beginning, can be taught to consider Inductive and How to Study Lesson 41 and collect only such data as have a definite bearing upon the problem to be solved. This problem should be written upon the board. The pupils may then be asked how they are to find any information which will help them to understand this topic. This will result in their realizing their need for the textbook. Instruction in How to Study and How to Use the Text- hook (teacher working with the class). This part of the assignment deals with very definite directions as to how the pupils should attack the preparation of the new lesson. These initial directions pertain to some preliminary matters that are usually neglected by both younger and older students aUke. The aim here is to emphasize the importance of knowing the name and purpose of one's tools. 1. How many things can you tell me about this book after reading what is printed on the outside only? 2. Turn to the first page containing printing. Read it; compare it with the words on the outside of the book, and tell me what you find on this page which you did not find on the outside cover. 3. What is this page called and why? (If no one knows, tell the class and write term on the board.) 4. Read the Preface and be ready to tell why it is needed. The teacher should allow sufficient time for each pupil to read. Then the meaning of the word, why the author placed this brief statement at the beginning of his book, and its value to the reader, may be discussed with profit. While this type of work may not have as great significance for the under- standing of history in the grades, the forming of habits along this line should begin early. Books frequently are misunder- stood because readers do not know the author's point of view. 42 Supervised Study in History To train the pupil to pay some attention to preface and title page will prove increasingly helpful as he progresses in his education. 5. Why does a book have a Table of Contents, and why is it placed in the front of the book ? 6. How many chapters does this book contain? 7. Read the titles of the chapters and select the one you think may give us information about the first people who were the leaders of civilization. Having completed this preliminary study the teacher now begins a more direct approach to the first study of the subject matter. The following procedure has been used by the author. 1. Glance at the first page of this chapter, and without reading it, tell me what you notice about this page. (Differ- ent types of print are recognized. The teacher explains the reason for using these different types, if the pupils cannot.) 2. How many paragraphs do you find under the heading written in heavy type? 3. Select the proper names on this page which might be difficult for you to pronounce. (Martin Waldseemiiller, Americus Vespucius, for example.) 4. Find the end of the chapter, and see if you can obtain any help. (The Pronouncing List is referred to. Explain to the class that some books have this list at the end of the book rather than after each chapter. Also tell them how to find the proper pronunciation, if the book has no list.) 5. On page 2 (of the text), why are two sentences written in different type? Give term for this. 6. Quickly read the three paragraphs under the first topic, and decide whether they are of value to us in collecting infor- Inductive and How to Study Lesson 43 mation concerning our problem. (Obtain the opinion of the class by asking how many think it is valuable, and how many do not. If the majority of the class have made the right decision, call upon a pupil who is incorrect or uncertain, to give his reason ; then help him to see why he is wrong. Write upon the board a brief statement of any fact, recognized by the pupils as having a direct relation to the problem under consideration. At every step of the lesson, encourage the pupils to ask questions. It is the best proof we can have of definite, purposive thinking.) 7. In the same way, read the next two paragraphs. 8. Consult the small map on the next page for location of Nile and Euphrates Rivers, — Egypt and Chaldea. Then locate these two places with relation to America, on a wall map of the world. 9. Before reading about the Egyptians, question the class to aid them in determining the important facts for which they should look. Some brief outline such as the following should be written on the board before beginning to read : The Egyptians. — Who they were. Where they lived. What they did. 10. Under the topic, " Egyptians," decide how many para- graphs or pages are devoted to the subject. 11. When should we make a careful study of the illustra- tions which a book contains? 12. Read silently all information given about the Egyp- tians. Then make a list of the great things they accomplished. (Allow sufficient time for this. Work with any who seem to have difficulty.) 44 Supervised Study in History 13. What was our problem for to-day ? 14. How many have found help in answering or solving it? 15. How many think they have solved it? 16. How many would like to know more about these people ? 17. Tell the pupils why there is not time in class to make a detailed study of the Egyptians. Determine how many have books at home or who could go to the library, and be ready to tell the class the next day any valuable information they have found. Insist upon their being able to give the source of their information, and to bring the book to class, if possible. Also encourage pupils to bring any pictures of Egypt which they may find. A list on the board of all supplementary reading, with the name of the pupil accomplishing it, will arouse great enthu- siasm among the pupils, and will be invaluable as a means of securing a love for history. Conclude the lesson at this point. Do not attempt to de- termine how well they have mastered the facts contained in the subject. This will be done in the review on the following day. Our chief purpose at this time is to attempt to create a liking for history, by giving the class a glimpse of how to study it. Since this is the first lesson where a textbook is used, it seems more advisable for the teacher to work with the class as a whole. The suggestions contained in the above lesson have, therefore, been planned for the entire class. The group assignments should begin in the next lesson. If the teacher has not been able to determine to which group (superior, average or inferior) each pupil belongs, the promo- tion marks might furnish a very safe basis for organizing the class into the distinctive groups. Changes should be made from one group to another, however, whenever the need is apparent. Inductive and How to Study Lesson 45 LESSON III UNIT OF INSTRUCTION I. — THE DAWN OF fflSTORY AND EARLY LEADERS OF CIVILIZATION Grade, — Se\'en B Time, 90 minutes Lesson Type. — Inductive and How to Study Lesson Time Schedule The Review 25 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 35 min. Time-keeper The Review. — Subject Matter. The Egyptians : Who they were. Where they lived. What they accomplished. Additional facts found by individual pupils from other sources. Method. The problem of the previous day should be written on the board in the following manner : Our Problem: What people were first among the leaders of civilization, and why? A list of questions should also be written upon the board, such as : 1. Locate on the wall map the country in which the people first known to history lived. 2. What great river made this a very productive country? 3. Tell how this river made the land so fertile. 46 Supervised Study in History 4. What was Egypt called in those days? 5. Name other things besides grain which the Egyptians raised. 6. For what shall we always remember the Egyptians? 7. Describe how and why the Pyramids were made. 8. Name other very valuable things accomplished by these people. 9. Why were the Egyptians among the first leaders of civiliza- tion? 10. Briefly summarize the most important facts we have studied about the Egyptians. The pupils should have a few moments to read these ques- tions and think about what they studied the previous day. Call upon a pupil to read the first question aloud and then answer it. If the answer is incorrect or incomplete, encourage the other members to stand as quickly as the one reciting has finished, if they have a question or additional fact. Help them to state their questions definitely. In the same way guide them in judging the worth of a statement by deciding whether it answers the question asked, or contains unnecessary detail. Continue this method until each question has been read, answered, discussed and the answer accepted or rejected by the class. The one reciting should be required to come to the front of the room and face the class while he recites. This form of a review is valuable because it provides for the development of initiative, gives training in purposive thinking, places the responsibility upon the pupils and makes them alert in realizing their own mistakes as well as those of other pupils. Many other features may be introduced into this kind of a review as the pupils gain in power, such as Judges, Record Keeper, etc. Conclude the review by devoting the last five minutes to Inductive and How to Study Lesson 47 additional brief reports as a result of outside reading; also the description of any pictures found. A list of these sup- plementary data might well be kept upon the board. It serves as an incentive to others. The Assignment. — In this lesson the method of procedure is outlined as follows : 1 . Explanation of the fact that the Egyptians were not the only leaders of civilization in ancient times. 2. Development of the idea of the new problem : Who, besides the Egyptians, were known for their civilization in ancient times, and why ? 3. Definite directions and explanations necessary for under- taking the work to be accomplished during the silent study period. Explanation given by the Teacher. This part of the assign- ment requires only a few brief statements to make it clear to the class that the Egyptians were not alone as leaders. Development of New Problem. To make the pupils con- scious of their problem, ask them to put in the form of a ques- tion what we must discover if the Egyptians were not the only leaders of civilization. They will readily ask, " What other people besides the Egyptians were known for their civiliza- tion? " Accept the wording given by the class if it expresses what is required. Always write the problem upon the board. The pupils are now told to open the book selected for this lesson ' to the page containing the last paragraph about the ' Woodburn & Moran. An attempt is made throughout this manual to use a variety of books for reference. Just as far as it is possible, teachers should avoid using one text as the only source of information. The many advantages derived from using several texts are very apparent. References should not be given in a haphazard way, but use should be made of such as are particularly valuable for the topic or problem to be studied. 48 Supervised Study in History Egyptians. Direct them to glance quickly over the pages from 8 to i8 of the text and select the names in heavy type. Write these names on the board under the statement of the problem, together with the page references found by the pupils : The Chaldeans . The Phoenicians The Hebrews The Persians Pp. 8-1 1. Pp. II-I2. Pp. 13-14. Pp. 15-17. Young pupils, especially, need to be trained in the develop- ment of a liberal viewpoint concerning all matters. The conclusions reached by pupils after consulting one text only are not merely limited, but often erroneous. The teacher who constantly keeps before the pupils the necessity of a generous, open-minded consideration of all problems, will do a kind of work in history teaching that is much finer than the memoriz- ing of facts alone. Pupils who learn that their opinions and decisions are valueless unless they have definite reasons and can prove they have investigated the matter thoroughly enough to have a right to such opinions, are being trained in the kind of thinking that results in good citizenship. What subject in the curriculum offers better opportunities for such training ? Directions for the Silent Study Period. — • The work to be ac- complished during the Silent Study Period should be definitely outlined on the board before the beginning of the recitation. For the first few lessons, it will be necessary to give a careful explanation of what is to be done, until the pupils are familiar with the method. Ultimately the written statements, if definite, will be self-explanatory. Speak of the minimum assignment as the " First Part," — the average, as the " Sec- ond Part," and the maximum, as the " Third Part." For Inductive and How to Study Lesson 49 convenience in determining the enrollment in each part repre- sent each with a Roman numeral. Write the assignment upon the board in the following manner : Study of the Assignment. / or Minimum Assignment. 1. Read very carefully all information found from pp. 8 to 17 about the Chaldeans, the Phoenicians, the Hebrews and the Persians. 2. Locate the section of the ancient world occupied by each of these nations. (Map opposite p. 4.) 3. After completing i and 2, close your books, and write a brief statement about each to prove how they were leaders in the civilization of ancient times. // or Average Assignment. 4. Write on the blackboard the names of the people about whom we have studied, and in one sentence after each name tell what you think is the most important fact to remember about each. /// or Maximum Assignment. 5. Read again the last paragraph on p. 17; then write a paragraph of your own, telling why we begin the study of American history by studying briefly about the people of ancient times. The Teacher's Responsibility during the Silent Study Period. — During this period the teacher has an opportunity to give special attention to individual pupils. The average and maximum assignments provide for the superior type of pupil. The inferior group may now be given careful considera- tion. This does not mean, however, that help is not to be given to the others. They frequently need attention, par- ticularly in regard to better ways of working. 50 Supervised Study in History Guard against permitting the pupils to make a crutch of the teacher. Give assistance only where it is evident that there is a difficulty to overcome. Avoid telling them what they can determine for themselves. Help them to reason by questioning, rather than by giving them the information. Conclusion. — The papers written by the class during the study period should be collected and reviewed by the teacher. Brief notes of the most serious difficulties must now be made, particularly such as concern false impressions and wrong habits in studying. No attempt should be made to rate and return the papers. Merely list the names of pupils needing special attention. These should be given particular attention on the following day, during the review and study. In this way a teacher quickly locates those pupils who belong to each of the three groups, inferior, average or superior. Any statements written upon the board should be corrected with the class before it is dismissed. A few moments of the time for the study of the assignment might be used for this purpose. Encourage the pupils to suggest any necessary corrections. All the pupils will derive some benefit from this work, even though it has not been accomplished by each child. Suggestions on " Study of the Assignment " for a Forty- five-minute or Sixty-minute Schedule. — Teachers in schools organized on a basis of a forty-five-minute or a sixty-minute schedule might find the following suggestions helpful if home study is required. A time schedule might be adopted as suggested for a ninety-minute period. Less time should be given to each division, however. (See page 38.) The review could be conducted in the same manner as outlined for a longer period. In the assignment special emphasis should be put Inductive and How to Study Lesson 51 upon helping the class to understand exactly what is to be done during the study period at home. Assignment Notebooks. — Assignment notebooks would be of great value here. After the teacher has developed the problem and gone over, in detail, each point to be studied, after references have been found by the pupils, and pages for each topic noted on the board, each pupil should then copy in his notebook the assignment previously written upon the board. This assignment could be very similar to the one planned in Lesson III and other lessons. The maximum assignment for home study might frequently, however, provide for an amphfication of the minimum and average assignments, through consideration of any supplemen- tary material the pupils could obtain. This naturally would have a very wide range, and would depend upon the individual pupil, according to opportunities afforded each through access to home or public libraries. It would stimulate and influence outside reading and would aid in training the pupil to do research work successfully. This will need careful attention and direction at the beginning until the pupils begin to realize the enjoyment there is in this type of studying. A definite time limit should be decided upon by the teacher in planning the lesson. Each pupil should be directed to keep his own record after each assignment, in the following way : Time required for home study 35 min. (This time should vary according to lesson and grade.) Actual time spent in home study (50 min.) Parts of assignment completed, — (I, II, III) or (I, II) or (I), Books consulted Pages Other Sources Day Date Name 52 Supervised Study in History This plan may not be as satisfactory in some respects as that of having the entire lesson prepared in the class under the supervision of the teacher, but if more time is given to the assignment than to the review at the beginning of the semester, definite instruction in how to study may be given. This will do much to overcome wrong ways of working, which all too often are the result of home study. When the review indi- cates that a lesson has presented difficulties which have not been overcome by the majority of the class, omit the assign- ment planned, and devote the entire period to a How to Study lesson, teacher and pupils working together until the difficul- ties are removed. The pupils particularly enjoy the assignment notebook plan, because it is definite and helps them to do their work in a systematic way. Any teacher who has ever followed this plan with a class realizes its value. LESSON IV UNIT OF INSTRUCTION I. — THE DAWN OF HISTORY AND EARLY LEADERS OF CIVILIZATION Grade, — Seven B Time, 90 minutes Lesson Type. — How to Study Lesson The Review 30 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper How to Study Lesson 53 The Review. — Subject Matter. The Egyptians, Chal- deans, Phoenicians, Hebrews and Persians, as early leaders of civilization. Method. A brief study of the papers written by the pupils during the study period of the previous day will no doubt reveal the fact that the majority of the class have failed to determine the most important facts. This is because they do not know how to study. It is, therefore, necessary to work with the class, and again go over the subject matter. Give them definite directions, which will constantly require the exercise of inde- pendent judgment. Impress upon them that they are looking for information which will help to solve their problem. They need help in knowing what facts are of value and what are unimportant. The following suggestions may prove helpful : 1. Have the problem of the previous lesson restated and written upon the board. 2. Call upon some of the brighter pupils to name the people who they found were among the early leaders of civilization. Have these names also written upon the board. 3. Now call upon several whose papers indicated that they did not know how to select the facts from the text. 4. Encourage these pupils to feel that they have not failed completely, but help them to realize that their knowledge is incomplete. 5. Tell the class you are going to help them by showing them how to study the text. 6. Have the pupils open the books at the index in the back of the book. Explain the purpose of the index, and show the class how to find any topic desired. Compare the index with the table of contents, and show why the former is more help- 54 Supervised Study in History ful. In all future study, insist upon the use of the index for finding a topic. 7. Turn to the reference given in the index for the " Chal- deans " (p. 8) ; call upon one of the brighter pupils to read the first paragraph aloud, and then re-read the most important sentence in the paragraph. Insist upon the reason for the decision. If an unimportant sentence is chosen, help the pupil to see why it is unimportant. 8. Consult the map, p. 4, for the location of Chaldea; the Tigris and the Euphrates Rivers. 9. Call upon other pupils to read the following paragraphs about the Chaldeans, helping them to keep constantly in mind the selection of the most valuable facts which relate to their problem. 10. Study the picture on p. 10 with the class, when the reference is found in the text. 11. Call upon one of the weaker pupils to summarize the chief facts studied about the Chaldeans. Help him to recall these facts by questioning him, if necessary. 12. Encourage the pupils to ask questions as they read; also urge them to make a note of any difficulty found during the silent study period, or to write a question about anything that is not clear. 13. In the same way, continue to review the facts about the Phoenicians, Hebrews and Persians. 14. Give special attention to words or sentences written in italics. 15. Study carefully all maps and pictures. 16. Follow any cross reference or note. 17. Impress the pupils with the fact that studying is not merely reading a certain number of pages of any text. Avoid How to Study Lesson 55 insisting upon too many facts. The purpose of these few lessons on the early leaders of civilization is merely to give the pupils the idea that American history has been influenced by the history of ancient times. The Assignment. — i . Information given by the teacher as an introduction to the future study of the Greeks. Greek stories recalled. 2. Recognition of the new problem by the class. 3, Definite directions for independent study. Information given by the Teacher. An interesting way to introduce the study of the Greeks is to have the pupils recall stories of Greece, read in previous grades, such as " Jason and the Golden Fleece," " Odysseus," " The Siege of Troy," etc. If any pupil remembers one of these stories, ask him to tell it briefly. If no one remembers any story, tell a story which will arouse interest. Write the names of other stories upon the board, and urge the pupils to secure them from the library. Follow the story with the location of Greece upon the wall maps, and give a few brief facts which will serve to create a desire to know more about the people of this country. Recognition of the New Problem. — If it is difficult at first to get a class to state the problem for study, do not waste time, but state the problem and thereby give them an idea which will control their studying. The Problem: How did the Greeks succeed the Persians in the civilization of ancient times ? Directions for Study. — Require the pupils to read the direc- tions or questions for study. Then help them to find the ref- erences for each topic or question. As these are found, the number of the page should be written on the board after each topic. 56 Supervised Study in History This will give them training in how to use a textbook. If it is impossible to have two or more sets of supplementary texts, attempt to plan the work for study so that the pupils may have a definite topic or question for which to look, in a single text. Avoid the old form of page assignment. It is not conducive to purposive thinking. Study of the Assignment. — / or Minimum Assignment. The Greeks. How they lived. 1. The Country of Greece. References : Woodburn & Moran, " Introduction to Ameri- can History," pp. 19-20. Maps, pp. 19, 59. (Longmans, Green & Co.) Gordy, "American Beginnings in Europe," pp. 11-13. (Scribner's Sons.) 2. Greek Cities. References : Bourne & Benton, " Introductory American History," p. 18. (D. C. Heath & Co.) Gordy, " American Beginnings in Europe," Paragraph 14, pp. 17-18. (Scribner's Sons.) II or Average Assignment. The Wars with the Persians. 3. Why did the Greeks fight the Persians? Reference : Bourne & Benton, " Introductory American History," pp. 11-17. III or Maximum Assignment. The Result of the Persian Wars, 4. How did the victory of the Greeks have any connection with American history ? Reference : Woodburn & Moran, " Introduction to American History," pp. 28-29. Verification. — • In order that the teacher may know defi- nitely whether the lesson has been planned within the ability Hmo to Study Lesson 57 of the pupils to accomplish the work in the given time, it is necessary to have some check upon how much has been ac- complished by each pupil. The teacher has discovered the amount accomplished only by those with whom he has been working during the silent study period. A very easy way to determine how much each pupil has accomplished is to give each one a permanent number. At the close of the study period, ask all who were still working on or had finished only the first part of the assignment, or No. I, to stand and give their numbers. Each number can be quickly written down as it is given. A plus sign after a number might indicate that the pupil had completed that part of the assign- ment. In the same way, determine how many were working on, or had finished, No. II and No. III. In this way a teacher not only knows how many have com- pleted each part, but also the individual pupil in each group. Later in the term, when one is thoroughly familiar with the ability of each pupil, the total number in each group would be sufficient to prove whether the lesson was satisfactory, too difficult or too easy. If a very large number have not accom- plished the minimum assignment, it may be assumed that the lesson is too difficult, or too long. If the majority have reached the maximum, the lesson is too simple, or more could have been done by the superior group. A normal distribution in a class of thirty-five pupils might be : minimum, 5 ; average, 24 ; maximum, 6. This is another way of determining who needs special attention during the review, the following day. Before dismissing the pupils urge them to look for pictures of Greek buildings as well as for books containing stories about the Greeks. 58 Supervised Study in History LESSON V UNIT OF INSTRUCTION I. — THE EARLY LEADERS OF CIVILIZATION Grade, — Seven B Time, 90 minutes Lesson Type. — Deductive Lesson Time Schedule The Review 25 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The Greeks. (See the problem and assignment for study in the previous lesson.) Method. The problem and plan for study of the previous lesson should be written upon the board in the same form as upon the preceding day, with the exception that the refer- ences should be omitted. Call upon a pupil who was work- ing in the minimum assignment to come to the front of the room, and give a complete recitation upon the first topic, — ■ The Country of Greece, — using the map to illustrate when- ever necessary. Insist upon a brief, accurate account, with a statement concerning the source of information. If impor- tant facts are omitted or errors made, allow others to give cor- rections, ask questions for additional information, or add any valuable fact pertaining to the topic. Do not allow time to be spent upon unimportant details. Deductive Lesson 59 It is necessary to know how thoroughly those who reach the maximum assignment have prepared the minimum and average assignments. If the latter have been superficially studied, stop at this point, and strongly emphasize the disadvantages to the pupil in this kind of studying. Insist upon quality before quantity. Continue the review in this manner, calling upon the inferior pupil, as well as upon the average and superior. Send any pupil who is uncertain or confused back to the text to deter- mine the correct information. Give special emphasis to the more important topics, such as No. 4, under III. (See Lesson IV.) Note any points which need further drill or study. Conclude the review by adding a few facts to supplement the ideas already obtained, or by allowing any pupil who has read one of the Greek myths to tell the story to the class. The Assignment. — i . Lead the pupils to realize that they have not yet obtained sufficient data for the solution of their problem. 2. Continue the study of the same problem by mentioning some of the important facts about which they must study before they can tell " how the Greeks succeeded the Persians in the civilization of ancient times.' Tell the class that the people of any nation must be good citizens of their country before it can become a leader among other nations. Briefly discuss the meaning of citizenship here in America. Then read to the class the Athenian Oath, explain its meaning, and show the pupils that the Greek idea of citizen- ship is also our present idea of good citizenship. This will interest the class so that more information concerning the Greeks as citizens will be desired. 6o Supervised Study in History Study of the Assignment. — I or Minimum Assignment. The Greeks as Citizens. (Insist upon pupils finding refer- ences as in previous lessons.) 1. How did the Greeks of ancient times compare in patriot- ism with American people of to-day ? Reference : Woodburn & Moran, p. 20. 2 . What was one privilege granted to Greek citizens and one duty required of them? Reference : Gordy, p. 43. 3. What was the purpose of the Greek assembly ? How did it differ from our law-making body ? Reference : Gordy, pp. 43. 44. 4. Memorize the Athenian Oath. Reference: Wood- burn & Moran, p. 29. II or Average Assignment. The Training of the Boys and Girls of Greece. 5. Why did the Athenians and Spartans give so much atten- tion to the physical training of their boys ? Reference : Gordy, pp. 38-41. /// or Maximum Assignment. The Olympic Games. 6. Read the reference in Gordy, pp. 41-42, and then write at the board a description of these games. Verification. — Read and discuss the paragraphs written upon the board ; also determine how many were working upon the different parts of the assignment. Save all pictures and supplementary material for a definite time, when special atten- tion may be given to them. Dismiss the class with one or two brief statements concerning something to which they may look forward. Give them an idea of what is in store for them ; not a real picture, but simply a gHmpse, — only enough to arouse their curiosity. For Whom Planned. — These five lessons, as previously stated, Deductive Lesson 6i have been planned particularly for a Seven B Grade, which is just beginning the study of American history. The method, however, may easily be adapted to any grade. All grades would be greatly benefited at the beginning of a semester by a series of lessons on how to study. Since the first three units of instruction might be the amount required of a Seven B Grade within a period of twenty weeks, or one semester, more than one-third of the time could be spent upon the first unit. Progress in covering subject matter is necessarily slow at the beginning of the semester, until students have gained some power in right ways of thinking. General Statement concerning Future Lessons. — The purpose of these early lessons should be merely to give the pupils a very general glimpse of the lives of the people who directly or indirectly influenced the history of our country. Only a very few of the most important topics can be studied. A series of similar lessons should be planned, bearing upon Greek history, through the consideration of : 1. The Greeks as artists and builders. 2. The Greeks as writers. 3. Great heroes or leaders of the Greeks. 4. The Greeks as colonizers. 5. The spread of Greek civilization. (Not more than four lessons.) In the same way a very general study of Roman his- tory should be made, with the purpose constantly in mind of giving the pupils a more definite understanding of the growth of civilization, and how a new nation is dependent upon the mother country for its civilization. (At least four lessons.) 62 Supervised Study in History Following the study of the Romans, possibly three lessons should be given to show the influence of the Germans upon the early civilization of Europe. The study of the first unit of instruction may then be concluded with at least two lessons on the early history of England, in which only a brief glimpse should be given of such points as : King Alfred and the English. King Alfred and the Danes. EngHsh life under the Feudal System. This will lead to a study of the second unit of instruction, " Events Leading to the Discovery of America." Only a very general estimate of the number of lessons to be devoted to each division of a unit of instruction is attempted in this discussion. The number cannot be arbitrarily fixed, but must vary to meet the needs of the particular class receiv- ing instruction. A Red Letter Day might be provided for at the conclusion of the study of the Greeks and Romans, and again at the completion of the first unit of instruction. This is an oppor- tunity for a complete summary through the means of a Social- ized Recitation. One may provide for this days or even weeks in advance, and thus give the pupils something pleasur- able to anticipate. They readily appreciate the fact that a lesson of this character is an occasion for the contribution of items of special interest. A spirit of good-natured rivalry is thus developed with the result that children will do a vast amount of " research " in order to be able to contribute valu- able information. There is no more delightful proof that our pupils are acquiring an interest in history than is demonstrated by the contribution of items pertinent to the question under consideration. Review and "Red Letter'' Lesson 63 LESSON VI UNIT OF INSTRUCTION I.— THE DAWN OF HISTORY AND EARLY LEADERS OF CIVILIZATION Grade, — Seven B Time, 90 minutes Lessons Type. — A Re-View. A ''Red Letter Day" Lesson Time Schedule Study 30 min. Physical Exercises 5 min. Program 55 min. Time-keeper The Program. — Subject Matter. Any topics of importance or special interest studied under the first unit of instruction. Method. — How to Prepare the Program. This type of lesson requires a longer period of time to prepare than any other. It is, therefore, the result of a series of lessons upon some question or division of history. The term Red Letter Lesson seems particularly applicable because of the vivid impression such lessons make upon the minds of the pupils. It is a day to which they have long looked forward. It has been frequently mentioned, and definite preparations have been made for it, during the study of the first unit of in- struction. The pupils' anticipation of this day, together with their preparation, individually or in groups, makes the term Red Letter Lesson most appropriate. Such a lesson may be provided for in several ways. An ingenious teacher will find that it presents remarkable possibili- ties. The preparation of a special program, a debate, or the dramatization of some event in history, arc three ways in which a lesson of this character might be conducted. In plan- 64 Supervised Study in History ning a Red Letter Lesson in the form of a special program, the following suggestions may prove helpful : The evaluation of the unit of instruction to be taught will determine the number of lessons necessary. This will enable a teacher to plan, from the first lesson on any unit of instruc- tion, a Red Letter Lesson to be given as a climax to the study of any particular unit. As the work progresses from day to day, good material in the form of special reports given by individual pupils, an especially good dissertation on any topic, valuable research work, — in fact, anything which will help to make an interesting program should be saved. This is an excellent incentive to the members of a class. They should be told why this material is worth saving. The first lesson of this type with a Seventh Grade needs very definite planning by the teacher. Allow the members of the class to assume just as much responsibility as practicable. This develops initiative. Encourage them to suggest topics which are interesting as well as instructive. A few days previous to the day upon which the lesson is to be given, the teacher should ascertain just what the class has to contribute. The members of the class might then be permitted to choose a committee which would work with the teacher in arranging a definite program. If the contributions made by the class are not broad enough to cover the essential points which need to be considered, other topics should be added and assigned to pupils who have not contributed. Allow only brief reports and insist upon accurate statement of facts. The source of infor- mation should be given by each child as he recites. Provide an opportunity for as many pupils as possible to have some part, however slight it may be, in the program. Several pupils may be needed to recite upon one number on the program. Review and ^^ Red Letter'' Lesson 65 Pupils of this grade should be given specific references for any extra research work required. Eighth grade or high school pupils should be encouraged to find their own material. A careful record of the source of information must be kept by each pupil, and any discussion resulting from statements con- sidered erroneous should be settled by having passages read from the books used as authorities. Always insist upon pupils being able to present satisfactory proof of their statements. It is only in this way that we can train pupils to be independent thinkers. An opinion is of little value unless one has a definite reason for having such an opinion. Ho-d) to Conduct the Program. If possible, allow the class to invite the pupils of another class to share the program with them. Begin the lesson by permitting the class to elect a chairman. The chairman should then give to the visiting class a few brief statements concerning the lesson. He should have a copy of the program and announce each number. If the program is written on the blackboard the pupils may be even more interested. The following program is merely suggestive : A RED LETTER LESSON ON THE DAWN OF HISTORY AND EARLY LEADERS OF CIVILIZATION PROGRAM I. The meaning of the dawn of history. (Pupil's Name) II. The homes of the people who were known as early leaders of civilization. (Illustrated by simple map previously drawn on board.) F 66 Supervised Study in History III. Why the Egyptians were among the early leaders of civili- zation. IV. Important facts about the people of ancient history. V. The Greeks — where they lived. (Blackboard or wall map.) VI. What the Greeks did for the extension of civilization. VII. Description of pictures of Greek life. VIII. Great leaders of the Greeks. (Several pupils called upon, each giving a different character.) IX. Great leaders of the Romans. X. Greek and Roman citizens. XI. Greece of ancient times compared with Greece of to-day. XII. How and why the Romans lost their power. XIII. The meaning of the period of history known as the Dark Ages. XIV. The influence of Roman civilization upon the history of England. XV. A list of books consulted during the study of the early leaders of civilization. XVI. Brief discussion and correction of any errors made during the program. These topics may seem rather difficult for a seventh grade. It must be kept in mind, however, that this does not require an exhaustive study of details. The strong impression of a few general facts is our chief concern here. The detailed study of ancient history will come later when the pupils are more capable of doing the kind of reasoning required. The thirty-minute study period preceding the program should be devoted to a general review of the facts to be con- sidered. After a few lessons of this kind, the planning of future lessons can be very largely intrusted to the pupils. Committees appointed by the class to prepare different parts of the program will prove to be very effective. It is Expository Lesson 67 frequently most surprising to see the ability pupils show, if given an opportunity to assume responsibility. LESSON VII UNIT OF INSTRUCTION ?II. — EVENTS LEADING TO THE DISCOVERY OF AMERICA Grade, — Seven B Time, 90 minutes Lesson Type. — An Expository Lesson Time Schedule The Review ' 25 min.' The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 10 min. Time-keeper The Review. — Subject Matter, a. The Germans. The effect upon Europe of their conquest of the Romans, b. The Dark Ages. Meaning and influence. Method. Since several lessons on the English have inter- vened, as well as a Red Letter Lesson for the purpose of sum- marizing the most important points under the first unit of instruction, the method for this review might well be in the form of reports upon topics pertaining to the subject matter mentioned above. These topics might be assigned to the class by rows, several days previous to the teaching of the lesson. Since this is a Seven B class, definite sources of information should be given to those directed to prepare each topic, if sources other than the text are available. 68 Supervised Study in History Assign a different topic, if possible, to each row. Let each row then represent a team. Begin the review by permitting the class to nominate a presiding officer, who should then take charge of the review. Direct the time-keeper to divide the time for review among the rows. If there are five rows in the class, each row might be entitled to five minutes. The presiding officer now calls upon a pupil in the first row. This pupil comes to the front of the room, and as briefly as possible gives the facts he considers most vital as a result of studying the topic assigned his row. If he is well prepared and is accurate in his statement of facts, he should be allowed the entire five minutes, if necessary. If the pupil first called upon is poorly prepared, or unable to make a satisfactory reci- tation, the presiding officer calls upon others in the same row to recite, until the time-keeper calls, " Time." In the same manner, each row should have an opportunity for a five-minute dissertation upon the topic assigned. Conclude this review by permitting the class to decide which team did the best work. This kind of work does not necessitate preparation outside of school. Pupils who are eager and able to do extra research work in home or public libraries should not be discouraged from doing so. The topics might be given as an average assignment at the time of the study of the Germans, and the period of history known as the " Dark Ages." The pupils will be eager to do supplementary reading when they know any pupil may be called upon to represent his " team." The Assignment. — i. An exposition given by the teacher to help the pupils understand the length of time represented by the different periods of history. This is something that is difl&cult for young pupils to comprehend, and is, therefore^ the Expository Lesson 69 occasion for an expository lesson. Future lessons will be better understood if the pupils are given an idea of the histori- cal setting and time of the great events to be studied. A very brief outline might be written on the board as the different periods are described. Allow the pupils to contrib- ute wherever possible. The expository lesson should briefly outline the following points : 1. Ancient History. — Time, — about 5000 B.C. to 476 A. d. a. Eastern Nations — (Egypt, Chaldea, Persia, Phoe- nicia). h. Greece. c. Rome. 2. Mediaeval or Middle Ages. — Time, — 476 to 1492. a. Dark Ages — 476-800. h. Middle Ages Proper — 800-1300. c. Renaissance or Revival of Learning — 1300-1492. 3. Modern History — 1492-1917. An expository lesson should be given by the teacher at such points throughout the course where pupils need help in linking up events. Otherwise their conception of history would be only a knowledge of isolated facts. It is very difficult to give pupils a definite idea of time. This might be made more vivid if each period of history were represented by drawing a line upon the blackboard in colored chalk. Such a line drawn in three colors, a color for each period, to the scale one inch = 100 years, would show the proportionate length of time of each period. A larger scale would be more valuable if there is room. It must be one continuous line, however. Strips of colored paper might be used in the same way. The more diagrams and illustrations used in an expository lesson, the more vivid will be the impressions. 70 Supervised Study in History The review brought out the cause of the Dark Ages. The new problem before the class will now be : 2. Problem: What was the great historical event of the Middle Ages? After an expository lesson similar to the one suggested above, the teacher might state the problem for the class. Study of the Assignment. — I or Minimum Assignment. The Need for the Crusades. 1. Why did the people from all parts of Europe go to the Holy Land? (pp. 203-204). 2. How long did these journeys continue? (pp. 203-204). 3. What was the result of the capture of Jerusalem by the Turks? (pp. 204-206). 4. How many Crusades were there and how long a period of history did they cover? (p. 218). II or Average Assignment. The Reasons for the Cru- sades. 5. Make a Hst of the motives or reasons which led the people to join the Crusades. /// or Maximum Assignment. Interesting Stories of the Crusades. Select the book you find most interesting and read the stories told concerning the Crusades. Possible References. I. Gordy, "American Beginnings in Europe" (Scribner's), (pp. 203-206, 218). n. Gordy (p. 209). Woodburn & Moran, "Introduction to American History" (Longmans, Green & Co.), (p. 170). III. Gordy (Chap. XIX, pp. 203-218). Woodburn & Moran (pp. 158-170). Nida, "Dawn of American History in Europe " (Macmillan), (pp. 201-222). Dedtictive Lesson 71 LESSON VIII UNIT OF INSTRUCTION II.— EVENTS LEADING TO THE DISCOVERY OF AMERICA Grade, — Seven B Time, 90 minutes Lesson Type. — A Deductive Lesson Time Schedule The Review 30 min. The Assignment 15 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter, a. The Three Periods of History, b. The Crusades — (The Causes). Method. The first five minutes of the time for the review might be spent by allowing each member of the class to write a question, based upon the subject matter studied in the previous lesson. (See Lesson VII.) Encourage pupils to write questions upon points concerning which more informa- tion is desired. Each pupil should write his name on the back of the slip containing the question. These questions should be collected and re-distributed. Each pupil should then be given a number. A score-keeper and two judges should be selected by the teacher, or, better still, by the class. A chart similar to the following should be drawn on the board i)revious to the entrance of the class. (Allow the pupils to do just as much of this work as possible.) Many ways will suggest themselves to a teacher by which 72 Supervised Study in History interest may be aroused and attention gained. No plan is too trivial to receive consideration. Record Chart Pupil's No. Question Accepted Source of Information Correct Ans. ( + ) Incorrect Ans. (o) 3 4 5 6 7- 8. Etc. Yes. No. Yes. G.; W. &M. + B. &B. Numbers on the chart should be consecutive as high as there are members in the class. The score-keeper now takes his place at the board and calls a number. (Do not allow this pupil to call the numbers in order.) The pupil having the number called, rises and reads the question on the slip. The two judges previously selected act with the teacher in deciding whether or not the question is satisfactory. If accepted, the score-keeper writes " Yes " in the second col- umn ; if rejected, the judges tell why, each judge being given an opportunity upon a different question. The score-keeper writes " No " for all questions rejected. The pupil who reads the question now gives his source of information, which is recorded by the score-keeper, by giving the initials of author of texts, or abbreviations of other sources. The answer is given next, and if correct, the score-keeper checks by putting the " plus " sign in the next column. If Deductive Lesson 73 incorrect, the " zero " sign should be mdicated in the same way. Any incorrect or incomplete answer should be recog- nized and corrected by the members of the class as described in previous lessons. In case similar questions are asked by several pupils, and are consequently rejected, an opportunity is given for the teacher to ask any vital questions which have not been brought out through the pupils' questions. Work of this kind requires the teacher's closest supervision. Pupils must not be allowed to waste time over trivial points. The constant attention of the teacher is required to control the work successfully. Advantages of this Form of Review. — It may not be out of place to remind the reader that reviews of this kind have cer- tain distinct advantages. 1. The pupils are actually doing the work. 2. The delegation of responsibility adds interest and secures attention. 3. The provision for accuracy "of question and answer gives pupils training in the value of correct work. 4. The socializing influence resulting from pupils and teachers working together creates an ideal situation in a class- room. Slight occasion for formal discipline is necessary where a genuine interest has been aroused. 5. The training given pupils, by which they learn to respect the opinion of others, is a valuable lesson in good citizenship. 6. The Record Chart indicates where individual attention is needed during the study period. A question or statement given to a pupil whose question was rejected, or whose answer was incorrect, will help both pupil and teacher. The Assignment. — The study of the assignment in Les- son VII naturally results in the desire to know what effect the 74 Supervised Study in History Crusades had upon the history of Europe, during the Middle Ages. A few brief statements by the teacher will lead the pupils to recognize their own problem, which should be stated very simply, viz. : Our Problem : What were the results of the Crusades ? A few pupils may have gained some information upon this question during their study of the previous lesson. Permit such pupils to tell only enough to create among the others a desire to know more about this question. For those who already have some information, a question or two which will require further research will be sufficient to convince them that more study is necessary. Study of the Assignment. — I or Minimum Assignment. The Effect of the Crusades upon Commerce. 1. Why did Italian cities such as Venice and Genoa profit as a result of the Crusades? (p. 220), 2. Make a list of the articles the Venetians transported : (a) From the East to the West. (b) From the West to the East (p. 221). 3. How were these Eastern products distributed among the people of Europe? (pp. 221-222). II or Average Assignment. What the people of Europe learned from the people of the East. 4. What were some of the things adopted by the people of Europe as a result of the journeys to the Holy Lands ? W. &M. (p. 171), G. (p. 222). 5. In what other ways were the Crusades a benefit to the people during the Middle Ages? G. (pp. 223-228), N. (pp. 223-231). References : I and II. Gordy, " American Beginnings in Europe " (Scribner's) , pp. 219-228. Deductive Lesson 75 Nida, " Dawn of American History in Europe " (Macmil- lan), pp. 223-231. Woodburn & Moran, " Introduction to American History " (Longmans, Green & Co.), pp. 170-172. /// or Maximum Assignment. Questions prepared for to-morrow's Review. Pupils completing I and H may serve on a committee which will prepare the questions for the class. These pupils should be allowed to work together very quietly in one section of the room. The questions should aim to cover the important points in the lesson just studied. If a large number reach the maximum, two committees might be formed, — one to prepare the questions ; the other, to judge of their worth. This kind of maximum assignment gives the pupils an op- portunity to work together in small groups, in attempting to apply immediately the ideas gained from the suggestions and corrections resulting from the work done in the review at the beginning of the period. A minimum of four lessons might be given on this second unit of instruction. A lesson .should be given on Marco Polo's ^ Travels and the Fall of Constantinople, with its results. Follow this by a final lesson in which the Renais- sance period should be made clear to the pupils. These les- sons will give the class sufhcient background to begin the study of the discovery and exploration of America. Teachers should guard against the inclination to teach any of the topics mentioned in the first and second units in too great detail. Many events should purposely be omitted. It is not our purpose to teach Greek or Roman history at this ' Chapter I of Beard-Bagley, "The History of the American People," Macmillan, 1918, contains valuable information upon this topic. 76 Supervised Study in History time. Neither is it our aim to teach all the great events of the Middle Ages ; therefore, a discrimination must be made and only such facts taught as have a direct relation to Ameri- can history. The second unit of instruction may be regarded as a connecting link and so does not require the time that should be given to some of the others, LESSON DC UNIT OF INSTRUCTION III. — THE DISCOVERY AND EX- PLORATION OF AMERICA. — I. THE DISCOVERY Grade, — Seven B Time, 90 minutes Lesson Type. — A Socialized Lesson Time Schedule The Review 30 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 5 min. Time-keeper The Review. — Subject Matter. A brief summary of the events leading to the discovery of America. Method. A day or two previous to the teaching of this lesson, the pupils might be urged to submit any topics or questions relating to the second unit of instruction, which had presented any difficulties or concerning which more informa- tion might be desired. From these topics the teacher should prepare questions, adding or omitting any which prove to be unimportant. Ten questions will be sufficient, if care Socialized Lesson 77 is given to the thought required in answering each. The question to be read first should be numbered " One." All others should contain no numbers. Special emphasis should be placed on questions pertaining to the trade routes controlled by Venice and Genoa before the capture of Constantinople, and the later demand for exploration. At the beginning of the period, the class should elect a judge and a member of the class to conduct the review. These pupils should be given seats in the front of the room facing the class. The slips containing the questions then may be given to the " conductor." Directions similar to the following are necessary : " The conductor may read the question numbered one. All who can answer it may quietly stand. The judge may call upon any pupil to recite ; the others standing may be seated until this recitation is completed. If any then have fur- ther statements or questions, they may stand, and, after being given permission by the judge, may make additional statements or question the pupil first called upon. The conductor must make a careful" study of all questions, and number each in the order in which he thinks they should be given." Encourage the pupils to give additional facts in the form of definite references, or to express their opinions on any point, provided they can tell why they have such opinions. Any questions resulting in disagreement should be settled by the judge, if possible ; or by the teacher. Insist upon accurate facts and proof of statements. Help the judge to check all questions which do not pertain directly to the topic under discussion. Pupils of this age need much training in keeping to the point. 78 Supervised Study in History After the first question has been thoroughly discussed and satisfactorily settled, the conductor should read the question which he has decided should be the second one. This tests his knowledge of the order of the events reviewed. He has an opportunity to make these decisions while the pupils are discussing the previous question. The remaining questions should be treated in the same manner. It is also advisable to have a summary of each question made as a result of the discussions. Here again an opportunity is offered the judge to decide who gives the best summary. This is only one of a countless number of ways in which a review may be socialized. A slight variation made at any time, when occasion demands, helps to keep an element of " newness " in the work. This makes the study of difficult topics seem " like a game " to the children. The results, however, of this work with a Seven B class may seem unfin- ished and crude, but it is a beginning, which, if followed in other grades, will have a deep influence upon the kind of think- ing done by the pupils. The Assignment. — i. A brief explanation given by the teacher to show why little had been done in exploring the unknown ocean to the west and south of Europe. 2. If the voyages of Diaz and Da Gama ^ are unfamiliar to the class, these should be read or told, and the routes followed by each traced on a map. The extent of the world actually known to the people of Europe should also be studied from maps. 3. There will be many pupils in the class who can now tell that all this new interest in exploration concerns us directly because it led to the discovery of America. The voyages of ' Beard-Bagley, " The History of the American People," Chap. II. Socialized Lesson 79 Columbus are also generally familiar as a result of stories read in the Fifth and Sixth Grades. Tell the class that there were voyages other than those made by Columbus, which must be considered in studying the discovery of America. This will lead to the recognition of : The Problem : Who besides Columbus were connected with the discovery of America, and in what way ? A brief time should now be allowed for a rapid search in books especially selected for this lesson. As quickly as any pupil finds a reference that he is sure he can prove refers to any one connected with the discovery of America, he should rise and read the sentence containing the proof required. As each is found and accepted by the class and teacher, the names should be written upon the board in the following order : The Northmen. Columbus. The Cabots. Amerigo Vespucci. Study of the Assignment. — ./ or Minimum Assignment. 1. Read all references you can find about the Northmen, being able to tell : {a) Who they were. (h) Where they lived. if) When they explored. {d) What they explored. (Any pupil who finds a good reference upon these topics may write the title of the book and number of the page upon the board after the topic.) 2. During what period of European history did the North- men roam the seas north and west of Europe? 8o Supervised Study in History 3. Why were the voyages of the Northmen unimportant? 4. What happened in Europe about that time? Possible References : Beard-Bagley, " The History of the American People," II. Gordy, "American Beginnings in Europe" (pp. 238-240). Woodburn & Moran, " Introduction to American History " (pp. 131-133)- Bourne & Benton, " Introductory American History " (pp. 93-99). // or Average Assignment. Source material selected from " Old South Leaflets," Leaflet No. 31, — " The Voyage to Vinland, from the Saga of Eric the Red." If it is impossible to obtain these leaflets in volume form from the school or public libraries, single leaflets may be purchased for five cents a copy from the Directors of the Old South Work, Old South Meeting House, Boston, Mass. Even one or two leaflets could be utilized for this part of the assignment by allowing pupils to work together in groups of two or three. Reports might be given by these pupils as part of the review in the next lesson. Ill or Maximum Assignment. Read the poem " The Skeleton in Armor," by Henry Wads- worth Longfellow. A word or two of explanation concerning II and III before beginning to study will give the pupils an incentive to accom- plish more than the minimum. The pupils themselves may be of great help in providing enough copies of the poem, as several may be able to bring copies from home. The value in the study of the above assignment does not lie in the worth of the historical facts, but rather in the opportu- Socialized Lesson 8i nity the subject matter affords to lead the pupils into the realms of the best literature. The facts gained from the study of the Old South Leaflet are in themselves of less value than the ghmpse into accounts written in a style which differs greatly from that of the famihar textbook. We cannot hope to develop a love for history unless we skillfully pave the way by offering material of a similar char- acter, at such a time and in such a way as will make its greatest appeal to the pupil's imagination. Experience has proved that children will gain a great deal from Hterature beyond their mental grasp, provided a keen interest has been aroused. Pupils of the Seventh Grade do not have the power to gain as much from this kind of assignment as older pupils, but even the little benefit derived is a step in the right direction. Verification. — In addition to checking the amount accom- plished by each during the study period, this time should afford an opportunity to encourage the class to bring in all pictures, maps, books, magazine articles or material in any form which may be discovered by the pupils as a result of the interest aroused through the preparation -of such lessons as the above. A study of such material should be encouraged. The class- room thus becomes a place for the exhibition of collections which will be changed from time to time as the study of history progresses. Pupils to whom history has formerly been dry and uninteresting will discover that it is no longer merely a subject composed of an endless number of facts to be memorized. It has now become a subject filled with real, live problems and questions, the answers to which are found in many ways aside from a single textbook. Suggestions for Other Lessons upon the Discovery of America. — Much will depend upon the amount of information G 82 Supervised Study in History the pupils have retained as a result of the stories read in pre- vious grades. If their knowledge of Columbus and his voy- ages is reliable, little time should be spent upon this topic. One lesson might be sufficient to review the most essential facts. If, however, the impressions are vague and inaccurate, time should be taken to fix the facts which are necessary for a thor- ough understanding of future lessons. The voyages of the Cabots and Amerigo Vespucci might be taught in one lesson. An interesting problem here might be : — Why was not Amer- ica named in honor of Columbus ? LESSON X UNIT OF INSTRUCTION III. — THE DISCOVERY AND EX- PLORATION OF AMERICA.— 2. EUROPEAN NATIONS INTERESTED IN EXPLORATION AND COLONIZATION Grade, — Seven B Time, 90 minutes Lesson Type. — "How to Study" Lesson Time Schedule The Review 35 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The routes followed by the Northmen, Columbus, the Cabots, and Amerigo Vespucci. Method. An excellent way to summarize the facts taught in the lessons given on the discovery of America is through How to Study Lesson 83 the making of maps. Each pupil should be required to pre- pare a map. It is not necessary that these should be made from memory. The outline of the western coast of Europe and the eastern coast of North America and South America might even be traced. In fact an accurate outline is highly desirable. The average pupil of the Seventh Grade usually finds difficulty in drawing free-hand maps. At best, many pupils would be able to produce only a very distorted repre- sentation, if free-hand maps were insisted upon. Outline maps purchased for such purposes, or those traced from a history or geography are much more valuable in a lesson of this kind. The advantage in this review is that the different routes followed by Columbus and others will be much more vividly impressed upon the memory if the hand and eye aid in making this mental picture. Free-hand maps defeat the purpose, as the images might be sadly inaccurate. If the out- line is accurate, pupils will find little difficulty in drawing, free-hand, the routes followed by Columbus and others con- cerned in the discovery of America. Water colors or colored crayons are more satisfactory than ink or pencil drawings. Either ink or pencil, however, may be used to advantage, if the other materials are not available for each member of the class. When completed, the maps should show the routes followed, the land discovered, and the year of each voyage across the Atlantic made by the North- men, Columbus, the Cabots, and Vespucci. If several pupils have the ability to draw accurate free-hand maps, they should be allowed to draw their maps upon the blackboard, with the understanding that the best map will be left for future reference. Here, again, colored crayons are of special advantage in representing the different voyages and the 84 Supervised Study in History land discovered during each voyage. There is great pleasure and satisfaction in this work for any pupil who has special abil- ity. It also gives the teacher an opportunity to recognize such ability. A pupil who may be a serious disciplinary case is frequently reached through the recognition of any successful effort. The wise teacher cleverly uses any such opportunity, and provides, as well, special situations where such pupils may be led to feel a personal responsibility toward the success of the lesson. The recognition by his classmates of the success of such a pupil is also an incentive to further effort. By work- ing with the class, during this time, the teacher may give val- uable assistance in correcting false impressions. The Assignment. — i . The new work now to be considered is the Exploration of America by European nations. A few questions will aid the class to recognize the fact that the voyages made by Columbus were the means of creating a desire for further exploration and discovery. 2. A desire for further knowledge concerning the question of exploration may easily be obtained by reading brief extracts to the class. These should be selected because of their value in arousing interest. Accounts showing the high degree of civilization among the Incas of Peru, when conquered by Pizarro, or the Aztecs of Mexico, as related by Cortez, should furnish excellent material.^ Brief statements, picturing some of the conditions found in the New World by the early ex- plorers from Europe, are better for this purpose than accounts telling why Europeans were eager to explore. 3, The pupils now will naturally be interested in finding out who explored the New World, and the reason for each iSee Beard-Bagley, "The History of the American People," Chaps. 11, III, IV. How to Study Lesson 85 exploration. It will then be a simple matter to state the problem for study, viz. : The Problem : Why did European nations wish to explore and colonize the New World? The solution of this problem will require a series of lessons. This is frequently the case. It is not necessary to have a new problem for each lesson. Some problems may furnish the basis of study and research extending over a period of two weeks or even longer. Study of the Assignment. — I or Minimum Assignment. 1. Using Montgomery's " Leading Facts of American His- tory " as reference, find the countries of Europe most con- cerned in exploring the New World. 2. Under the name of each country, make a Hst of all the explorers you can find who rendered valuable services. 3. Write the date of exploration after the name of each explorer you have found. 4. After each name, list pages to show your source of infor- mation. II or Average Assignment. 5. Verify the work you have done by using Gordy's " His- tory of the United States " as a reference. Make any addi- tions necessary as a result of consulting the second reference. List all pages as directed in I. 4. III or Maximum Assignment. 6. Write a paragraph at the board telling whether or not you consider our problem under consideration to-day to have been solved. Give your reason for your answer. Verification. — Special consideration should be given to the statements written upon the board. It is important that the class, as a whole, definitely understand the necessity of col- 86 Supervised Study in History lecting data and verifying the truth or accuracy of such data, as a part of the thinkhtg employed in studying any problem. This lesson particularly illustrates this point in teaching " How to Study." LESSON XI UNIT OF INSTRUCTION III. — THE DISCOVERY AND EX- PLORATION OF AMERICA. — 2. EUROPEAN NATIONS INTERESTED IN EXPLORATION AND COLONIZATION Grade, — Seven B Time, 90 minutes Lesson Type. — "How to Study" and Deductive Time Schedule The Review 25 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter. Organization of the data collected during the study of the previous lesson : — the Span- ish, the French, the Dutch and the English Explorers. Method. During the verification at the close of the pre- ceding lesson, the class was made conscious that the solution of the problem had only just begun. The data collected is the first step toward a better understanding of the problem to be solved. It is now necessary to test such data in the light of the problem in order to determine whether any facts selected are irrelevant. This may be done through organizing the data collected. How to Study and Deductive Lesson 87 How to organize such data. The papers prepared by the class during the study of the preceding lesson should be returned to the pupils. The problem should be re-stated and written upon the blackboard. The teacher and pupils, work- ing together, should now arrange the data collected. The teacher may call upon members of the class to suggest the arrangement of this data. A brief examination of the pupils' papers has enabled the teacher to determine who needs the most help, as well as who can give the best suggestions. The suggestions given should be accepted by the class. All who disagree or are uncertain are required to turn to the textbook for verification. As each point, proved to be correct, is ac- cepted, the teacher should include it in its proper place in the outline which he writes upon the board. Such work, done in a cooperative way, greatly benefits each member of the class. It enables even the weakest pupil to make some contribution. It demonstrates the value of a careful consideration of all facts. It encourages pupils to be accurate and systematic, and affords an excellent opportunity for development of judgment through the rejection of all data found to be unrelated to the problem under consideration. The simple outline written on the board as a result of such cooper- ative work should be copied by each pupil. A careful com- parison of his original paper with the finished outline should also be made. In work of this kind, teachers will find it helpful to em- phasize the fact that such an outline is far from complete, due to the fact that only a limited amount of material has been consulted in the collection of the data represented. Pupils need to be encouraged to report the names of other explorers if any are found when consulting other sources. Tell the class 88 Supervised Study in History that only the leading explorers can be studied because of the limited amount of time for the consideration of this question. Avoid complicated outlines containing many sub-headings. Seventh Grade pupils have not yet developed the power to recognize and appreciate the importance of the detailed divi- sions of a topic. Such an outline only defeats its purpose, as the pupils soon lose interest. The work then becomes irksome and little benefit is derived from such effort. The Assignment. — Two things are important in this assign- ment, — the consideration of the element of time, and the necessity of having the class understand why the explorers representing each nation are to be studied in connection with the nation for whom each explored, rather than in chronologi- cal order. I. The Time Element. Unless special attention is given to this point, pupils gain very erroneous impressions concerning the time of the explorations made by Spain, France, England and Holland. It is difficult for them to understand that Spain, England and France were exploring different sections of the New World at approximately the same time (sixteenth cen- tury) while later in the seventeenth century, the French, English and Dutch made voyages of exploration to the New World within a year or two of one another. This point may be made clear, if special attention is called to such dates as the following : 1535- — Cartier — French. 1539-41. — De Soto — Spanish. 1562. — The Huguenots — French. 1576-78. — Frobisher and Gilbert — English. 1577-80. — Drake — English. 1 584-8 5 . — Raleigh — Enghsh . How to Study aiid Deductive Lesson 89 1607. — John Smith — EngUsh. 1608. — Champlain — French. 1609. — Hudson — Dutch. There is no necessity for pupils to memorize these dates at this time. They should be used merely to illustrate the point. This illustration also affords an opportunity for the teacher to explain why pupils will frequently find a disagree- ment among historians concerning these dates. This may aid in preventing pupils from losing faith in an author because such differences are found. 2. The Order of Studying the Explorers. A brief explana- tion of the reason for studying the explorers according to the outline prepared during the review, will be sufficient for the class to realize the value of such outline work. The re-state- ment of the problem at this point will recall what must be considered in the study of the explorers for each nation. Study of the Assignment. — I or Minimum Assignment. 1. What two Spaniards explored the southeastern part of North America, during the same year, early in the sixteenth century? 2. Find out the following facts about each : {a) When they explored. {h) Reason for exploration, (c) Part of New World explored. {d) Interesting incidents concerning each explorer. {e) Results of each exploration. // or Average Assignment. 3. Trace the route followed by each explorer. 4. Which of the two explorations do you consider the more important? Give the reason for your conclusion. Qo Supervised Study in History III or Maximum Assignment. 5. What land in the New World was claimed by Spain as a result of these explorations? Possible References : Bourne & Benton, " History of the United States" (pp. 5-6). Beard-Bagley, " The History of the American People," Chap. II. Woodburn & Moran, " Introduction to American History " (pp. 224-225). Gordy, " A History of the United States " (pp. 13-14). Gordy, " American Beginnings in Europe " (pp. 255-256), McLaughlin & Vantine, " A History of the United States " (pp. 15, 16, 17). Montgomery, " Leading Facts of American History " (pp. 20, 21). Nida, " The Dawn of American History in Europe " (pp. 309, 310, 2>^2>, 314)- Verification. — At the end of each lesson on the Spanish Explorers, the information found should aid the class to realize what has been accomplished toward the solution of the prob- lem, and that the problem will not be solved until all the explorers for each nation have been studied. The Lesson Type. — Teachers may have some difficulty, at first, to determine the type of lesson needed in teaching the subject matter suggested in the course of study. The par- ticular needs of the class, which become apparent as the work progresses, will be a great factor in aiding the teacher to deter- mine the kind of lesson most necessary from day to day. The subject matter under consideration also influences this selection. Such lessons as the above seem to have characteristics of How to Study and Deductive Lesson 91 several types. This lesson might be called a Deductive Les- son, an Expository Lesson or " How to Study " Lesson. When elements of several lesson types seem necessary, the mere fact that they are needed entirely justifies their use. In this case, a teacher might list each type ; or classify the lesson by the t}-pe which seems to predominate. Suggestions for Further Study of this Unit of Instruction. — A series of lessons should now be given on the Spanish, French, Dutch and English Explorers. As much time should be devoted to each nation as seems to be necessary for a thorough understanding of the motives which led these nations to en- courage exploration and colonization. These facts may be summarized in one or two lessons upon the " Claims of Euro- pean Nations in the New World." An entire period might well be spent, toward the close of the study of this unit, in comparing the motives influencing the explorers of the sixteenth and seventeenth centuries with those of explorers of the twentieth century. Magazine and newspaper articles will supply the most valuable data upon this question. A final Red Letter Day Lesson will conclude the study of the early exploration and colonization of America. This might be conducted by means of a debate upon such a question as the following : Resolved, That France had a stronger claim to territory in the New World than England. Allow the pupils just as much initiative in preparing and conducting this debate as practicable. If there is time, it may well be spent upon a careful study of the " Natives of America and How They Lived." The study of the Indians is always of great interest to every boy 92 Supervised Study in History and girl. The school or city library will supply abundant material for this study. Pictures and Indian relics brought to class and kept in the classroom during the study of this topic, stories portraying Indian life and adventure, simple dramatiza- tion of some Indian legend, visits to museums and places of local interest in connection with the Indians, and a final con- sideration of the Indians of to-day, are only a few brief sugges- tions concerning the possibilities of this topic. It is impor- tant, however, that pupils should have a thorough knowledge of this question in order to have a background of information upon which to begin the study of the period of colonization. This will then complete the three units of instruction sug- gested for the Seven B Grade. Although the units used as the basis for the type lessons outlined in this manual may not coincide with those required for the Seven B Grades in many school systems, it is to be hoped that the suggestions con- tained in these lessons may easily be applicable to the subject matter required in any course of study. It is not the purpose of this manual to outline a course of study. The lessons sub- mitted here merely offer suggestive methods of approach and procedure. Teachers are advised against following these suggestions arbitrarily. It is imperative that teachers adapt rather than adopt the methods suggested in these lessons to the needs and conditions peculiar to each grade or school. PART TWO SECOND SECTION — SEVEN A GRADE CHAPTER FIVE THE EVALUATION OF THE COURSE OF STUDY FOR A SEVEN A GRADE How to Evaluate the Subject Matter. — For purposes of uniformity and systematic development of the lessons outlined in this manual, units of instruction I, II and III (pages 16-18) represent the material to receive consideration during a semester of twenty weeks, with pupils of a Seven B grade. In the same way units IV, V and VI may be designated as the portion of American history to be studied by pupils of a Seven A grade, during a period of equal duration. Approxi- mately three-fourths of the time might be devoted to unit IV and one-fourth to unit VI. Unit V needs very slight considera- tion, since it serves as a connecting link only. Possibly three or four lessons upon this unit will- suffice to emphasize the most essential points to be kept in mind. Conditions Requiring Special Consideration. — In case a Seven A grade has had no instruction in supervised study, the suggestions and lessons outlined for the Seven B grade will l)e found very applicable. The organization of the class into inferior, average and superior groups is as essential here as in the previous grade. The "Inspirational Preview" (Lesson I), the lesson on " How to use a Text Book " (Lesson II), as well as " How to Study " lessons, are all of vital need, regardless of the pre- vious methods of instruction. Pupils who have had the benefit 95 96 Supervised Study in History of such methods, however, in the first half of the seventh year, show, by their readiness to go about the preparation of a lesson, the ability they have gained. A teacher needs no better proof of the real worth of such instruction than the evidence of this ability on the part of the individual pupil to do independ- ent thinking. The necessity of being an individual who both should and can serve his community, demands that training in the schools develop accurate, independent, broad-minded thinkers, — young men and women who are capable of assuming responsi- bility because they have been trained to realize the advantages to all concerned in careful investigation and thorough knowl- edge. The ability to meet new situations and to solve new prob- lems comes only through actual experience. Pupils must be given such training, therefore, as will help them to discriminate between occasions when quick decisions are necessary, and those which require careful deliberation and thorough investigation. Socialization of the work, evaluation of the course of study, careful investigation and systematic research in solving prob- lems, the suspension of judgment, consideration for the opinion of others, combined with the constant demand for initiative, are easily recognized as the best means to that one great end of all good teaching, — social efficiency and good citizenship. How to Review the Work of the Previous Grade. — It has long been the custom to spend the first week or more in review- ing the work taught in the previous grade. While there may be advantages in this plan, it lacks that element of newness which is such an important factor with children promoted to a higher grade. They are eager to experience new situations, and lose interest if the new work is delayed too long. Teachers may always expect to find that many of the facts previously Evaluation of Course of Study for Seven A Grade 97 taught have been forgotten by the pupils. If it becomes apparent that they are unable to understand any part of the new work because of failure to recall the facts taught in the preceding grade, delay the new work at this point and review the old. It seems wise to review in this way because an actual need has been created. Unless the previous work has been far from successfully done, no more time should be required to review in this way than to give a prolonged review at the begirming of the semester. Character of the New Subject Matter. — During the early part of the work with a Seven A Grade, a study should be made of the conditions existing in England which influenced the colonization of America. For the same reason that the actual study of the discovery and exploration of America was pre- ceded by a general study of European history, time now must be devoted to a consideration of certain aspects of Enghsh histor>\ An intelligent study of the period of colonization can be made only after a thorough understanding of how closely the lives of those colonists were interwoven with and influ- enced by affairs in England, — affairs which had demanded the attention of their forefathers and were later of vital concern to all Englishmen, whether in an English colony in America, or in the mother country. The reasons for English colonies being founded in America and for these colonies later taking steps toward self-government, all had their origin in the rights and privileges gained by the English people in England. A consideration, therefore, of such points as are outlined under unit of instruction IV becomes imperative at this time. The point constantly kept before the minds of Seven B pupils was the Develo pnienl of Civilization. We now need to emphasize as strongly the Development of Democratic Government. 98 Supervised Study in History LESSON XII UNIT OF INSTRUCTION IV. — THE COLONIZATION OF AMERICA.— I. THE STRUGGLE FOR ENGLISH LIBERTY Grade, — Seven A Time, 90 minutes Lesson Type. — Inductive Lesson Time Schedule The Review 20 min. The Assignment ••25 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 10 min. Time-keeper The Review. — Subject Matter. Facts mentioned in the preview of the Seven A Course. Method. The plan outlined for the review in Lesson II might be advantageous for reasons given in that lesson. Much will depend upon the methods of instruction in the Seven B Grade. If methods of supervised study have been employed, a modification of the method of questioning might be advisable. Pupils have developed some power to question one another as well as to do independent thinking. Questions should previously be prepared by the teacher. Twelve or fifteen of these might be sufficient. They should be numbered consecutively from one to twelve, or from one to fifteen, as the case may be. Distribute these questions so that every other child has one. Assign a number to each mem- ber of the class. Now give the following directions : Inductive Lesson 99 " The pupil having Question No. i may stand, face the class, read the question distinctly, and call any even number (not to exceed the highest even number in the class). The pupil whose number is called will be required to answer this question. If this answer is inaccurate or incomplete, all pupils having even numbers who wish to add a statement, make a correction, or question the pupil having recited, may stand. Each must be recognized in turn by the pupil having Question No. i. Question No. 2 must be read immediately at the close of the discu'ssion of No/ i.- This pupil may proceed in the same way, calling on those having odd numbers. All pupils having odd numbers then have the same opportunity for correction and discussion as those who were responsible for Question No. i. Failure by either side to correct a point will be referred by the teacher to a pupil of the opposite side." The questions should aim to recall the important points given in the preview. Emphasize the need for a considera- tion of certain events in Enghsh history. This is important from the begmning. The Assignment. — i. Explanation and information given by the teacher. 2. Recognition of the problem. Explanation given by teacher. The teacher should give an account of the many rights and privileges which originally came to us from England. Such points as our language, some of the ideas and customs, and particularly many things enjoyed under our form of government, should be explained. Tell the class that the right of trial by jury, as well as the forms of government in our villages, towns and counties, were brought here by the English. Show how our Congress resembles the British Parliament. Pupils will lOO Supervised Study in History readily understand that this is because the great majority of permanent colonies along the Atlantic coast were English- colonies. Now question the class to see if they understand that England has a monarchial form of government, while the United States is a Democracy. Explain the difference between an Absolute Monarchy and a Limited Monarchy, and show the similarity between a Limited Monarchy and a Democracy. A few brief statements concerning the revolution of the English colonists will cause the pupils to begin to ask from whom the colonists first obtained their determination to have a voice in the management of their affairs. By means of citing events in English history, prove to the class that this spirit of freedom was developed from the EngHsh themselves. Recognition of the problem. As a result of the information and explanation given above, the pupils will be led to ask the natural question. How did the English people obtain their liberties? This should become the problem for consideration. Tell the pupils at this point that in order to understand this problem it will be necessary to study certain events m English histery. The later study of the English colonies in America will be m«re intelligible to the pupils because of this insight into conditions formerly existing in England. The Study of the Assignment. — / or Minimum Assignment. 1. Read carefully all information given on pages i-8 Mn order to supplement or add to the information gained during the assignment. 2. Compare the immigration from Europe during the early part of the seventeenth century with that of the present time. 1 The reference selected for this lesson is "The European Beginnings of American History," by Alice M. Atkinson. Ginn & Co. Inductive Lesson loi 3. After reading pages 6-8, write an account of how the United States still resembles England. Add any facts you have learned which are not found in these pages. // or Average Assignment. 4. Make a list of all the things which you think would be famiHar to an Enghsh immigrant to the United States but unfamiliar to a Russian immigrant. /// or Maximum Assignment. 5. Write on the board an account of any event in English history with which you are familiar ; or 6. Read Chapters III and IV of " The History of the American People," by Beard-Bagley. Verification. — Determine the number working on each part of the assignment ; collect all papers written during the study period ; and, if possible, read a few of the accounts which were written on the board. These statements should be read by the teacher, in any case, before they are erased. They will enable him to determine what background the pupils have upon which to begin, in the next lesson, the study of how the English people gained their liberties. It does not seem wise to have the pupils begin the study of any topic of Enghsh history in this lesson. A detailed study of English history is neither desirable nor practicable at this time. Only those events should be studied which portray con- ditions in England during the period when the people were struggling to secure the recognition of their rights. Some ex- planation is necessary, however, before pupils begin this study. The proper background for the study of the problem dis- covered in this lesson may be supplied if it is followed directly by an expository lesson in which the teacher relates some of the great facts of English history. 102 Supervised Study in History LESSON XIII UNIT OF INSTRUCTION IV. — THE COLONIZATION OF AMERICA. — I. THE STRUGGLE FOR ENGLISH LIBERTY Grade, — Seven A Time, 90 minutes Lesson Type. — An Expository Lesson Time Schedule The Review 15 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 40 min. Verification 5 "^i^. Time-keeper The Review. — Subject Matter. The ideas developed in the previous lesson. (See Lesson XII.) Method. The teacher's chief aim in the previous lesson was to lead the pupils to realize that the people who came to America from England during the period of colonization were thoroughly English in their ideas and customs here in the new world. The one great fact to impress upon the minds of the pupils is that the determination to have certain rights and privileges began and developed in England several centuries before such rights were demanded by the English colonists in America. The chief purpose, therefore, of the review in this lesson is to determine how thoroughly this point was impressed, and to give it further emphasis, if necessary. This may be done by summarizing the points explained in the previous lesson. Call upon different pupils to state what each considers the most important facts to remember. Write these upon the board as they are given. If the fact desired by the teacher is Expository Lesson 103 not given, question the pupils in order to help them state it. Now ask the class to consider the statements on the board, and decide which one is the most important of all. Deter- mine the decision by asking all who selected the first to stand. The second, third, fourth, etc. should be checked in the same way. If any impression has been made in the previous lesson, the majority of the class will find no difficulty in selecting the correct statement, which might now be written on the board in colored crayon. Those who failed to realize its importance should be questioned and helped later by the teacher during the study period. The Assignment. — i. An exposition given by the teacher. 2. A restatement of the problem by the class. 3. Specific information necessary to understand the subject matter to be studied. The Exposition given hy the Teacher. The few accounts written upon the board, by pupils completing the maximum part of the assignment in the previous lesson, have given the teacher an insight into the kind of information certain ones have concerning events in English history. This knowledge will aid in giving the class a picture of some of the things that influenced the development of the people before the time of William the Conqueror. Tell the class that their study will begin with the conquest of England by William, Duke of Normandy. They must first, however, know something of the general history of Eng- land previous to that time. All children love a good story. No topics offer better material for a story than the ancient Britons ; the Roman conquest ; the invasion of such German tribes as the Angles, Saxons, and Jutes ; the coming of Christian missionaries, and the things accomplished by Alfred the Great. I04 Supervised Study in History As the story progresses, strongly emphasize the effect upon the native Britons of these invasions ; show how the civiliza- tion of the England of to-day has been influenced through the various stages of her development. It is not so much the events described, which a teacher should aim to have pupils remember, as it is the great facts resulting from these events. Constant reference to maps, pictures and books should be made during this exposition. The teacher who wishes to encourage and develop a love for collateral reading among his pupils will, previous to this lesson, select as many books as can be obtained, which give in detail the events briefly men- tioned in the exposition. At the close of this part of the lesson, call the attention of the class to these books by showing each book, giving the title and telling what it contains which will be of particular interest to the class. The privilege of taking these books home should be extended, in turn, to all who desire to read them. If a careful and wise selection is made, a teacher will find difficulty in supplying the demand. En- courage all pupils who do outside reading to keep a record of the books read, together with the number of pages or chapters, and the topic or topics read. If this is required as part of the history work from the beginning of the semester, it will be surprising what a wealth of reading will have been done by the end of the term. The Restatement of the Problem. Call upon several pupils to state the problem decided upon yesterday. Write this upon the board. Then ask certain pupils to tell how the facts they have just heard have helped them. Aid them to see that it has prepared them for the consideration of the problem to be solved. Expository Lesson 105 Specific Information Necessary to Understand the Subject Matter to he Studied. Explain the reason why it is necessary to begin the study of English history with the Norman con- quest. If it is difficult to find textbooks that explain this fact, simply tell the class that our chief reason for studying about WiUiam the Conqueror is because he granted a charter to the people of London when they did not resist him. This charter gave them the same rights and privileges which they had enjoyed under the reign of Edward the Confessor. Tell the class that the reason this fact is so important is because it marks the beginning of the recognition of the rights and privileges of the people of England. The Study of the Assignment. — I or Minimum Assign- ment. I. WTiy was William, Duke of Normandy, so eager to become King of England ? 2. How and when did he conquer England? 3. Why did not the people of London resist him? 4. Name four things accompHshed by William I during his reign. 5. What changes were brought about in England as a result of the Norman conquest? 6. Write a brief account of the character of William the Conqueror. 7. Find in your dictionary the meaning of the word " charter." 8. What is the most important fact to remember about Wil- liam the Conqueror? II or Average Assignment. 9. Draw a map to illustrate the Norman conquest. Locate Normandy, England, the English Channel, Hastings and London. io6 Supervised Sttidy in History III or Maximum Assignment. lo. Consult an encyclopedia or one of the books upon my desk for additional information concerning the feudal system. Possible References. (To be found by the class.) I and II. " European Beginnings of American History," by Alice M. Atkinson,^ Chapter IV (pp. 111-130). '' Introduction to American History," by Woodburn & Moran, Chapter XIV (pp. 133-142). " American Beginnings in Europe," by Gordy, Chapter XIV (pp. 144-147). " The Dawn of American History in Europe," by Nida, Chapter XVIII (pp. 239-245). " First Steps in the History of England," by Mowry, Chapter V (pp. 49-58). Suggestions for Further Lessons upon " How the English People Gained their Liberties." ^ — Following the suggestions in Lessons XII and XIII, as well as those outlined for the Seven B Grade, a series of lessons should be given upon such events in English history as will help to prove How the Eng- lish people gained their liberties. (See topics mentioned under unit of instruction IV.) Such topics as the Magna Charta ; the First Representative Parliament ; the Regular Parlia- ment ; the Petition of Rights ; and the Bill of Rights need special consideration. Show their connection with the history of the English colonists. Later, during the study of the thir- teen colonies, constant reference should be made to these topics. ^ Miss Atkinson, in her book mentioned above, gives at the end of each chapter excellent lists of references. These furnish a wealth of suggestion for collateral reading. * For the purpose of showing a greater degree of diflSculty in all subsequent lessons, it will be assumed that the pupils have been instructed according to methods of supervised study. Expository Lesson 107 Access to any helpful source material needs to be encouraged at all times. Pupils who have the opportunity to obtain infor- mation from any source outside of school should be recognized by being allowed to report occasionally to the class. A portion of the time for the review should be used, at stated intervals, for this purpose. It is not necessary, however, to make an attempt to have the pupils report upon all collateral reading. Much of this should be done for the purpose of the real enjoyment which children derive from the development of a habit of reading. The facts themselves will not all be remembered, but the impressions and ideas resulting from such reading are of greater value than all the facts. The ability to turn to a certain author, when information on a topic is needed, and the power to gain from the printed page the facts and ideas expressed there, show real development. It will be helpful if pupils are urged to watch for and make a note of any accounts in their reading which explain why Englishmen left England.^ If pupils arc directed to watch for this long enough in advance, they will have many reasons worth considering later. This will make an excellent ques- tion when summarizing How the English people gained their liberties. Factors Needing Consideration in Giving an Expository Lesson. — This type of lesson should be used very infre- quently. Its purpose is only to connect events which pupils cannot take time to study in detail, or to give such informa- tion as might require unnecessary research on the part of the pupils. The frequent employment of such lessons, how- ever, would weaken rather than strengthen the pupils. » See Beard-Baglcy, "The History of the American People," Chaps. Ill, IV. io8 Supervised Study in History Long and unnecessary detail should always be avoided. A recital of too many facts is also a serious disadvantage. Pupils are not able to retain these long lists of facts, and become confused and uncertain when called upon to repeat them. If, however, only brief statements are made, and such as are of vital importance, many points which might not be clear or from which pupils seem unable to draw the right conclusions, will be strengthened in this way. LESSON XIV UNIT OF INSTRUCTION [IV. — THE COLONIZATION OF AMERICA. — 2. THE ENGLISH COLONIES IN AMERICA Grade, — Seven A Time, 90 minutes Lesson Type. — An Habituation Lesson Time Schedule The Review 30 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 5 min. Time-keeper The Review. — ■ Subject Matter. A summary of the events studied in solving the problem : How did the English people gain their liberties ? Method. The problem under consideration should be restated and written upon the board. Now proceed to summarize all information studied which had any bearing upon the problem. Call upon the pupils to name in order Habituatian Lesson 109 the events studied. Write these upon the board as each is given. Now ask the pupils to give only very brief statements to prove how each was a step toward self-government. Ap- point a pupil to find and report upon the meaning of " self- government." Avoid long accounts of the reign of William the Conqueror, King John, etc. Determine, instead, how well the pupils understand the benefits gained through the study of the Magna Charta, the Petition of Rights, etc. Insist upon proof of statements made by requiring pupils to tell the source of their information. Encourage them to read aloud to the class brief passages as proof of their statements. Ten or fifteen minutes devoted to a brief summary of this character will be sufficient. Since each topic should be thor- oughly reviewed before beginning the next one, a long, detailed review at this time is unnecessary. It is well worth while, however, to give the class an entirely different view of some of the same facts. This may be done by asking the pupils to give any statement discovered which will help prove Why Englishmen left Ettgland. (See suggestion, pages 106-107.) Again write these upon the board as each is suggested. Insist upon references being given and statements read as suggested above. Constantly ask the pupils such questions as " What does it mean? " and " Is it true? " Allow pupils to have books open upon the desk and refer to them at any time during this part of the work. Emphasize the fact that the Petition of Rights was not gained until 1628. (Compare this with 1607, 1614, 1620, 1630.) Conclude the review by determining how many of the pupils think they have discovered and tested sufficient data to feel that they have solved the problem. Any who wish further in- no Supervised Study in History formation upon the question should be directed where and how to investigate further. A study of How the English people gained their liberties, together with noting other reasons, as the study continues, has thrown much light upon Why Englishmen left England. This point should be made very clear to the pupils before they begin the detailed study of the English colonies in America. The Assignment. — A Study of the Charter of 1606. Se- cure a copy of the Charter of 1606.^ The pupils will be greatly interested in this because of their previous study of English history. Tell the class that this is a copy of the charter granted by King James I in 1606. Explain that this document gave the English people the right to settle in America. Ask how many would care to hear certain parts of this read. The teacher should now read several sentences, — enough to show the pupils the pecuhar style ; then stop, question them about the meaning, explain difficult words, and allow the pupils to question. In this way continue to read such sen- tences or passages as are necessary to give the pupils a clear idea of the London and the Plymouth Companies, and the land to be controlled by each company. Teachers who are inclined to doubt the advisability of presenting such material to seventh grade pupils, would be thoroughly convinced if it should be their good fortune to see Professor Johnson ^ teach this subject matter to seventh grade boys and girls. Those who have witnessed his success in so 1 See Poore's "Charters and Constitutions," Part II, pp. 1888-1890. 2 The value of using this material is explained by Professor Henry Johnson in his book "Teaching of History," The Macmillan Co. To him the author is deeply indebted for this and other ideas embodied in the suggestions for Habituation Lesson iii ably presenting such material, become filled with enthusiasm and a strong determination to attempt such work in their own classrooms. Before the study of the contents of the charter progresses, three pupils who do accurate work might be selected. These pupils should write on the board any facts considered neces- sary for the making of a map to illustrate the portion of land granted to each company. Conclude the assignment by checking the work written upon the board. Add to, or correct, any facts needed for reference in making the map. Question the pupils to determine how they are going to work to draw this map. The Study of the Assignment. — (Written work.) / or Minimum Assignment. 1. By consulting your geographies and referring to the facts outlined on the board, draw a free-hand map of the eastern coast of the United States, and represent the following : (a) The land to be controlled by the London and the Plymouth Companies. (6) The land open to joint occupation. (c) Indicate the distance from the coast to be controlled by each company. II or Average Assignment. 2. Why did the King name these companies the London and the Plymouth Companies? 3. Give the title, name of the author, and the reference to the exact page of any books in which you can find reasons why King James was eager to establish permanent English lessons on the colonization of America. A careful study of pp. 263-268 of the text mentioned above will give a wealth of suggestion for the development of this work. 112 Supervised Study in History colonies in America. Read each reference carefully before noting it. (Caution pupils against deciding upon the worth of a paragraph by considering its heading only.) /// or Maximum Assignment. (Review work.) 4. What Englishman had previously attempted to plant colonies in the territory now claimed by the London Company ? 5. Briefly tell about the fate of these colonies. Verification. — During the study period the teacher has an opportunity to pass from desk to desk, and prevent serious erroneous impressions by questioning any pupil who has failed to comprehend the points discussed during the assign- ment. A few questions are far more valuable in setting a pupil right than the same amount of time devoted to giving this pupil direct information. Pupils will develop the power to do independent thinking only when the training is of the character to produce independent thinkers. All papers should be collected and inspected by the teacher in order that he may be able to select the best, as well as the ones which con- tain the most glaring errors. These papers should be made the basis of the review for the next day. ^ An Appreciation and Habituation Lesson 113 LESSON XV UNIT OF INSTRUCTION IV. — THE COLONIZATION OF AMERICA. — 2. THE ENGLISH COLONIES IN AMERICA Grade, — Seven A Time, 90 minutes Lesson Type. — An Appreciation and Habituation Lesson Time Schedule The Review 20 min. The Assignment 30 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. A discussion of the facts represented by the maps drawn during the previous lesson. Method. Select the most accurate maps, show them to the class and aid the pupils to recognize the good points about each one. Then select several maps representing aver- age ability, and call upon the pupils to whom they belong for ways in which each could be improved. Leave those which show least accuracy until the study period. A word or two with such pupils in an undertone aids the teacher to determine whether the pupil is entirely at sea, or lacks the power to represent graphically facts which are clearly under- stood. These pupils are thus saved from embarrassment and discouragement when the other maps are exhibited and dis- cussed. Permit the class to judge whether the better ones I 114 Supervised Study in History should be placed in the group of " excellent " maps, or the group of " fair " ones. (Exceedingly poor maps should not be exhibited. More help can be given such pupils as sug- gested above.) Now allow the class to elect two pupils from among those whose maps were judged to be '' excellent." These pupils have the responsibility of drawing a large map on the board, with colored crayon. This map may be left upon the board and used for reference during the study of the Virginia and the Plymouth colonies. It means more to the pupils elected, and to the class as a whole, to have this decision come from the class rather than from the teacher. Teachers who have never attempted this need have no fear that the pupils will be unfair or inconsiderate, if given the opportunity to decide some of these things for themselves. If the policy in the classroom is that of coopera- tion, the pupils will quickly come to realize this fact. They are willing and proud to recognize their leaders in any line of endeavor. This places an added responsibility upon the leaders themselves, who are only too anxious, in order to please the class, to devote any amount of time and energy to the piece of work they have been delegated to do. To the extent to which teachers appreciate the need for such develop- ment and provide occasions for the exercise of initiative, pupils will always measure up to the faith shown in their ability. Conclude the review by calling upon several pupils to sum- marize the important facts gained from the study of the Charter of 1606. This summary may be given by permitting as many pupils as possible to contribute a statement, in the time remaining for the review. An Appreciation and Habituation Lesson 115 The Assignment. — i. The recognition of the new problem. 2 . Instruction in how to judge the worth of statements found in the text. The recognition of the new proUem. Allow the pupils to suggest questions which they consider worthy of investi- gation in studying the English colonies in America. Such questions as the following will no doubt be suggested : Where were colonies planted ? Who founded each colony? What was the object of the colony? What happened in each colony? Write these on the board ; then consider, with the class, the broadness of each one. Tell the pupils that we want to select a question which will meet the needs found in the study of each colony. Through suggestions and questions, help the class to combine their questions into one similar to the following : " Where did the English colomsts settle in America and how did they live ? " This may now become the new problem for consideration. Instruction in how to judge the worth of statements found in the text. Using Mowry's " Essentials of United States History," as an illustration, have the pupils consult the index for the page reference to the London company (page 27). Direct them to read the title of the chapter, then the heading of the first paragraph. Now have them read paragraph 27 silently, and select any statement which does not agree with facts found yesterday in the Charter itself. Have these statements read aloud, if any are found, and by explanation and questions help the pupils to recognize and appreciate the dilTerence between the two. The map on page 27 should be included in this study also. ii6 Supervised Study in History Now proceed to read the next paragraph. Ask what one might expect the paragraph to tell, judging from the heading. Have this paragraph read aloud, a sentence at a time, and discuss the meaning of each one. Explain the meaning of the quotation marks found so frequently on these pages. The pupils will be interested to know that the sentence quoted, " You must observe, if you can, whether the river on which you plant doth spring out of the mountains or of lakes," etc., is quoted from the paper of instructions prepared by Hakluyt for the information of the officers upon landing. Any pupil who is interested in reading more about these instructions should be told to read " Old Virginia and Her Neighbours," Volume I, by John Fiske^ (pp. 71-79)- Another pupil might be re- ferred to the same volume for information about Richard Hakluyt (p. 41-50). This should not be read at this time, but later during the maximum assignment, or outside of school. Show the class that it is impossible always to look up the sources of all these quotations. Much benefit will be derived, however, if pupils are made conscious of the fact that there are many sources consulted by writers of histories. Few pupils who study history realize this fact, unless it is brought to their attention in such a way. Only the two paragraphs (27-28) should be attempted during the brief time allotted. Ask some pupil to state the reasons given in paragraph 28 for sending colonies to America. Call upon another pupil to read only the sentence which tells about the main purpose of the companies. Direct the atten- tion of the class to the footnote on page 29. Ask a pupil to explain the advantage of such notes to the reader. Many 1 Houghton Miflain Co. An Appreciation atid Habituation Lesson 117 other directions might be given. These indicate only the general method of procedure. Study of the Assignment. — I or Minimum Assignment. 1. Fmd the following facts about the colony founded by the London Company in America : (a) The extent of the land called Virginia. (6) The number and character of the settlers, (c) The location and name of the first settlement. {d) The difiiculties encountered. {e) The service rendered the colony by John Smith, one of the Council. // or Average Assignment. 2. Write an account of the Jamestown colony. Tell only such facts as you consider the most important of those studied thus far. 3. Why do we begin the study of the English colonies in America with the study of Jamestown ? /// or Maximum Assignment. Many interesting accounts may be found about the Virginia colony in the source books upon the table. Read as much as you can from any book in the following Hst : ^ Elson, "History of the United States" (Macmillan Co.), \'ol. I, beginning at p. 60. Southworth, " Builders of our Country " (Appleton), Book I, beginning at p. 73. Fiske, "Old Virginia and her Neighbours" (Houghton Mifflin Co.), Vol. I, beginning at p. 80. 'Teachers are strongly urged to use their own initiative in selecting material for collateral reading. The books used as reference in any of the lessons out- lined in this manual are for illustrative purposes only. This has been done in the hope of demonstrating some of the advantages which will be derived by pupils when teachers avoid a rigid adherence to a single text. ii8 Supervised Study in History Hart, " Source Readers in American History" (Macmil- lan Co.), Vol. I, beginning at p. 98. Higginson, " A Book of American Explorers" (Longmans, Green & Co.), beginning at p. 231. Old South Leaflet No. 122, Richard Hakluyt, " Eng- land's Title to North America," from " Discourses concerning Western Planting." Old South Leaflet No. 167, " Captain John Smith's Account of the Settlement of Jamestown." How to Encourage Collateral Reading. — Experience has proved that the following plan will be most beneficial in pro- viding a situation which will result in habit formation : Secure as large a table as available space in the room will permit. Place this either in the front or the rear of the room, as far away from the class as possible, and arrange as many chairs around it as can be accommodated. This may now be used as a reading table, and should contain such material as will be most beneficial to the pupils during the study of any topic or problem. Pupils should be given the privilege of coming to this table and reading any of the books placed there, at any time which will not interfere with their other duties. The study period, however, should be the chief occasion for this work. No better provision for a maximum assignment could be made than to allow any pupil who succeeds in preparing the minimum and average assignments, the privilege of amphfying his impres- sions through such a means. Teachers will find that pupils will eagerly, grasp such an opportunity. They will be anxious to come early in the morning and return early at noon, or ask to take books home in order to read some author they have found especially inter- An Appreciation and Habituation Lesson 119 esting. Insist at all times that all other work required must be well done before the privilege of having access to this material can be granted. Unless this is made very emphatic, pupils will obtain only a superficial knowledge of the lesson assigned in their eagerness to go to the table and read a favor- ite book. This work may easily be controlled, however, and the incentive will, if properly managed, aid in securing better results in all lines of endeavor. The books suggested in the maximum assignment of Lesson XV are only suggestive of one kind of material which may be used for collateral reading. Extensive work of this character will become very well developed in the Eighth Grade and high school, if begun in the Seven A Grade. Such references as Fiske and Higginson may be considered more fitting for older pupils. Children of this age, however, also enjoy working upon something difficult, and if enough other material is supplied, no harm is done by placing such material within their reach. Encourage pupils to bring from home or the public library books which they have found helpful. They often make some very valuable contributions in this way, and it serves to keep them alert and conscious of the need for research con- cerning the topics under discussion. Pupils who make such contributions should be taught to mark the pages found most helpful, by inserting small slips of paper. Individual records of the books consulted in this way will prove at the end of the semester the value of such a plan. This work will be much more effective if it is made possible for teachers to have several copies (at least three) of the same book upon the reading table. Money spent in this way is well spent. Frequent changes should be made in this material as the needs of the class change. It may i)e entirely source material I20 Supervised Study in History at one time ; magazines and newspaper clippings may replace this material ; while standard works of our great authors and poets may later be introduced to the class. An enthusiastic teacher will find many ways to make this part of the child's instruction particularly interesting and helpful to him. If such collateral material is briefly noted by the teacher in the course of study, opposite the topic for which it is selected, much time and effort will be saved in determining suitable material to be used with this and other classes. Suggestions for Further Lessons upon " The English Col- onies in America." — Following the suggestions given in Lessons XIV and XV, a detailed study should be made of at least four colonies. Virginia, Massachusetts, New York and Pennsylvania might be selected as types. Provision for col- lateral reading should be made in as extensive a way as the ability of the pupils and time will permit. A Socialized Reci- tation at the end of the study of each colony would give the pupils an opportunity to review each, as well as to make use of much of the information gained through their collateral reading, A general study of the purpose of the settlement of the other original thirteen colonies, together with any event which particularly influenced the development of all the colonies, should follow the study of the four selected as types. Possibly one lesson would suffice to give the class an understanding of The Government of the Colonies by England. (See unit of instruction IV, 3.) This should be done by means of an Expository Lesson. An opportunity should be provided in the study period for the pupils to determine the form of govern- ment existing in each colony at the close of the period of colonization. It may be found that this topic can be taught A Review aiid Deductive Lesson 121 to better advantage at any time during the study of the colonies. If the question concerning the government of the English colonies in America is raised by the pupils, as a result of any reading or investigation, teach the necessary facts per- taining to this question at such a time, rather than delay the study of this topic until later. The work upon the English Colonies in America might finally be summarized and reviewed by having a map made to represent the extent of the thirteen colonies, and also brief reports given upon the manners and customs of the people during colonial days. A Red Letter Day Lesson, in conclusion, based upon a consideration of leading men of colonial days, should give the pupils an excellent understanding of the events concerning which they need information. If pupils are in- structed to save material for such a lesson, as the study of each colony progresses, much of this work will have been done. LESSON XVI UNIT OF INSTRUCTION IV. -^ THE COLONIZATION OF AMERICA. — 3. STEPS TOWARD SELF-GOVERNMENT IN THE COLONIES Grade, — Seven A Time, 90 minutes Lesson Type. — A Review and Deductive Lesson Time Schedule The Review 25 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 10 min. Time-keeper 122 Supervised Study in History The Review. — Subject Mailer. The Colonial Assembly in Virginia, the Mayflower Compact, and the New England Confederation. Method. Since these three topics generally have been studied, in connection with the study of the colonies, they do not appear at this time as new topics, but rather as old material viewed in a new light. When discovered first, it was in rela- tion to the events of the particular colony or colonies to which each belonged. As reviewed at this time, each event repre- sents a link in a chain of events, finally culminating in inde- pendence and complete self-government. Begin this review by calling upon the pupils to name quickly and in chronological order the events in English history by which the people gained greater rights and privileges. (Stop with the Petition of Rights in 1628.) Now ask the pupils to recall any occasions discovered during the study of the colonies, which indicated an attempt at self-government by the EngHsh colonists in America. The majority of pupils will be able to recall the First Colonial Assembly, the Mayflower Compact, and the New England Confederation. Write these upon the board as each is given. Now direct the pupils to refer to their textbooks for the pur- pose of arranging these topics in chronological order. The cor- rect order should be written upon the board, with the date of each event. Have pupils suggest, also, the proper place for the Petition of Rights and the Bill of Rights. Explain why these are to be included at this time. The final arrangement will appear upon the board in the following manner : A Review and Deductive Lesson 123 Steps toward Self- Government in America 1. The First Colonial Assembly, — Virginia — 16 19. 2. The Maj-flower Compact, — Massachusetts — 1620. (The Petition of Rights, — England — 1628.) 3. The New England Confederation, — New England — 1643. (The Bill of Rights, — England — 1689.) Question the pupils in order to determine how much in- formation they have concerning these events. Although a general study of these topics was made at the time of the study of the colonies, the pupils will quickly discover a need for more detailed information in the light of the new problem. This will lead directly to the assignment. The Assignment. — i . References determined by the pupils for study of the three topics referred to in the review. 2. The discovery by the pupils of the fourth attempt at union and self-government, made by the English Colonies in America. References determined by the pupils. Using such references as Mace's " School History of the United States " ^ and McLaughlin & Van Tyne's " A History of the United States for Schools " ^ as illustration, allow the pupils to find the best references for each of the topics referred to in the review. These references should be written upon the board after each topic when decided upon by the class. Allow- ing a moment or two for the class to use, first, Mace, then McLaughlin & Van Tyne, consult the index, glance quickly at the paragraphs, and select the one judged to be the best. The references suggested may appear somewhat as follows : » Rand, McNally & Co. 2 Appleton. 124 Supervised Study in History Steps toward Self-Government in America 1. The First Colonial Assembly, — Virginia M., p. 32. — 1619. McL. &VanT., p. 47. 2. The Mayflower Compact, — Massachu- McL. & Van T., setts — 1620. pp. 53-54- 3. The New England Confederation — M., pp. 64-65. 1643. McL. & Van T., pp. 72-73. 4. The Albany Convention, — New York M., pp. 126-127. — 1754. McL. & Van T., pp. 117-118. (Topic No. 4 will be added later when discovered by the pupils.) Discovery of the new fact for consideration. Show how the Bill of Rights obtained in England in 1689 satisfied the people. Give also a few other reasons why more than one hundred years elapsed after the New England Confederation in 1643 before the EngHsh colonies in America made another united attempt toward self-government. Men- tion the French and Indian War, without going into an account of its causes. Simply state that this danger which threatened the colonists caused them to attempt a plan of union. This is known as our fourth step toward self-government. If no one in the class has discovered what this was, write " The Albany Convention " as the fourth topic upon the board, and allow the pupils to find the references for this topic, as suggested above. The Study of the Assignment. — / or Minimum Assignment. I. Following the references indicated after each topic A Review atid Deductive Lesson 125 written upon the board during the review and assignment, read each reference carefully. Be able to tell the important facts about each topic. 2. Which book do you consider gives the more detailed ac- count of the New England Confederation? Give the reason for your answer. (Written work.) II or Average Assignment. (Written work.) 3. After reading all the references noted for each topic on the board, which step toward self-government do you consider had the most lasting results? Tell why you think so. /// or Maximum Assignment. 4. Write a hst of any questions occurring to you during the study of the Albany Convention, concerning which you would like more information. Verification. — After determining the number working upon or having completed each part of the assignment, spend the brief time remaining in determining the kind of questions written by those reaching the maximum assignment. The purpose of this part of the assignment is to discover if the pupils realize a need for the study of the Intercolonial Wars.^ 1 Teachers will find Becker's "Begin-nings of the American People," Hough- ton Mifflin Co., of particular value as a reference for personal use during the study of the colonization of America and the Revolutionary War. CHAPTER SIX UNIT OF INSTRUCTION V The Intercolonial Wars When this Unit should be Studied. — If pupils are doing any real thinking, the study of the Albany Convention must have caused them to ask, " Why did war threaten the French and English colonies in America? " or " Why were the French and English colonists such bitter enemies? " or questions of a similar nature. Because these questions seem the natural result of the study of the previous lesson, it is wise to defer the further study of the Steps toward Self-Government in America until time can be given to the consideration of the Intercolonial Wars, culminating in the French and Indian War. Avoid a detailed study of the events of these wars. Spend time, however, in discovering the reasons why the mother countries were enemies. An Expository Lesson might be given to explain : 1 . The rivalry between Spain and England, ending in Eng- land defeating the Spanish Armada ; 2. Between Holland and England, when New Netherland became New York ; 3. Between England and France, beginning with King William's War and ending with the French and Indian War. The first three wars should merely be considered in a general way. The three great disputes mentioned above will explain 126 Unit of Instruction V 127 why the colonies in America took up the struggle. Merely name each war, find the length of time each lasted (dates), and the most important effect upon the colonists. This leads directly to a consideration of such questions as were asked in Lesson XVI. Some details are worthy of con- sideration at this point. One or two lessons might well be devoted to the study of the French and Indian War, in order to make clear the conflicting claims of France and England ; the reason why England wished to strengthen her claim west of the Allegheny Mountains ; men prominent on each side, and the final outcome of the great struggle.^ The most impor- tant points to remember might be summarized by means of a Socialized Review. With the exception of the completion of the Steps toward Self -Government in America, the pupils are now ready to begin the study of the Revolution of the English Colonists. Other steps toward self-government will be discovered as the pupils study the Revolution. As each event is discovered in relation to the war, it also should be recognized as a step toward self- government. Such events need careful consideration at this time. This will aid, however, in later summarizing all which may be con.sidered as steps toward self-government. Pupils will have a better understanding of the development of the spirit of independence, if the steps toward self-government which preceded the Revolution are studied prior to the study of that unit of instruction. » An excellent reference for the study of these wars is Beard-Baglcy, " The History of the American People," Chap. V. Teachers will find the proI)iems listed at the end of each chapter in this text of great value. The authors have suggested a wealth of material which may be used to excellent advantage in the average and the maximum assignments. 128 Supervised Study in History LESSON XVII UNIT OF INSTRUCTION VI. — THE REVOLUTION OF THE ENGLISH COLONISTS IN AMERICA Grade, — Seven A Time, 90 minutes Lesson Type. — Inductive and How to Study Lesson Time Schedule The Review 15 min. The Assignment 40 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 5 min. Time-keeper The Review. — Subject Matter. " The Rights of English- men " in England and America. Method. Devote only a brief time in questioning the pupils in order to have them recall the ways in which the Eng- lish people gained their liberties and what rights were granted. Several points which will particularly emphasize the essential facts to be kept in mind may be written upon the board. The names of pupils who previously had difficulty with these topics may be added. These pupils then become responsible for reciting upon the topic indicated. Socialize the work by allowing other pupils to supplement the answers given, through questioning the pupils who have recited, or by adding facts themselves. Since this subject matter has been studied in detail, and re- viewed on several previous occasions, a very brief review should be devoted to it at this time. It should be brought up here in Inductive and How to Study Lesson 129 order to help the pupils realize the connection between these events and those to be given consideration in future lessons. The Assignment. — i. The Problem. What events in England and the colonies are considered to be the causes of the Revolutionary War? 2. Collection of data concerning this problem (teacher and pupils working together). 3. Organization of these data into remote or immediate causes. The Problem. Tell the class that before we can study the war itself, we must thoroughly investigate the causes of this war. This will lead us to the consideration of certain events. Ask the class to suggest the wording of the prob- lem which demands investigation. Something similar to the above will be obtained, which may be accepted or modified as the occasion demands. Write this upon the board for con- sideration as the lesson develops. Collection of Data. Greater benefit will be derived by the pupils if the teacher works with the class, than if an attempt is made, through an expository lesson, to explain some of these conditions. Select a textbook which gives a vivid and accurate portrayal of these events. If only one set of books is available, and this set seems inadequate, use a single book instead. Referring to Dickson's " American History for Grammar Schools " ^ as an illustration, the teacher might first read to the class Chapter VIII (pp. 148-150), which briefly summarizes the situation in the colonies previous to the Revolutionary War.^ Follow this by a careful consideration of the contents * Macmillan. • See also Bcard-Bagley, " The History of the American People," Chapter VII. K 130 Supervised Study in History of Chapters IX and X (pp. 1 51-158). Call upon different members of the class to read these pages aloud. Stop any pupil from time to time in order to have the meaning of some word looked up and explamed, or to give them an oppor- tunity to question about any point that is not clear. Do not allow pupils to read aloud for an indefinite length of time without being interrupted at the end of every paragraph or two, or even more frequently, if necessary, in order to make sure that real thinking is being done. As the different events mentioned in the text are read, discussed by the pupils, and frequently elaborated upon by the teacher, those which have a direct relation to the problem should be written on the board under the problem. Call particular attention to chapter headings and margmal notes. If it is impossible to cover the facts contained in Chapters IX-X during the time for the assignment, discontinue the work wherever most advisable, and take up the new work at this point upon the following day. Be sure that the pupils have a clear impression of the condition of affairs discussed. The detailed study of these events will be provided for in the study period. The chief point to be kept in mind during the assignment is to discover what some of the events were which led to the revolution of the colonists. Organization of Data. First have the meaning of the words " remote " and " immediate " (or " direct " and " in- direct," whichever are preferred) looked up by the pupils. Now help them to see that there was a gradual accumulation of reasons which finally caused the colonists to resist the mother country. Strongly emphasize the fact that the colo- nists entered the war in order to defend their rights as EngUsh- men, and not to gain their independence. Pupils are often Inductive and How to Study Lesson 131 given very erroneous impressions unless this point is constantly kept in mind. Briefly consider the topics written on the board under the problem, in order to determine whether they should be classi- fied as remote or immediate. Show why a study of the remote causes must precede that of the immediate causes. Conclude the assigrmient by writing the term " Remote Causes " above the topics on the board, when accepted by the class. The Study of the Assignment. — Directions. '* Consult the index of each book found upon your desk for information upon the topics hsted below. Read all references carefully in order to find answers to the questions under each topic. Be ready to hand in at the close of the period, a Hst of the references discovered and the pages consulted for each topic." / or Minimum Assignment. Some of the Remote Causes of the Revolution. 1. The Navigation Acts. 1645. {a) Learn four ways in which these acts injured the col- onies. (6) In what ways did the colonists disobey these acts ? 2. The Writs of Assistance. 1761. {a) What term commonly used to-day might be applied to these writs of assistance ? (6) Why did England pass this law ? 3. The Stamp Act. 1765. {a) What was the purpose of this act? (6) How was it received by the colonists and why? (c) Be able to give an account of the Stamp Act Congress. {d) What was the final result of the resistance the colo- nists made to this act ? 132 Supervised Sttidy in History II or Average Assignment. Find all the information you can about the character of King George III. III or Maximum Assignment. Read as much as you can from the following books found upon the table : Hart, "Source Readers in American History " (Macmillan), Book II. 1. "A Furious Mob," by Thomas Hutchinson, pp. 153-156. 2. " What our Ancestors did for us," pp. 157-158. 3. " Do not Tax the Colonies," by Benjamin Franklin, pp. 158-162. 4. '' Royal Personages," by Samuel Curwen, pp. 223-227. 5. " An American Belle at Court," by Margaret Hutchin- son, pp. 189-191. Southworth, "Builders of our Country" (Appleton), Book II. 1. " God Save the King," pp. 1-4. 2. " The First Breach," pp. 5-8. 3. " The Stamp Act," pp. 9-12. Beard-Bagley, "The History of the American People," Chap. V and Chap. VI.^ (Macmillan.) It will be impossible for any pupil to read all the references listed above in the time left after completing the study of I and II. It is well to give the pupils such a Hst, however. It helps to create a desire to do more extensive reading. The » The teacher should give the definite page reference to the portions of these chapters which pertain to the topics under consideration. The exact page references to the Beard-Bagley History cannot be included in this manual, due to the fact that the author read the text when only in manuscript form. Inductive and How to Study Lesson 133 table where such material may be obtained will thus become the most popular place in the room. Pupils will be eager to take these books home in order to complete these articles. Interest in material available in school, home or public library, will be aroused ; and the teacher will find that instead of be- ing a teacher of facts only, the study of history has now be- come the means by which habits are formed, — habits which will enrich the lives of every boy and girl, both for the present and the future. What teacher can fail to find a genuine satis- faction and comfort in watching the mental development of boys and girls when given such training ? This lesson indicates how the study of the Revolution may be begun. It should be followed by a similar lesson or several such lessons, if necessary, in order to give the class a thorough understanding of the causes, both remote and immediate, which made the Revolution inevitable. Keep constantly before the minds of the pupils the previous loyalty of the colonists and their desire to be faithful subjects. Show how the violation of their rights as English subjects brought about the final struggle for independence. The opportunity for the pupils to realize the spirit of the times, by means of access to such source material as referred to above, will do much to stimulate the class during the study of the Revolutionary War. A lesson on the " Defenders of the American Cause " will also help to give the class a clear idea of the great leaders of that time. Such men as Samuel Adams, Patrick Henry, Benjamin Franklin, James Otis, John Adams, Robert Morris, and others in America, as well as William Pitt and Edmund Burke ^ in England, should be studied. Urge the pupils to do more than fmd biographical sketches of these men. • See Beard-Baglcy, " The History of the American People." 134 Supervised Study in History Encourage and help them to find material which will give an idea of each as a leader in the community in which he lived. One of the best ways to teach good citizenship is to give the pupils an opportunity to become acquainted with the leading men of the past, in the same way that we learn to know the great men of the present. The study of Current Events helps the pupils to become familiar with the leaders of the present, and this knowledge will aid them to understand the ideas and principles upheld by the people of the revolutionary period as portrayed in the lives of some of the leading citizens of those times. After making a careful study of topics similar to those men- tioned above, enough attention should be given to such events as the Battles of Lexington and Bunker Hill, to give the class an accurate knowledge of the situation at that time. This should be followed by a study of the Declaration of Inde- pendence, and how it changed the purpose for which the colonists were fighting. In general, a detailed study of campaigns should not be made. The British plan to gain control of the Hudson, how- ever, requires special consideration, and as many lessons should be planned upon this point as are found to be necessary. Many other facts may be explained by the teacher. Maps and pictures should be used wherever they will help in present- ing such facts more clearly. A Socialized Lesson 135 LESSON XVIII UNIT OF INSTRUCTION VI. — THE REVOLUTION OF THE ENGLISH COLONISTS IN AMERICA Grade, — Seven A Time, 90 minutes Lesson Type. — A Socialized Lesson Time Schedule The Review 30 min. The Assignment . 20 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The Struggle for the Hudson River. Method. The plan submitted for the review of this lesson is one which was employed by Miss Mildred Hunt, a teacher of history in the Washington Junior High School, Rochester, N. Y. One of her classes, a Seven A Grade, had just com- pleted the study of Burgoyne's invasion and the British plan to gain control of the Hudson River. In order to review this before taking up a new topic in the assignment, the review was socialized in the following way : A large circle had previously been drawn upon the board. This circle contained as many radii as there were pupils in the class. Each radius was numbered. A very brief explanation of the use to be made of this circle was given to the class. The teacher told them she had prepared some questions which she was eager to see how accurately they could answer. They 136 Supervised Study in History might call the circle on the board a wheel. Each spoke in the wheel would represent a pupil in the class. The wheel would show at the end of the period how accurately the ques- tions had been answered. The pupils were then given the privilege of electing some member of the class to act as " wheelwright." The duty of the pupil, elected to take charge of the wheel, was explained in the following manner : " The pupil having question ' one ' will rise and read it to the class. The wheelwright will then call some number represented on the wheel. The pupil having the correspond- ing number will then become responsible for answering the. question. This pupil will pass to the front of the room and face the class, while reciting. At the close of this recitation, any pupil in the class may have the privilege of questioning this pupil. (Miss Hunt herself controlled this period of questioning, rejecting any questions which had been previ- ously asked or which were not to the point.) If the pupil-^ called upon by the wheelwright can answer the question read,* together with the questions later asked by the pupils, the spoke representing this pupil may remain in the wheel ; other- wise, it must be erased." The class then elected their wheelwright. (Rules of parlia- mentary procedure are always followed in these elections.) The pupil elected took his place at the board ; the slips of paper containing the questions written by the teacher were passed. Each pupil was quickly given a number, and the class was ready to begin. Not more than five minutes of the time had been consumed in the explanation of how to conduct the review, and in the election of the wheelwright. The voting, always done by the A Socialized Lesson 137 quickest method (raising hands or a rising vote), required very little time. (Nominations are usually limited to two pupils, one boy and one girl, if the pupils are not segregated.) A period of about half an hour then ensued, during which there was the liveliest and best kind of exchange of ideas and challenge of statements. Each pupil whose number was called made every effort to keep his spoke in the wheel. This group of boys and girls successfully demonstrated the power gained through this way of working. Every child was alert, watch- ing for a point to question or an inaccurate statement to challenge at the close of the recitation of each pupil. The accuracy and breadth of information equaled and often exceeded that of much older pupils, taught by more formal methods. A great variety of references were quoted or sen- tences read to prove a statement. A splendid spirit of cooperation and good fellowship pre- vailed throughout the period. Pupils who were not suffi- ciently informed to earn the spoke in the wheel met defeat in the right spirit. In one instance the generosity of the class was plainly demonstrated, when a small girl, who was greatly embarrassed, made a few slight inaccuracies in her answers to questions asked her. The class agreed that her spoke should be left in the wheel because she had made such an effort to answer all their questions. Some one suggested that in order to make this fair to the others, a small portion of her spoke might be erased to indicate that it was broken. This was accepted by the class, and everyone seemed pleased with the decision. It is needless to say that every pupil enjoyed this work, and was greatly benefited by it. At the close of the period, the wheel showed very few spokes to be counted as missing or 138 Supervised Study in History broken. The accuracy and extent of the knowledge upon this question proved the abihty of the class to pass successfully a severe examination upon the facts pertaining to this topic. Continued practice in this kind of work develops something greater than an accurate knowledge of history. It develops character. The Assignment. — i. Explanation given by the teacher. 2. Recognition of the new problem. Explanation Given by the Teacher. Using maps and pictures as previously suggested, the teacher might now give the pupils an idea of what was taking place in Washington's army, about the time the British were trying to gain control of New York State. A definite conception can be obtained by the pupils, if Washington's and Howe's movements are traced on maps as a brief explanation is given. Conclude this descrip- tion by locating the position selected by Washington after Howe gained Philadelphia. Recognition of the New Problem. A few moments might now be allowed for each pupil to decide what he considers the most important question to be answered at this time. Allow each pupil to state his question. There will doubtless be a great variety of these questions, many of which will need to be deferred until later. Those who have wondered what Washington did after he retreated to Valley Forge, or why he did not again attack Howe, will give the teacher the oppor- tunity to show the need of more definite information concern- ing these points. If any one of the questions asked by the pupils can be used as the problem to be considered by the class as a whole, it should be accepted and written on the board. The following may be used as an illustration : Why did Washington spend the winter of 1777 at Valley Forge? A Socialized Lesson 139 Study of the Assignment. — I or Minimum Assignment. 1. Consult the index of the book found upon your desk for all references upon " Valley Forge." Read these references carefully. 2. Copy any statement you find which tells why Washing- ton stayed at Valley Forge during the winter of 1777. Note the page and paragraph containing each statement. 3. Tell two ways by which the soldiers were greatly encour- aged before the close of the winter of 1 777-1 778. (Note pages.) 4. Make a list of all the reasons you can find which tell why the soldiers suffered so severely during this winter. // or Average Assignment. 5. What condition other than the suffering of the army caused Washington great anxiety at that time ? /// or Maximum Assignment. 6. Name as many men as you can who did all in their power to aid Washington during this war. Tell in what way each gave his services. Possible References. Dickson, " American History for Grammar Schools," pp. 212-218 (Macmillan). Elson, " History of the United States," pp. 283-289 (Macmillan). Verification. — After determining how many were working upon each part of the assignment, give the remaining time to discovering what the pupils did in answering i, 2, 3 and 4, under the minimum assignment. This will determine the kind of review needed in the next lesson. Pupils need a great deal of training in work of this character. A review where books are used and pupils are guided to select the statements I40 Supervised Study in History required, is often of the greatest advantage to weaker pupils. A brief inspection of the papers will inform the teacher con- cerning the number who have been unable to select the correct sentences in answer to such a direction as I, 2. If the majority of the class successfully accomplish this, they might be given some special reading for the first part of the time for the review the next day, while the teacher works with those who particularly need help. Suggestions for Other Lessons upon Unit of Instruction VI. — Lesson XVIII may now be followed by a lesson upon Aid from France. There is no better way of presenting this than through a discussion of present-day affairs. The neutrality of the United States, at the beginning of the World War now being fought, the aid given to Belgium, the great loans to the Allies, and the entrance of the United States into the war, — all these should be referred to in order to help the pupils see more vividly the situation in America when France openly came to the aid of the new repubhc. It is assumed throughout these lessons that a very systematic study is being made of Current Events. Such topics as the above have, of necessity, been given careful consideration during the Current Events periods. Teachers will, however, naturally refer to present-day conditions, wherever they will aid in making the past more real to the pupils. More detailed suggestions for the teaching of current events will be found under the lessons outlined for the Eighth Grade. The lesson on Aid from France may be followed by a con- sideration of the services rendered the nation by such foreigners as Lafayette, Steuben, Kosciusko, and others. A study of the Siege of Yorktown, the Surrender of Cornwallis, and the results of the war, then concludes the work upon the revolu- A Socialized Lesson 141 tion of the English colonists in America. Summarize this unit of instruction by giving a Red Letter Day Lesson upon the Heroes of the Revolution. Now go back to unit of instruction IV (4), Steps toward Self -Government in America, and review the topics discovered during the study of the Revolution, which also have a relation to this question. A detailed consideration of the Articles of Confederation, and a brief glance at the Constitution of the United States then concludes the study of the subject matter outlined for the Seven A Grade. (See units of instruction IV, V, and VI.) PART TWO THIRD SECTION — EIGHT B GRADE CHAPTER SEVEN THE EVALUATION OF THE COURSE OF STUDY FOR AN EIGHT B GRADE How to Evaluate the Subject Matter. — In determining the portion of American history to be covered by an Eight B Grade, units of instruction VII, VIII, IX, and X may be considered as the amount to be accomplished, together with Civics and Cur- rent Events, during a semester of twenty weeks. Units VII, VIII, and X each require about one-fifth of the time ; the re- maining two-fifths may, therefore, be devoted to unit IX. The subject matter suggested under each unit of instruction merely illustrates in a general way, without attempting to give a detailed outline, the more important topics which are to be given detailed study. The type lessons, previously outlined, may contain suggestions which. can be applied in planning lessons for an Eight B Grade. In fact, pupils of either the Eight B or Eight A Grades, who have never been given this kind of instruction, are found to be as woefully in need of being taught how to study as younger pupils. Lessons which should Follow the " Preview." — The con- sideration of the Steps toward SelJ-Government in the Colonics, at the close of the Seven A course, has furnished an excellent background upon which to base the study of A Need for a Stronger Government. In considering this problem give at least four lessons. Socialize these first lessons as much as possible, in order to determine what the possibilities are with the new class. L I4S 146 Supervised Study in History These lessons may be considered as preliminary to the work of the semester. They afford both the teacher and pupils an opportunity to become acquainted. The pupils are eager to experience the difference in ways of working, while the teacher utilizes these first lessons to determine the mental cahber of the class. Pupils who belong to any one of the three groups previously described gradually become classified as the work progresses ; and subsequent lessons may be made as difficult as conditions will permit. LESSON XIX UNIT OF INSTRUCTION VII. — THE CRITICAL PERIOD. MAKING THE CONSTITUTION Grade, — Eight B Time, 90 minutes Lesson Type. — An Inductive and Socialized Lesson Time Schedule ;^ The Review 30 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 10 min. Time-keeper The Review. — Subject Matter. Topics studied under " A Need for a Stronger Government." Method. Since the purpose of this review is to summarize all the important facts taught during the several lessons upon A Need for a Stronger Government, socialize the lesson by conducting this work in the form of a contest. The following An Inductive and Socialized Lesson 147 topics might be written upon the board previous to the en- trance of the class : The Need for a Stronger Government 1. Weakness of Congress under the Articles of Confedera- tion. 2. The disagreements among the states. 3. Shays's Rebellion. 4. The Northwest Territory and the Ordinance of 1787. 5. Steps toward a more perfect union. The teacher should permit the pupils of each row to choose a representative. He might then appoint two judges to represent the entire class. Chairs should be placed for the several representatives, in the front of the room facing the class. The judges should also be given seats apart from the rest of the class, preferably at one side, where they can easily see and hear every member. A brief explanation should be given the class before begin- ning the review, in order that all may clearly understand the responsibility of each member toward the success of this part of the lesson. The teacher may now call upon any one of the representatives to give a complete discussion of the first topic on the board. The pupil called upon should rise, and, after giving the source of his information, recite in as accurate a manner as possible. ' The row of which this pupil is a representative also becomes responsible for giving him any aid. When his recitation is completed, any pupil in his row may have the opportunity to help him by standing and correcting any error, or by adding any information omitted. If a pupil attempts to correct a 148 Supervised Study in History point which was not an error, it counts one point against his row, and should be recorded by the judges. The teacher may need to supervise the work done by the judges in order to avoid mistakes, and thus prevent disagreement. When the members of this row have completed their state- ments, any pupil in any of the other rows who has noticed an error which was not corrected, or can make a further addition, may rise and after being given permission by the teacher, may question the representative to see if he can correct the error or give the required fact. Any error the representative now makes counts one point against his row. In the same way, a pupil who attempts to add a statement which has already been given, or to correct a point which was not inaccurate, loses a point for his row. In the same manner call upon representatives of each row for a discussion of one of the topics upon the board. If any vital point is omitted the teacher has an opportunity to make a statement or add a question when the pupils are no longer able to check further points. Under ordinary conditions there will be very little remaining for the teacher to question. Conclude this review by calling upon the judges for their report. This report should tell the points checked against each row. The row having the fewest points receives the credit of doing the most accurate work. The Advantages of this Form of Socialized Review. — Teachers will note several benefits from this method of review. 1. The pupils see the need of accurate information. 2. Every pupil must be alert all the time. For the good of his own reputation and that of his fellow classmates, he cannot afford to be inattentive or a " dreamer." 3. The *' contest " element strongly appeals to boys and An Inductive and Socialized Lesson 149 girls alike. The spirit of a " game " greatly aids in holding the interest and attention of all. 4. Many opportunities are afforded for the development of initiative and the training of judgment. 5. Pupils learn to '' play fair " and respect the rights of others. 6. The thinking is not all done by the teacher. 7. The pupils learn to exercise self-control. 8. The amount of real thinking done and facts reviewed is much broader than by the formal question and answer method. 9. The teacher's personaHty does not dominate the entire situation. 10. The pupils are being trained in habits of good citizen- ship. The Assignment. — i. New work developed by the teacher and problem for the lesson discovered. 2. Brief statement of situation given by the teacher. New work developed by the teacher. Question the pupils to see what their present knowledge is concerning such terms as " Congress," " Senate," " House of Representatives," etc. Discover whether the pupils know how the representa- tion in the Senate and House of Representatives is controlled. Write these terms on the board as each is discussed. Even though the pupils have not yet studied the Government of the Nation, they have a general knowledge of many of these facts through their study of current events. Defer the answers to many of the questions. They should simply be asked in order to stimulate thinking upon these points. The pupils no doubt will know that the power to regulate national affairs is embodied in the Constitution, but they 150^ Supervised Study in History need to discover the circumstances under which these provi- sions were made. Ask several questions, such as : Why are there two houses in Congress? Why are the states represented in the Senate, and the people in the House of Representatives? How were the laws made by Congress to be enforced ? Tell the class that these and many other great problems were solved by the delegates to the convention which met at Phila- delphia in 1787. If the pupils are now asked what they would like to know about this convention, they will give such a problem as the following : How did the delegates to the Philadelphia Convention make the Constitution, and how did it become " the Supreme Law of the Land " ? Brief statement of situation given by the teacher. Very briefly but vividly portray to the class the election of delegates by all the states (except Rhode Island) ; name some of the leading delegates ; mention the disadvantages in traveling at that time, and the length of time required for some of the dele- gates to reach Philadelphia. Picture the assembling at Phila- delphia, and the scene in Independence Hall when the con- vention was called to order. A statement or two concerning the first step accomplished by the delegates, and the difficulties encountered, should complete the assignment. The pupils have thus been given a glimpse of the conditions under which the convention began its work. They now will be eager to determine what the difficulties were which the delegates encountered, and how they succeeded in over- coming these difficulties. This will constitute the work for the study period. Study of the Assignment. — Directions. " Read very care- An Inductive and Socialized Lesson 151 fully each question written below. Keeping these questions in mind, and referring to them frequently as you read, consult the index of the texts upon your desk, and read all references you can find upon Making the Constitution. Then answer the questions by writing a short composition. Select your own title for this story, and be sure it describes all points contained in these questions." / or Minimum Assignment. 1 . Give the time and place of meeting of the delegates chosen by the states to revise the Articles of Confederation. 2. What decision was made concerning the Articles of Con- federation ? 3. Tell about the three great disputes which arose when the delegates attempted to frame a new constitution, and explain how each was finally settled. Reference: — Dickson, "American History for Grammar Schools." // or Average Assignment. 4. Name some of the leading delegates at this convention, and tell who among them took the most active part in framing the new constitution. References: — Woodburn & Moran, "Elementary Ameri- can History and Government." Beard-Bagley, " The History of the American People." Ill or Maximmn Assignment. 5. If, while reading either of the texts mentioned above, you discovered any important additional facts, briefly men- tion them and give your reason for considering them im- portant. Verification. — Urge the pupils to bring to class, the follow- ing day, any pictures, books, newspaper or magazine articles 152 Supervised Study in History containing accounts of the making of the constitution. Refer them to such references as those given on page 257, Dickson. These references are all excellent for collateral reading. Per- mit them to report upon this reading during the review for the next lesson. Conclude the lesson by directing all pupils to refer to the text selected for the minimum assignment (Dickson), and to read the last sentence in the second paragraph on page 251. This sentence should be read aloud. Then refer to the text used in the average assignment (Woodburn & Moran) , and read the note at the bottom of page 1 7 5 , f or comparison. Show how one text supplements the other on this point. Urge the pupils to bring to class any book which contains a facsimile of the sig- natures of the delegates who accepted the constitution. LESSON XX UNIT OF INSTRUCTION VII. — THE CRITICAL PERIOD. MAKING THE CONSTITUTION Grade, — Eight B Time, 90 minutes Lesson Type. — Deductive Lesson Time Schedule The Review 25 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The facts studied in the previous lessons concerning the "Making of the Constitution." A Deductive Lesson 153 Method. The first part of the review should be devoted to a discussion of the papers written during the study of the previous lesson. The teacher might read sentences or para- graphs to illustrate certain points, such as pupils not answering the question asked, inaccurate statements and incomplete answers given, or any point needing further explanation. The pupils should be called upon to tell how these points should have been given. The three disputes which were settled by compromises might be written upon the board. A list of words found among the compositions, concerning which the teacher questions the pupil's knowledge, might also be written upon the board, and the dictionaries consulted for the meaning. The best papers should be exhibited in the room for a short time. The latter part of the review should be given to reports made by individual pupils, upon any collateral reading done since the lesson of the previous day. The sources of this reading should be written upon the board. Urge the pupils to tell why the particular topic reported upon was selected. The teacher should be prepared to give the class aid if they have been unsuccessful in obtaining material, by placing upon the table certain texts to be consulted whenever an opportunity is afforded. (See list at end of lesson.) The Assignment. — i. Recognition of the fact that the problem for consideration has been only partly solved. 2. A brief consideration of Article VII of the Constitution. 3. Necessary explanation in preparation for the study period. Recognition of the fact that the problem is not yet solved. The problem considered in the previous lesson should be restated by a member of the class, and written upon the 154 Supervised Study in History board. Now ask the pupils their opinion concerning the solution of this problem. Determine whether they consider it has been solved in full or in part. If the class agrees that the first part only has been settled, ask for a statement of what is still to be determined before the problem may be considered as solved. The pupils will read or restate the latter part of the problem. "How did it (the Constitution) become the supreme law of the land?" Article VII of the Federal Constitution. This leads directly to a consideration of the adoption of the Constitution by the delegates and its ratification by the states. Write the words " adoption " and " ratification " upon the board, and have each pupil consult his dictionary for the meaning. Direct the pupils how to find a copy of the Constitution itself (any text may be used for this purpose). Give the class sufl&cient time for all to find Article VII ; then call upon some one to read it aloud. Encourage the pupils to ask questions concerning any point. Devote a few moments to a brief study of the list of names signed below Article VII. Necessary explanation in preparation for the study period. One or two statements will help the pupils to realize why such a length of time intervened between the adoption of the Constitution and its final ratification by at least nine of the states. This will help them to understand the subject matter to be studied during the study period. The Study of the Assignment. — I or Minimum Assign- ment. Ratification of the Constitution : Consult the index of the first book given as reference for this lesson. Select all references upon the above topic, and read each carefully, paying special attention to the following points : A Deductive Lesson 155 1. The means employed to inform the people concerning the Constitution. 2. The two parties formed and why. 3. Leaders who defended the Constitution. 4. Other leaders who opposed it. 5. The first state to ratify the Constitution. 6. Other states which followed. 7. The efforts of Hamilton in New York State. 8. The reasons why North Carolina and Rhode Island were so late in joining the union. Possible Reference : — Dickson — " American History for Grammar Schools," Chapter XXIV (pp. 258-261). // or Average Assignment. Chief Provisions (Written work) : 9. What did the new Constitution do for the country? 10. Does the Federal Constitution of to-day differ from the Constitution ratified by the states in 1 788 ? Give reasons for your answer. Possible References : — Montgomery — " Leading Facts of American History " (pp. 175-176). Beard-Bagley — "The History of the American People." /// or Maximum Assignment. The Preamble to the Constitution : 11. Consult your dictionary for the meaning of the word " preamble." 12. Find the Constitution in one of the books upon your desk, and memorize the " Preamble." Verification. — After determining how many were work- ing upon each part of the assignment, permit one or two I)upils to recite the Preamble to the Constitution. The pupils who did not reach the ma.ximum assignment might follow 156 Supervised Study in History this recitation by reading from their own books as a pupil recites. Before dismissing the class, inform the pupils that the review for the next day will consist of reports which will be given by pupils who wish to volunteer to recite upon any interesting item found during the silent study period of the previous lesson. Permit the pupils to verify their statements by reading short passages from any of the sources consulted. The following books might be placed upon the table at the disposal of the class, and the page references either written upon a slip placed in each book, or the entire list written upon the board : Elson — " History of the United States " (Macmillan), Vol. II, Chapter XVI (pp. 327-337)- Bancroft —" History of the United States" (Appleton), Vol. VI. (Pupil to make his own selection.) Coffin — " Building of the Nation " (Harper's), Chapter I (pp. 13-26). Old South Leaflet No. i, " The Constitution of the United States." Old South Leaflet No. 70, " Debate on the Suffrage in Congress." Southworth — " Builders of our Country" (Appleton's) , Book II (pp. 103-105). Guerber — " Story of the Great Republic " (American Book Co.) (pp. 21-31). A Review Lesson 157 LESSON XXI UNIT OF INSTRUCTION VII. — THE CRITICAL PERIOD. MAKING THE CONSTITUTION GiLA.DE, — Eight B Time, 90 minutes Lesson Type. — A Review Lesson Time Schedule The Review 30 min. The Assignment 20 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. A summiary of all impor- tant facts studied in considering the problem of the two pre- ceding lessons. (See Lessons XIX and XX.) Method. The pupils were informed at the close of the preceding lesson that they might volunteer to contribute some- thing interesting, during this review. They now might be given permission to elect a chairman, who should preside during this part of the lesson. Any pupil wishing to contrib- ute some interesting fact might write his name upon a sUp of paper. These papers should be collected and given to the chairman. The review should be conducted according to parhamentary procedure. The chairman should call a name written upon one of the slips. The pupil whose name is called should rise, address the chair, and tell the topic upon which he wishes to report. If given permission by the chairman, this pupil should pass to the front of the room, face the class, give 158 Supervised Study in History the source of information, and then either briefly tell or read the topic selected. As soon as the first pupil has completed his report, the chairman should immediately caU upon another pupil. This method of procedure should be continued until the time-keeper calls "Time." It is safe to assume that the time will be too brief for all reports to be given. In such a case, the same work might be continued upon the following day. Interest will be added if the teacher also contributes some brief statement. Bancroft's "History of the United States " ^ contains some interesting statements which are worth bringing to the attention of the class. It often happens that a topic, selected by a certain pupil, is reported by another before the first pupil has been called upon by the chairman. In such a case the first pupil should be urged to make another selection. It is interesting as well as gratifying to see how well pupils meet such an emergency. The Assignment. — I. The preparation of material to be recorded in the notebooks. Notebooks. How to use them. Nothing has been said in previous lessons regarding the matter of notebooks. It is recognized as being a question concerning which there is a great difference of opinion. Some teachers feel that every fact contained in the course of study should be recorded by the pupils in their notebooks. The ways in which they are recorded are doubtless as varied as the reasons which might be given for requiring this work. Other teachers go to the opposite extreme, and require no notebook work. Here again may be found a variety of reasons why such work is considered unnecessary. It is evi- dent, therefore, that there are many arguments both in favor of and in opposition to the matter. 1 Appleton, Vol. VI, pp. 305-367- A Review Lesson 159 For the benefit, however, of those who do favor the pupils keeping notebooks, a lesson of this character offers an oppor- tunity to give this matter some consideration at this time. What may be expected of Seventh Grade pupils. Let us go back for a moment and think of this matter in relation to our younger girls and boys of the Seventh Grade. What may we reasonably expect them to do in the way of notebook work ? Is our chief aim with these pupils that of teaching them painstakingly to note all facts studied, either in outline form or paragraph form (usually dictated by the teacher) ; or have we the greater aim of teaching our boys and girls actually to love history ? If this is our purpose, it then becomes our duty to help them understand history. Will a child necessarily love or understand history if he is required to keep accurate notes of all events studied ? If then we are fully conscious of our purpose, we shall control this work in such a way that our notebook work will serve as a ''means," rather than as an "end." How notebook work may be undertaken with Seventh Grade pupils. It is not necessary to have notes recorded every day. Neither is it wise to allow too long intervals to elapse, and then spend an entire period or more in copying " back notes." Use the notebook for anything which is worth recording and require such notes, whenever the occasion demands. Do not attempt long, systematic outlines with pupils of this age. Too much time is required, and the pupils arc not sufficiently developed to realize the worth of such outlines. Long para- graphs, as well as long lists of dates, dictated to be memorized, also defeat the greater purpose of history teaching. Train the pupils to record facts in brief statement form, or in the simplest outline form. A combination seems highly i6o Supervised Study in History desirable. Such topics as The ways in which the English people gained their liberties, and Steps toward self-government in America should be entered in brief outline form, while short sentences would be a better means of recording such topics as Result of the French and Indian War. Allow the pupils to suggest topics which they think need a word of explanation or a statement for future reference. The date of each entry might be worth noting. It may be a valuable aid for future reference, and it trains pupils to be systematic. Brief notes should occasionally be dictated. Pupils need this training. If notebooks are required, insist that they shall be well done. A child learns to have little respect for anything which he is permitted to do in a heedless, careless manner. Time spent in such work is worse than lost, as it results in the formation of bad habits. Above all things, encourage Seventh Grade pupils to keep an individual record of any books which have been consulted, in addition to the regular text. A separate place in the note- books might be devoted to this purpose. Do not discourage the pupils from entering anything they consider valuable, provided the item is given a heading or the title and is neatly recorded. Especially encourage pupils to collect pictures or clippings pertaining to the topics studied. These, pasted in the note- book, together with a word or two in explanation, have far more value and interest to the child than pages containing formal outlines. A notebook belonging to a Seventh Grade pupil, when finished at the end of a semester, should be very largely composed of notes of the character described above, the greater portion containing pictures, brief statements, and very simple outlines. These pupils will then be able to under- A Review Lesson i6i take more difficult work in the Eighth Grade. For further suggestions upon notebook work, see lessons outlined for the Eight A Grade. 2. The preparation of material to be recorded in the note- books by pupils of the Eight B Grade. Pupils of this grade should be able to do more systematic work than those of the Seventh Grade. The teacher and pupils should now work together, and through the suggestions of the pupils and the guidance of the teacher, a cooperative outline should be worked out and written upon the board. Here, again, the outline should be kept quite simple. A complicated outline of many subdivisions is not necessary. Pupils should be taught to recognize the value of careful organization. This is one of the chief advantages of outline work. The arrange- ment, in an orderly manner, of all important facts, may be made to much greater advantage when the teacher works with the pupils, instead of permitting them to struggle alone without proper direction. They will soon gain power enough to do more of the work independently, and may then be en- couraged to do so. An outline prepared in such a cooperative way is far more valuable to the pupils than one dictated by the teacher. Notes prepared in this way, which briefly summarize the important points studied in the consideration of each problem, will furnish a very good topical outline of each unit of instruction taught. Study of the Assignment. — I or Minimum Assignment. 1 . Copy in your notebooks the outline prepared and written upon the board during the assignment. 2. Select any topic in this outline which you consider one of the most important, and write at least two paragraphs about it. 1 62 Supervised Study in History II or Average Assignment. 3. Copy your list of books from which you have done any collateral reading upon this question. Give the pages read in each. /// or Maximum Assignment. 4. Supplement these notes by pasting into your book any pictures or clippings you have found relating to this question. Verification. — It will be easy for the teacher, when passing around the room during the period for silent study, to de- termine whose notebooks look the best ; also to select those who have the best accounts, clippings, or pictures. These pupils should be allowed to go to the front of the room and exhibit their books to the class. One or two of the best paragraphs might also be read aloud. This will stimulate other pupils to greater effort. Emulation is strong with pupils of this age. The three lessons planned on the topic " Making the Constitution " are illustrative of the kind of work which might be done on other topics of equal importance. Suggestions for Further Lessons upon Unit of Instruction VII. — The lessons upon Making the Constitution should be followed by several lessons upon Starting the new government. There are many interesting accounts which the pupils should have the opportunity to read, concerning Washington's inauguration, and the great things accomphshed by Hamilton. Care should be taken to make clear to the pupils the standing of this new republic among foreign nations. Contrast the situation at that time with that of the present. Pupils must be led to understand that conditions were even more critical during the early years of the new republic than they were A Review Lesson 163 under the latter years of British rule. Emphasize the services rendered by the leaders of that time. Any reference which can be made to current events should be used wherever possible. It helps the pupils to realize that past events frequently resemble those occurring at the present time. L CHAPTER EIGHT CURRENT EVENTS The Need for Teaching Current Events. — The subject of Current Events has been mentioned only in a general way in preceding lessons. It has been assumed, however, that work has been done along this line with Seventh Grade pupils. It is just as important to teach present-day events during the history period as it is to teach the events of the past. It is through the study of the events of the present, and a close cor- relation, wherever possible, with history, that the past may be made real to the pupils. Both history and civics demand the most accurate study of the affairs of to-day. It is impossible to designate just what topics in civics or history should be closely correlated with current events. Teachers, however, will find many opportunities to make this work of great value to the pupils. How Current Events may be Taught in the Eighth Grade. — A brief period should be provided, several times a week, for current events, — at least three fifteen-minute periods, if possible. It is well to have definite days for this work in order that the pupils may have an opportunity to prepare for these periods. This means that pupils will need to do reading outside of school. It is only natural that pupils of this age ordinarily give Httle thought or attention to the reading of newspapers or magazines. We therefore cannot expect them to have any definite knowledge of the great questions of the day, unless systematic training is given. 164 Current Events 165 There is, however, great satisfaction derived from seeing how enthusiastic, interested, and well informed boys and girls become when some of their outside leisure time has been suc- cessfully and voluntarily devoted to reading the best current literature. Teachers have a great work before them, but one which gives abundant returns. When pupils who have been awakened to the enjoyment and benefits derived from being well informed concerning current affairs, return to a teacher for several successive terms, after they have been promoted from her grade, in order to bring some magazine article or newspaper chpping in which they are mterested, — that teacher has a right to feel some small degree of satisfaction. She knows she has done something worth while. How to Create an Interest in Current Events. — Many chapters might be written upon this matter. It is impossible, however, to give more than a few brief suggestions at this time. The plan submitted here, for teachers' to use in any way which seems to be most practicable, has been thoroughly tested and found to be of great benefit to the boys and girls who have received such instruction. At the beginning of the semester, spend the time for current events in giving the pupils such instruction as will enable them to make a systematic study of the important affairs of the day. First, determine how many read the papers ; what papers or magazines they read, and the kind of articles they select. Follow this by giving a lesson upon The newspaper and what it contains. (If one lesson is not sufficient, devote as much time to this as seems necessary.) This will require one or two lessons on How to read a newspaper. There is no set formula to follow in this matter. It is safe to observe that no two people read the paper in the same way. Pupils, however, 1 66 Supervised Study in History need training in how to evaluate the items of news contained in the various parts of the paper. They should be taught to read certain items very carefully, and watch the development, from day to day, of some of the great issues. Some items should be only briefly scanned, while others, of course, should be entirely omitted. The papers brought to the classroom by the pupils will give the teacher a great insight into the home interests along these lines. Many different papers will, no doubt, be in- cluded among the ones brought at the request of the teacher. This affords an excellent opportunity for a lesson on The kinds of newspapers. This lesson should result in a list of those conceded to be the best, written upon the board. The list should contain not only the best local papers, but those which have won a reputation in the larger community, — the state. Inform the pupils why some papers brought to class are not desirable. A lesson upon Editorials, followed by a lesson upon What the magazine teaches us which the newspaper does not, will also result in a list of the best magazines being written upon the board. The pupils should copy these hsts in their notebooks for future reference. When we consider that a very large percentage of the boys and girls in our public schools come from homes where the parents are foreign born, we may better appreciate the great opportunity the school has to educate the children, and, eventually, the parents themselves, in this matter. These lessons naturally will take time. It is not wasted, however, because it is opening new lines of interest which have not been realized. Urge as many as possible to subscribe for individual copies of any good periodical on current events. Current Events 167 Encourage a voluntary subscription toward a fund to be devoted to purchasing some of the best periodicals. These should be kept upon the reading table, to be used by any member of the class, whenever possible. Some of the pupils frequently can supplement the ones purchased by the class. Magazines which have been read by the family at home will soon find their way to the table in the schoolroom. Train the children to check any article found in the " Table of Contents " which is of interest to the rest of the class. Allow pupils finding articles in this way to men- tion the fact to the class. Since adults frequently read some article because their attention has been called to it by a friend, or because they have heard it mentioned, why should not this same means of arousing interest be employed with our pupils ? A teacher can do much to stimulate the pupils unconsciously by such questions as : " How many read (naming the article) in this morning's paper? It contains something in which you will be interested; or, I have an article here on . How many care to read it? or, Here is the last number of the Literary Digest ; be sure to read . ' ' A teacher will soon find that the pupils will be eager to antic- ipate her questions by bringing in clippings or magazines, and greeting her with " Did you see ? " One must be well informed, but there is no better game than that which the pupils and teacher play in searching for current events. How to Systematize the Study of Current Events. — This work is so closely related to civics, as well as to history, that it is difFicult to make any distinction. In fact, the suggestions given will meet the needs of both. The following plan, recently 1 68 Supervised Study in History employed by the author, proved to be a real education to the pupils. They worked during the entire semester with such enthusiasm that there was very Httle of importance which was not read and discussed by them. Loose-leaf notebooks (size 8" X io|'0 were used. These served a three-fold purpose, as they contained all notes upon history, civics, and current events. One part of the book was used as a " Civics Note Book " ; another for " Current Events," while a third part was devoted to "History Notes." Current Events cHppings were also used as illustrative material for both history and civics. Loose leaves could be inserted, when needed, or poorly written pages removed and recopied. For the purpose of keeping the clippings collected, a very simple but effective filing system was devised. Several en- velopes (size 6|" X g\") were given to each pupil. Each envelope was given a distinctive label, such as " Local News," "State Affairs," "National Affairs," "Foreign Affairs," " Miscellaneous," etc. Several lessons were spent in helping the pupils to classify the clippings which were brought to class. They were directed to write the " source " and date upon the back of each cHpping in pencil, at the time the article was selected. These were then classified, with the help of the teacher. Any article relating to local affairs was placed in the envelope containing that label. Each article placed in this en- velope was numbered in the order of entry, and filed by writing the number and title of each upon the front of the envelope. The same system was used in filing clippings relating to the labels upon the other envelopes. This proved of great value in enabling the pupils to organize the cHppings obtained. As topics were studied, either in civics or history, concerning which clippings could be found, or had already been found, Current Events 169 they were filed in these envelopes until the study of the sub- ject was completed. They were then pasted in the notebook, following any notes which were entered upon the topic. When pasted in the notebook, the " source " and " date " were written above each clipping. Pictures were filed in the same manner. The part of the notebook devoted to " Current Events " was separated into sections corresponding to the labels on the several envelopes. All clippings which had no relation to topics studied in history or civics, were pasted in the note- book under the proper heading arranged for " Current Events." The pupils derived great pleasure as well as real benefit from this work. A simplified form of this plan was also organized with Seventh Grade pupils. In this case, a single notebook con- tained the contributions of the entire class. This was kept by one or two pupils, chosen by the class to serve as " Current Events Secretaries," for a period of one week. The pupils were thus given a start in the work which as Eighth Grade pupils they were able to continue in greater detail. For further suggestions upon this question, see lessons planned for pupils of the Eight A Grade. How to Conduct the Current Events Period. — Although many lessons should be devoted to work such as described above, time should also be given to recitation and discussion upon the material collected. During the first part of the semester, the time should be spent in teaching the pupils how to obtain and classify the material collected. As soon, however, as the right habits have been acquired, this matter should be given only enough time to make sure that it is not being neglected. This gives more opportunity for discussion. 170 Supervised Study in History As previously stated, definite days for the consideration of current events secures better results. This does not mean, however, that this plan must be strictly adhered to. When- ever the situation seems to demand a reference to current events, or a careful study of some topic, it should be made at that time. Employ any good method which seems best to meet the needs of the particular class receiving instruction. Specify definite days when certain rows may be required to report upon items of local interest ; others, upon those of foreign interest, etc. Always insist upon the source of information and the date being given, before the report is made. Allow other pupils to ask questions or add further statements from other clippings upon the same topic. Those reported from sources considered unreliable should not be kept for filing. Clippings containing items of little value should be given only enough consideration to enable the pupils to understand why they are of little value. Frequently refer this matter to the class for judgment. A little training of this kind will cause pupils to avoid selecting topics which may be con- sidered unimportant. Sociahze this work in every way possible. Occasionally introduce a few new elements. A slight variation from the general plan frequently renews interest and thus increases effort. The spirit of contest may be used to excellent ad- vantage here. The collecting instinct is strong with pupils of this age, and, if properly directed, brings most gratifying returns. The greater part of this work should be voluntary. How- ever, occasional reports made upon magazine articles which have been assigned to certain pupils by the teacher, often Current Events 171 help in stimulating others to read the same article. If in- dividual copies of any current event paper or magazine are taken by the pupils, the day upon which these periodicals arrive might be devoted to studying the articles, pupils and teacher working together. Avoid permitting the pupils to read the first item and to follow this merely by reading each item in turn. Question the pupils and encourage them to ask questions. Ask the pupils to glance over the headings of the items upon the first page and select the one each considers the most important. The consensus of opinion will be easily determined. Have this item read silently by each ; then call upon a pupil to rise and attempt to answer any questions asked by other pupils concerning this topic. When the papers are not used, and pupils report upon clip- pings found, insist upon these reports being told and not read to the class. This prevents careless, thoughtless habits, and the time for this work becomes a period which requires careful research, definite knowledge, and unbiased judgment. Never permit pupils to utilize this period in voicing biased personal opinions, often based upon inadequate information or wrong viewpoint. It should be a period for gaining informa- tion. The discussions are necessary in order to under- stand the questions receiving consideration. Teachers will find other ways of conducting this work which will be equally valuable. 172 Supervised Study in History LESSON XXII UNIT OF INSTRUCTION VIII. — AMERICA'S STRUGGLE FOR COMMERCIAL INDEPENDENCE. EVENTS LEAD- ING TO THE WAR OF 181 2 Grade, — Eight B " Time, 90 minutes Lesson Type. — A Lesson in Appreciation Time Schedule Current Events 15 min. The Review 15 min. The Assignment 20 min. Physical Exercises 5 niin. Study of the Assignment 3° nain. Verification 5 "lin. Time-keeper Current Events. — Permit the class to elect a " Current Events Secretary." The pupil elected should take charge of the class during the current events period. Pupils having an item of current interest should volunteer by rising. The secretary should then call upon each in turn. The pupil called upon should pass to the front of the room, face the class, and give the title of the topic as well as the source from which it was obtained. Then, as briefly and quickly as possible, the report should be given. Unless an item is rejected be- cause it is unimportant, some comment should be made upon each article. The classification of each item might be re- ferred to the class. The pupils then become responsible for deciding whether the items are of local, national, or foreign interest. Items previously reported upon should be re- viewed frequently, in order to compare a previous report A Lesson in Appreciation 173 with the present report, and thus show development. This method of following the development of an event affords an excellent opportunity for the suspension of judgment. Definite decisions cannot be made until further developments are known. The period might be closed by a brief report made by the secretary, who has taken notes upon the work accomplished. The Review. — Subject Matter. The visit of the French and British Commissioners to the United States, April 22, 191 7. For the purpose of illustrating the point, it will be assumed that this lesson is taught about the time or shortly after the visit of these commissioners. Method. Since this was one of the great questions to receive consideration during the current events period, at the time of the arrival of the commissioners, the matter should be brought up in the form of a review. Newspaper clippings previously collected should again be referred to. Magazine articles, such as those found in the " Literary Digest," " The Outlook," " The Independent," " Current Events " (May 5, 191 7), and other periodicals of the same character, should be used. Select paragraphs or passages which describe the purpose of the visit, and the manner in which the com- missioners were everywhere received by the people. Par- ticularly emphasize their reception in Washington, New York, and other large cities. Have dilTerent pupils read brief sentences to show the enthusiastic greetings accorded General Joffre and other members of the French Commission. This should be done largely by the pupils. The teacher, however, needs to direct the work, adding a statement wher- ever necessary, in order to make sure that the pupils are receiving the right impressions. The teacher's work in pre- 174 Supervised Study in History paring for this lesson will be greatly simplified, if articles similar to those mentioned above are marked and kept for such needs as those of the present lesson. Teachers who have carefully evaluated the course, and are thoroughly posted concerning the subject matter to be taught, will in- stantly recognize the value in any item of current interest which may be used to better illustrate past events. Much invaluable material will be collected in this way. The Assignment. — i. The association of present and past events. 2. The subject matter to be studied, found by the pupils. The association of present and past events. Through the impressions the pupils have been given as a result of study- ing the present-day affairs mentioned above, the teacher should now help them to look back to the time in America, nearly one hundred and twenty-five years ago, when France sent an agent upon a similar mission. Picture to the class the situa- tion in France at that time, and the reason the people were so eager to gain assistance from the United States. Allow the pupils to attempt to tell why France expected America to help her. Now briefly contrast the European situation of 1793 with that of 1 91 7, and also emphasize the difference between the United States as a world power then and now. Help the pupils to realize that the situation in 1793 between France and America differed greatly from that of the present, but that the purpose of the visit made by the commissioner sent to America by France in 1793, was similar to that of the com- missioners sent to America by France in 191 7. This leaves the class with a desire to discover : — Whom did France send to America in 1793, and what did he accomplish? A Lesson in Appreciation 175 This should then become the problem for the study of the assigmnent. The subject matter to he studied, found by the pupils. The pupils should now consult the texts selected for this lesson, and by following the teacher's suggestion, locate the pages which contain an account of Citizen Genet's visit to America. The directions on the board should be read and page ref- erences written after each question. Study of the Assignment. — I or Minimum Assignment (Written work) : 1 . What was happening in France about the time Washing- ton was inaugurated ? 2. As a result of the French Revolution, what enemies did France gain among the nations of Europe? 3. Give one reason why France was confident of aid from the United States. 4. How was Citizen Genet .received by the American people ? 5. WTiat did he do and with what results? II or Average Assignment (Written work) : 6. Why did Washington issue a proclamation of neutrality at that time? /// or Maximum Assignment. 7. Write at least two paragraphs contrasting the United States of 1793 with the United States of 191 7, as to her stand- ing among the nations of the world. Possible References : — Bourne & Benton — " History of the United States " (D. C. Heath & Co.), pp. 255-257. Ashley - - " American History " (Macmillan), pp. 238-239. Beard-Bagley — " The History of the American People " (Macmillan), Chap. X. 176 Supervised Study in History Verification. — After determining the number who have accomplished each part of the assignment, devote the rest of the time to reading to the class some of the papers which have been found to be particularly good. The detailed review will naturally be given the next day, but it encourages the pupils to have some recognition given to satisfactory work, directly following its completion. Further Suggestions for the Study of Unit of Instruction VIII. — The lessons on this unit of instruction should all aim to give the pupils a clear idea of the diflSculties which our new republic encountered in attempting to establish her rights upon the seas.^ Emphasize the enmity between France and Eng- land at that time, in order to show why it was a doubly difficult situation for the United States. In all lessons refer to present-day conditions wherever possible. The study of the War of 181 2 should be centered upon a con- sideration of the causes, and the position gained by the United States as a result of the war. A study should be made only of such details as are of interest in certain localities. The teacher must use his own discretion concerning this point. The history of the writing of the Star Spangled Banner is, however, of common interest to all citizens, and should be given enough background for the pupils to understand why Francis Scott Key was inspired to write this poem, and how it became our national song. A lesson at the close of the study of this unit of instruc- tion might be devoted to the topic United States Commerce in 1 81 7 and 191 7. An excellent Red Letter Day Lesson might be planned upon this topic. Pictures, magazine articles, newspaper clippings and texts will contribute toward 1 See Beard-Bagley, Chap. XIV, " The History of the American People." How to Study Lesson 177 leaving the right impressions with the pupils in regard to the development of the commercial interests of the United States. LESSON XXIII UNIT OF INSTRUCTION IX. — THE SLAVERY QUESTION Grax)e, — Eight B Time, 90 minutes Lesson Type. — " How to Study " Lesson Time Schedule The Review 20 min. The Assignment 35 min. Physical Exercises 5 min. Study of the Assignment 25 min. Verification 5 min. Time-keeper The Review. — Subject Matter. A summary of all topics pertaining to slavery from 1619 to 1820. Method. It is assumed that this is not the first lesson taught on this question. This lesson will have been preceded by a review lesson on such topics as : 1. The introduction of slavery into Virginia, 161 9. 2. The Ordinance of 1787 and the slavery question. 3. The provisions in the constitution concerning slavery. 4. The invention of the cotton-gin and its results. Begin the review by having the pupils number by fours. Allow between five and ten minutes for all pupils having number " one " to prepare questions upon the first topic. Pupils having numbers " two," " three," and " four " should also prepare questions ui)(jn the topics of corresponding num- 178 Supervised Study in History ber. Urge them to write questions beginning with " how " or " why." Pupils responsible for questions upon topic " one " should stand, pass to the front of the room, and form a row facing the class. The teacher should now call upon each one in turn to read his questions. These pupils should be per- mitted to call upon any one whom they wish to select, pro- vided no pupil is called upon more than once by any questioner. If a question is indefinite, the teacher should aid the pupil to restate it. Pupils who follow the first questioner should omit from their questions any which previously have been asked. All pupils should keep notes on any errors in answers given. These errors should be corrected after the last pupil having questions on topic " one " has read his questions. The teacher should add any necessary fact, or correct an erroneous impression upon any point, before the pupils having questions on topic " two " are called to the front of the room. Continue in the same manner for review of topics " three" and "four." Although there may be seven or eight pupils to question the remainder of the class upon the same topic, many questions will have to be omitted if there is a similarity to previous questions. The interest will be very keen among the pupils because all are given an equal opportunity. The Assignment. — i. The statement of the new problem. 2. Instruction preparatory to the study of the assignment. The statement of the problem. As a result of the review, the pupils are able to realize to what extent slavery had developed, following the invention of the cotton-gin. They now need to be led to see the reasons for the various points of view among the different states. The teacher should make How to Study Lesson 179 a few preliminary statements concerning this point. (More information will be gained by the pupils, themselves, later in the lesson.) Now simply state the fact that although the question of slavery had come up in various ways (as noted in the review), it was two himdred years from the time slavery was introduced into this country before it became a serious national issue. This will cause the pupils to ask why, and thus give rise to a problem similar to the following : — Why did the extension of slavery become a national question in 1820, and how was this question settled? Instruction preparatory to the study of the assignment. Using Fiske's " History of the United States "as an illus- tration, direct the pupils to consult the index for the word " slavery." Devote only enough time to this for the pupils to decide what references may be omitted because of previous knowledge upon the subject. The pupils should make this decision by turning to each page and briefly scanning its con- tents. If it is found to be a reference to something already studied and reviewed, the page should not be read. Such references as those found on pages 129, 148, and 150 should be located as quickly as possible by all. A pupil should then be called upon to rise and read the sentence or short passage referred to, as each is found. In this way all familiar or unimportant facts will be very quickly eliminated, and we then come to the new facts which require study and explana- tion. Since much of this new material is devoted to an explana- tion of the situation which led to the Missouri Compromise, this subject matter should be studied by the pupils and teacher working together. All pupils should now open their books to page 312 ^paragraph 118). Direct their attention to i8o Supervised Study in History the topical heading and the marginal note. Now allow the pupils to read the first paragraph silently. The teacher should then ask such questions as the following : 1. What is meant by "the victories of Harrison and Jackson"? (Permit a pupil to find a reference which will answer this question.) 2. Explain the meaning of " Pittsburg, the Gateway of the West." 3. Consult the index to see if you can find any reference to the " era of good feeling," mentioned in the last sentence in the paragraph. (Direct a pupil to read this reference and later report to the class.) 4. Give a brief summary of this paragraph. (Call for reports after this summary is given. The pupil making the report should first re-read or restate the point which required added research.) Explain to the class that the invention of the steamboat (mentioned in the paragraph) will be considered later in solving another problem. In this way they will be kept to the point and will not stray too far from the topic xmder con- sideration. After allowing time for the pupils to read the next para- graph, call upon one of them to state, in one sentence, the main thought in this paragraph. The next paragraph might be read aloud by the teacher, who should stop to question the pupils on any point needing special attention, such as : (i) What kind of work was done by slaves in the northern colonies? (2) Why were slaves considered necessary in the southern colonies? What were the compromises made in the Consti- tution concerning slavery? The paragraph on " Slavery takes on New Life," might be How to Study Lesson i8i read silently, and the pupils then directed to ask a question, the answer to which will be the most important fact in the para- graph. Dictionaries should be consulted for the meaning of such words as " counterbalanced " and " equipoise." Since the next paragraph is upon a topic previously studied (the Ordinance of 1787), it should be omitted entirely, with the exception of the last sentence, which is needed to understand the following paragraph. Now ask the class to glance at the next paragraph and decide what state caused the slavery question to become a national question in 1820. Refer to the problem again in order that the pupils may realize that they have found the solution to Why the extension of slavery became a national question in 1820. How this question was settled will be discovered in the study of the assignment. The Study of the Assignment. — / or Minimum Assignment. 1. Finish reading the references in Fiske which tell about the Missouri Compromise. 2. Consult the index of Dickson's " History for Grammar Schools," for references upon the Missouri Compromise (pp. 316-318). Read these references carefully in order to determine how the facts contained in this text compare with the ones read in Fiske. 3. As a result of reading these two texts, what conclusions concerning the Missouri Compromise may you reach upon the following points : (a) Why was there a disagreement in Congress when Missouri applied for admission into the union in 1818? (b) How many free states and slave states were there then in the union? (c) Whose influence in Congress finally secured a compro- mise upon the matter? I»2 Supervised Study in History (d) What were the provisions of this compromise ? (e) Why did this compromise settle, for a time, the dis- pute over the extension of slavery? // or Average Assignment. 4. Prepare a brief outline to show all the topics thus far studied concerning slavery in the United States. /// or Maximum Assignment. 5. Draw a map to illustrate the extent of slavery in 1820. (See Fiske, p. 315.) Verification. — Some of the maps begun during the prepara- tion of the minimum assignment will not be completed at the close of the study period. Provisions should be made for this in the average or maximum assignment for the next lesson. Any pupil who succeeds in drawing a good map should be permitted to draw it upon the board in colored crayon. This map should be used during the review upon the following day, as well as during further study of the slavery question. All pupils who have reached the maximum assignment might be asked to come to the front of the room and exhibit their maps to the class. The other pupils should refer to page 315 of Fiske, and decide which pupil has drawn the best map. In this way the attention of the entire class will be directed to at least a brief consideration of this map. Many lessons such as the foregoing should be given during the semester. The subject matter will be much better under- stood, and more will be accomplished in the end, because time, which is frequently wasted upon the repetition of certain lessons, may be spent in training the pupils to help them- selves. Instruction of this kind does not cripple pupils. If given frequently enough to result in habit formation, lessons of this type give the pupils an insight into how to interpret An Expository Lesson 183 the text. This is very essential with children of any grade. Eighth Grade pupils, however, are able to do more detailed work in this respect than those in the Seventh Grade. LESSON XXIV UNIT OF INSTRUCTION IX. — THE SLAVERY QUESTION Grade, — Eight B Time, 90 minutes Lesson Type. — An Expository Lesson Time Schedule The Review 25 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The Missouri Compromise and other questions, previously studied, pertaining to slavery. Method. Since the study of the slavery question must be continued for some time, a good method to introduce at this j)oint would be a Rapid Fire Review which might be explained in the following manner : " The time-keeper may allow the class five minutes. De- vote that time to thinking of questions on any topic we have studied concerning slavery. In order to discover what facts need further review, let us simply ask ' fact questions ' ; that is, questions \vhi( h will require only a brief statement of facts in order to answer them. We will appoint (pupil's name) to be the secretary. Your duties will be to call the 184 Supervised Study in History roll and keep a record of all pupils who are unable to answer the particular question asked. The first pupil called upon may rise, ask his question, and call upon any one he desires to answer. If that pupil is unable to answer, the questioner should then call upon another pupil. In every case, a pupil who cannot answer his question must write the question upon a slip of paper and sign his name upon the back of the slip. (These may be collected later during the study period, when the teacher has an opportunity to work with individual pupils.) The secretary should also check on his list the names of those unable to answer. This list will be used later in calling upon pupils for the correct answer to any questions missed." Now allow five minutes for the pupils to think of questions. Direct the time-keeper to call " time." The secretary will then take his place in the front of the room, and the review may begin. Five minutes are sufficient for the pupils to prepare one or two questions. It is not necessary for them to have a long Hst of questions, as others will be suggested by the points brought out during the progress of the lesson. A few moments are necessary at the beginning in order to give the pupils who are first called upon an opportunity to have their questions ready, so that there need be no loss of time when the review begins. The Assignment. — i. Explanation given by the teacher. 2. The consideration of the facts upon which the problem for the lesson depends. Explanation given by the teacher. It seems necessary at this point, through a brief statement given by the teacher, to help the class understand the difference in point of view An Expository Lesson 185 between the North and the South concerning slavery, and how this difference was constantly becoming a serious national problem. Tell about the spread of the abolition movement, through such leaders as William Lloyd Garrison. Picture to them the situation when Texas wished to be admitted to the union. Give the reasons why the North opposed this an- nexation and the South favored it. (Have pupils consult maps in order to make perfectly clear the location of Texas in rela- tion to the Missouri Compromise line.) Inform the class of the fact that the southern representatives in Congress won their point and Texas was admitted. Now tell the class that the annexation of Texas led to a still more serious complica- tion of the slavery question; and that this was brought about as a result of an event which happened because of this annexation — that is, the Mexican War. The Mexican War, as a war, should be entirely disregarded. Explain to the class why it is unnecessary to spend time upon the events of this war. Ask the pupils if they can now see why we need to give some attention to the results of this war. Make it clear that it is only because of the connection this topic has with the slavery question that we pause to consider it at all. Such statements as those found in Dickson's " American History for Grammar Schools " (pp. 350-351), and Channing's " Students' History of the United States " ^ (pp. 388-389) might be read to the class. Help the pupils to locate all territory gained by the United States from the first Mexican cession. Now ask the pupils to state what they consider the reason for their brief study of the annexation of Texas and the territory gained as a result of the Mexican War. Write on the board any statements which ^ Macmillan. 1 86 Supervised Study in History show that the pupils recognize the need for further considera- tion of the slavery question. Consideration of facts upon which the problem depends. Through suggestions and questions, certain statements made by the pupils may be used in securing a problem similar to the following : How was the question of slavery settled in the new territory acquired as a result of the Mexican War? The Study of the Assignment. — Directions. After looking up the answer to any question missed during the review, consult the text upon your desk, and find your own reference for facts relating to the problem written upon the board. Read as far as you consider it necessary, in order to answer satisfactorily the following questions : / or Minimum Assignment. 1. What was the Wihnot Proviso? 2. What state first made from the first Mexican cession greatly increased the slavery agitation ? 3. How did it happen that California was so quickly settled? (Be able to answer this fully.) 4. Why were many of the settlers who went to California little interested in slavery? 5. Why were the northern states as eager to gain Cali- fornia for a free state as the southern states were to have it a slave state? 6. Name the great leaders in Congress at that time. 7. Be able to describe some of the scenes in Congress during the series of debates over the admission of California. 8. What were the provisions of the Compromise of 1850, and whose efforts secured its passage by Congress ? Possible References : Mace's " School History of the United States" (pp. 310-318). An Expository Lesson 187 Beard-Bagley, " The History of the American People," Chap. XXI. // or Average Assignment (written work). 9. Try to arrange the provisions of this Compromise to show those which favored the North, and those which favored the South ; or, Complete the map begun during yesterday's study period. /// or Maximum Assignment. 10. Which one of the provisions of the Compromise of 1850 do you think met with the most bitter opposition in the North, and why ? (Write on the board your answer to this question.) Verification. — A few moments devoted to determining the opinion of the pupils who had reached the maximum assignment will aid in directing the attention of the entire class to the fact that the effects of this Compromise were of such a serious character that it only widened the breach between the two sections of the union. The next lesson should deal with these effects. This will require a study of such topics as The Fugitive Slave Law ; The Personal Liberty Bills ; " The Underground Railroad " ; " Uncle Tom's Cabin," etc. This unit of instruction will be satisfactorily completed only when a thorough study has been made of such topics as the following : The Kansas-Nebraska Bill. The struggle between the free and slave states over the settlement of Kansas. The effects of John Brown's raids. The Dred Scott case. Lincoln's election and Buchanan's attitude. The attempts at conciliation. The secession of South Carolina and other southern states. 1 88 Supervised Study in History At the end of the study of this question a lesson should be given on the great leaders for and against slavery. Many facts will be reviewed in this way, beside giving the pupils an opportunity to realize that this great problem aroused the citizens of that period in the same way as present-day events affect the citizens of to-day.^ 1 For the study of the slavery question the author has found no text which equals that of "The History of the American People" by Beard-Bagley. Teachers will find Chap. XXI extremely helpful because of its excellent organization of the events connected with the history of the great slavery movement. CHAPTER NINE XJNIT OF INSTRUCTION X. — THE CIVIL WAR General Statement Concerning Unit of Instruction X. — It is very easy to spend more time than is necessary in study- ing the events outlined under this unit of instruction. With few exceptions, the study of campaigns and battles should be avoided. If pupils show any interest in gaining information upon these points, material for maximum assignments or out- side reading should be placed at their disposal. The essential points which should be given consideration may be summed up in the topics outlined under this unit (see pages 22-23). In studying the causes of this war, great care should be taken to prevent pupils from drawing the erroneous conclusion that it was caused entirely by the slavery dispute. The systematic study of unit of instruction IX, culminating in the secession of the southern states, wiU give the teacher an opportunity to make sure that the pupils have the right im- pression concerning this point. At all times, avoid impressing one's personal viewpoint upon the minds of the pupOs. The great impressions to leave with them are those to be gained by the pupils themselves through the kind of instruction given during the study of some of the most important events of that time. Particular attention should be given to the cost of the war, in order to realize the great loss of properly and life, as well 189 igo Supervised Study in History as the debts incurred by both sections. The results of the war, if given proper consideration, will prepare the pupils to under- take the study of the conditions existing in the South at the close of the war. This topic will be given special considera- tion when pupils begin the study of the " Period of Reconstruc- tion." LESSON XXV UNIT OF INSTRUCTION X. — THE CIVIL WAR Grade, — Eight B Time, 90 minutes Lesson Type. — A Socialized and Inductive Lesson Time Schedule The Review 25 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The effects of the battle between the Monitor and the Merrimac : 1. Upon both the North and the South at that time. 2. Upon modern naval warfare. Method. How to prepare for the review. At the close of the previous day's lesson upon this topic give the directions for this review. In order to arouse their interest and enthusi- asm, give the pupils something to look forward to in the next lesson by telling them how the review will be con- ducted. They will then be eager to do outside reading, in order to become informed concerning the topics to be discussed A Socialized and Inductive Lesson 191 during the review upon the following day. Ask how many in the first row care to volunteer to be responsible for a part of the review. It is needless to say that, under ordi- nary conditions, every pupil will be anxious to have some part in this work. Give the pupils of each row an oppor- tunity to volunteer in the same way. Then write upon the board : Row I. — Important facts about the battle between the Monitor and the Merrimac. Row 2. — The effects of the battle upon both the North and the South. Row 3. — Biographical sketch of the life of John Ericsson. Row 4. — Pictures and brief accounts from old newspapers or magazine articles. Row 5. — The effect of the battle between the Monitor and the Merrimac upon future naval warfare. Row 6. — Modern naval warfare. (To be illustrated by pictures ; reference to magazine articles ; newspaper clippings, or accounts of experiences of friends.) Urge pupils who have any material which may be con- tributed to others responsible for any of these topics, to give any assistance possible in collecting information. In work of this kind, teachers will find advantage in having the pupils seated according to ability, as previously explained. It will then be a simple matter to regulate the assignment of such topics as the above. The more difficult topics may be given to pupils of the average and superior groups, while the others may be prepared by the weaker ones. Since the pupils themselves are unconscious of this grouping, each will feel his personal responsibility toward the success of the lesson, without realizing that any distinction has purposivcly been 192 Supervised Study in History made to fit the ability of each group. An invitation to a teacher and class of a similar or lower grade will do much to stimulate pupils to give their best efforts. How to conduct the review. The topic for which each row is responsible should be written upon the board in the same form as at the close of the lesson of the previous day. Permit the pupils to elect a conductor of the lesson. The teacher should then appoint three judges. The conductor should begin the lesson by very briefly explaining upon what the review is to be based. He should also call attention to the topics upon the board, and the row responsible for each topic. The first row should then be called upon by the conductor. These pupils should pass to the front of the room, and, in turn, contribute facts considered important by each one. The teacher may need to aid the conductor at certain points. In order to give all an opportunity to make a single important statement, each should be called upon in turn by the conductor. One pupil should then be selected to give a complete dissertation upon the topic. The time-keeper should apportion the time among the dif- ferent rows, and call " time " when each row has had its allotted portion. The second row then should pass to the front while the pupils in the first row take their seats. In this way no time is lost. A few moments devoted to the organization of such details, before the work actually begins, saves much time. This has a great effect upon the discipline and class spirit. The review should close with the reports given by the three judges who have been responsible for noting any inaccuracy. Each judge should also be allowed to make any contribution upon the topic for which he was also responsible. These A Socialized and hiductive Lessan 193 judges should reach some agreement in regard to which row secured the most information, and gave this in the most satisfactory manner. Although the teacher's part in a lesson of this kind appears to be very far from prominent (which is as it should be), the closest kind of supervision is necessary. There will be many places throughout the lesson where guidance, by means of directions, suggestions, and questions, is essential to the real success of such work. In this way only may results be secured which are valuable in the formation of right habits of thought and action. The Assignment. — i. Explanation necessary in studying about the emancipation of the slaves. 2. The problem for consideration : How was the slavery question finally settled ? 3. References pertaining to the problem found by the class. Explanation necessary in studying about the emancipation of the slaves. The brief time -for this explanation might be devoted to a review of the slavery situation at the beginning of the war, and Lincoln's personal views upon the matter. Tell the class that this great question, which had been so bitterly contested, was at last settled by the President. Ques- tion the pupils to sec if they can tell why former presidents had not settled this matter, if Lincoln had the authority to do so. Refer to the Constitution to see if any mention is made there of such power. Any facts concerning the eniamipation of the slaves which the pupils will find for themselves during the study period should be avoided by the teacher. Only the most general statements should be made here in order to help the pupils reali/e tliat they are to find How the ques- tion of slavery was finally settled. 194 Supervised Study in History The problem for consideration. After the problem: How was the slavery question finally settled? has been determined by the class, it should be written upon the board. Now ask the pupils how many know some fact about the way in which Lincoln succeeded in settling this question. There are usually a few members in every class who will have dis- covered something upon this question. If such terms as " emancipation " and " proclamation " are given by the pupils, they should be written upon the board. Dictionaries need to be consulted, and the meaning of each word thoroughly under- stood before any reference is made to the textbooks. Little time, however, need be spent in having the pupils discover these terms. If these words are unfamiliar to the pupils, write them on the board, and proceed to have the pupils determine the meaning as mentioned above. References pertaining to the problem found by the class. Referring to Fiske's " History of the United States," ^ as an illustration, direct the pupils to consult the index for the word " emancipation." They should then read the directions on the board, under the " Study of the Assignment," in order to determine what must be done when studying this question. The Study of the Assignment. — / or Minimum Assignment. 1. Find the reference given in Fiske concerning this topic ; read this reference carefully, and then prepare at least five questions to cover all points you consider important. 2. Explain how Lincoln had the power to free the slaves. 3. How many slaves were liberated as a result of Lincoln's Emancipation Proclamation? (See Montgomery, ''Leading Facts of American History," p. 301.) ^See also Beard-Bagley, "The History of the American People," Chap. xxn. A Socialized and Inductive Lesson 195 // or Average Assignment. 4. Read the extract from Lincoln's Emancipation Proclama- tion (Montgomery, p. 303), also the note at the bottom of the page ; then in a brief paragraph state your personal opinion concerning this act. /// or Maximufn Assignment. 5. Not all the slave states seceded from the union. Since the Emancipation Proclamation liberated only the slaves in the seceded states, what had to be done to extend this freedom to all slaves? (State source of your information.) Verification. — The thirteenth amendment will be referred to again in the consideration of a later problem. It must be discovered here, however, as a final chapter to the study of this great question which has required so many lessons. Close this lesson by directing the pupils to turn to the thirteenth amend- ment to the Constitution, have this read, and its meaning very briefly discussed. Dismiss the class with the feeling that they have completed a good piece of work, as far as the question of slavery is concerned. The Civil War, however, requires further study, and as many lessons as seem necessary should be devoted to the topics outlined under unit of in- struction X. CHAPTER TEN A RED LETTER DAY PROGRAM The final lessons upon unit of instruction X should include a Red Letter Day Lesson. An excellent opportunity for such a lesson is found in many of the interesting accounts written about the great heroes or leaders of the Civil War. Pupils derive greater benefit from a class exercise of this character than could possibly be gained from many lessons based upon the detailed study of campaigns. The program submitted here is illustrative of the possibilities open to every teacher who attempts supervised study. It is so suggestive that it needs little explanation. Much credit, however, is due to the teacher under whose supervision it was prepared and conducted. The real enjoyment and interest which were so apparent throughout the lesson, could not fail to convince an observer that these boys and girls were receiv- ing a kind of training which is influential in producing citizens who will become leaders in any community. There was no question about the extent of information and the effort put forth in collecting the data for this lesson. One thing which was of particular interest was the way in which each member of the class felt a personal responsibility toward the success of the lesson. This was demonstrated when a pupil who was called upon prefaced his contribution by telling the class that the main point in his report had been 196 A Red Letter Day Program 197 given by another pupil. He briefly stated what this point was, and then asked permission to give a report upon an incident which he had found most interesting in the biography of Robert E. Lee. The report which followed was both interesting and instructive, but it proved that this boy was capable of doing something much greater than give an inter- esting report, — he was able successfully to meet an emer- gency. A RED LETTER DAY PROGRAM ON GR.\NT AND LEE Given by an Eight B Class, of the Washington Junior High School, Rochester, N . Y. Teacher, — Miss Carrie M. Graham I. Meaning of this Red Letter Day. (Given by the Class Conductor.) II. Lee's Surrender to Grant. (Illustrated by a map quickly drawn on the board.) III. Brief biographic sketch of U. S. Grant. IV. Stories about Grant. V. Famous sayings of General Grant. (Two pupils.) VI. Letters written by and to General Grant. VII. More about Grant. (Three pupils.) VIII. Brief biographic sketch of Robert E. Lee. IX. Stories about Lee. X. Comparison of Washington and Lee. XI. More about Lee. XII. Comparison of Lee and Grant. (Two pupils.) 198 Supervised Study in History XIII. Contrast in personal appearance of Grant and Lee after Lee's Surrender. XIV. My opinion of these great generals. XV. Current Events : 1. Confederate Reunion at Washington. 2. Confederates reviewed by President Wilson in the " Grand Parade." References Consulted. — Sources of Information 1. "Ulysses Grant" — Four American Patriots, by Burton. 2. " Robert E. Lee " — Instructor Literature Series, Owen Publishing Co. 3. Three Letters written to and by Grant — Taken from " Robert E. Lee," Standard Dictionary of Facts. 4. " Brief Biographic Sketches of Grant and Lee." Eggleston. 5. "Famous Sayings of Grant" — Outline in History, Bacon & Vincent, Publishers. 6. Comparison of Grant and Lee. Woodburn & Moran. 7. Lee's Surrender. Mace and Woodburn & Moran. 8. Current Events. (Local papers.) 9. " On the Trail of Grant and Lee." Hill. 10. "Robert E. Lee " and " U. S. Grant " — True Stories of Great Americans, Macmillan. 11. "Exciting Experiences in American History." (Pam- phlet.) 12. " Book of Presidents." PART TWO FOURTH SECTION — EIGHT A GRADE CHAPTER ELEVEN GENERAL STATEMENT CONCERNING THE SUBJECT MATTER TO BE STUDIED IN THE EIGHT A GR.\DE The completion of the study of the Civil War and its results terminates the work to be accomplished by pupils of an Eight B Grade during a period of twenty weeks. Assuming that the study of elementary American history extends only through the Eighth Grade, the portion which must receive the attention of Eight A pupils will necessarily be such events as are of greatest importance from the Civil War to the present time. The topics noted under units of instruction XI, XII, XIII, and XIV (see pages 23-25) illustrate those which will leave with the pupils the most vivid impressions of conditions influ- encing the development of our nation during the period cover- ing the last fifty years of our history. If a careful study is made of the topics listed under each one of these units of instruction, it will be evident that many minor topics either must be given slight consideration or omitted entirely. They may well be omitted if, by so doing, more accurate knowledge and better understanding result from the detailed study of those topics of greater importance. By referring again to the topics contained under each unit of instruction mentioned above, it will be evident also that there is no provision made for associating the events with the 202 Supervised Study in History administration of the president during whose term of office such events took place. Many teachers who have con- scientiously taught all the events related in the text- book, under each administration, will, no doubt, feel that pupils cannot be well informed unless each event has been mentioned. Much depends upon the teacher's con- ception of what he hopes to accomplish with a group of children during a definite period. The character of the work required will be greatly influenced by the scope of vision of each teacher. Pupils may show great skill in memorizing facts, and still have a very poor under- standing of history as a subject. Those teachers who have required pupils to study history by administrations may recall many occasions when they were completely discouraged because their pupils seemed to be unable to remember whether the telegraph was invented during Harrison and Tyler's administration, or that of James K. Polk (or many similar instances). Do not such conditions, therefore, result from the fact that a wrong emphasis has been placed upon what is important? By such methods, the knowledge of events is no longer the means toward a better understanding of history, but has become the end. These events are thus looked upon as an endless number of isolated facts, in which the pupils frequently have little interest. Under such conditions, should teachers expect pupils to be able to retain all these facts? When ques- tions are asked which require more than the retention of facts, it is not difficult to demonstrate how very little pupils really know. Even those who have been considered the brightest pupils often fail when given some question requiring reasoning or judgment. General Statement Concerning Subject Matter 203 This matter is easily settled when we pause to consider what our real aim in teaching any subject must be. Teachers who have a keen sense of their responsibility realize that it all depends on whether one considers teaching boys and girls more important than teaching a countless number of facts, with httle or no regard to the circumstances under which such facts became history. All those who are instilled with the former desire will not hesitate to eliminate anything which tends to defeat this great purpose. The Evaluation of the Subject Matter for an Eight A Grade. — Units of instruction XI-XIV inclusive should be taught during the latter half of the Eighth year. The length of time to be devoted to the study of each unit will depend largely upon the amount of detail required in studying each topic. Approximately one-fourth of the time might be spent upon each unit. Teachers should use their own discretion in this matter, however, as some classes require more time than others for the completion of a certain portion of subject matter. Unit of instruction XII requires careful research and organization, and affords an excellent opportunity for the collection of a great deal of illustrative material. Unit of instruction XIV may look very uninteresting and formidable when viewed in an abstract way. It may, how- ever, be made as interesting and enjoyable as any work done in history, if taught by considering each topic as a present- day problem. This means that each problem must be closely related to current events. Conditions Requiring Special Consideration. — Reference to the suggestions and directions embodied in all previous lessons outlined in this manual will be of benefit here. The suggestions upon the method of procedure during the review 204 Supervised Study in History will be found to be even more successful with Eight A pupils than with those of previous grades. The ability of these children to assume responsibiUty, exercise initiative, and accomplish research work of a more difficult character, de- mands that provision must be made to meet the needs in this grade. If instruction has been given along the lines of super- vised study in each of the three grades preceding the Eight A Grade, the power gained by these pupils will be of great ad- vantage in encountering the situations which arise as the work of the semester progresses. The statements which have been made in regard to review- ing the work of the previous semester apply to this grade as well as to any other. (See pages 96-97.) Many points, however, which are outlined under unit of instruction XIV, require a consideration of conditions as far back as colonial times, or the time when our republican form of government was first established. The training given pupils in the Eight B Grade, through the study of the growth of slavery, will be of special value in tracing the development of such questions as " Transportation " ; " The history of the tariff question " ; or " The system of banking controlled by our government at the present time." LESSON XXVI THE INSPIRATIONAL PREVIEW Grade — Eight A The Nature of this Preview. — By referring to Lesson I, it will be apparent that the suggestions made there are of a general character. These are all of importance in any lesson of this type given to a new class at the beginning of the The Inspirational Preview 205 semester. Some of the specific points pertaining to the par- ticular subject matter to be taught in this grade may, how- ever, be more definitely explained by means of a concrete illustration of the method of procedure advisable in giving a preview of the course to an Eight A Grade. Method of Procedure. — Begin this lesson by referring to the Civil War. Briefly discuss with the pupils the results of this war. Allow several pupils to state what each considers the most important thing to be accomplished now that the study of the war is ended. Tell them that their work for the present semester will begin with a consideration of conditions existing in the North and in the South directly following the close of the war. Ask which section of the country suffered the most severe losses and why. Refer to the ordinances of seces- sion passed by eleven of the southern states, and help the pupils to realize the effect that these ordinances had upon the repre- sentation of these states in Congress. In this way, it will be made clear to the class that the people of each section had many and serious problems to solve. Tell them that their first lessons will help them to find out what these problems were and how they were solved by the people of that time. Encourage the pupils to suggest a title for the first lessons to be studied. Such titles as " Rebuilding the nation," " Con- ditions in the North and in the South after the Civil War," " Reorganizing the seceded states," or similar topics, possibly may be given by the pupils. These should be written on the board as each is suggested. Now very briefly mention any facts pertaining to this first unit of instruction to be studied (sec unit of instruction XI), which will arou.se the interest of the pupils. Do not relate these facts, — merely mention them in order to help the pupils 2o6 Supervised Study in History realize some of the interesting things in store for them. Pic- tures of the Ku Klux Klan ; scenes in some of the southern legislatures during the period of " carpet-bag " government; pictures of certain leaders ; or very brief remarks concerning any of the events of the times, should be sufficient to give the pupils a general idea of some of the principal points worthy of consideration. Refer to the great points kept constantly in mind during the study of the events taught in each preceding grade. These were : 1. The development of civilization. — Seven B Grade. 2. The development of democratic government. — Seven A Grade. 3. The development of slavery and secession. — Eight B Grade. Now inform the class that the point for special consideration throughout the work of the Eight A Grade will be The gen- eral development of the nation. This must be done through the study of certain topics. See if the pupils can suggest any of the particular lines which seem to require special con- sideration. Use any topics which they may suggest, in order to outline briefly the following points : THE GENERAL DEVELOPMENT OF THE NATION THROUGH, — 1. The reconstruction of state and national governments (vmit of instruction XI). 2. Transportation and communication (unit of instruc- tion XII). 3. Territorial expansion (unit of instruction XIII). 4. National issues: (unit of instruction XIV). Tariff. The Inspirational Preview 207 Banks, Trusts. Interstate commerce, etc. It will not be necessary to attempt to give all of these topics at this time. The more important ones should be suggested, however, in order that pupils may have an idea of the scope of the work. Explanation of How to Secure Valuable Material Pertaining to These Topics. — If systematic work has been done during the study of current events in previous grades, the pupils will be greatly interested in the directions given here, and will know how to go about securing material. If, however, such instruction has not been given, great care should be exercised in explaining how this is to be done. A plan similar to that outlined under Current Events for Eight B pupils (pages 1 64-1 71) might be utilized to great advantage here. Tell the class that because it is difficult to find sufficient material in the textbooks, and since many of the questions to be studied are of vital interest at the present time, much valuable information may be secured by saving any articles found in magazines or newspapers. Now distribute several envelopes to each pupil. Each envelope should be given a separate label. One might be used for filing all clippings relating to the question of " Tarifif " ; another for " Trusts " ; a third could be labeled " Banks," while another might be used for such topics as " Civil Service and Inter- state Commerce." Topics which will not be given a great amount of detailed study may be combined in this way. One envelope thus serves as a file for both. An envelope labeled " Transportation and Communication " should be used for 2o8 Supervised Study in History filing all pictures which may be used as illustrative material to be pasted in the notebooks, when subject matter relating to this topic is studied. The same simple system for filing these clippings may be employed as explained in the directions for filing current-events clippings (see pages 168-169). These directions should not be given in detail in this lesson, but should be deferred until pupils have had time to collect material pertaining to these topics. Make the purpose of collecting this material very clear to the pupils. It will serve as an incentive for the best effort. A great deal of enthusiasm will be aroused if a spirit of contest is allowed to enter into the collection of such illus- trative material. Organize the class into two separate teams, boys in one team and girls in another, if the number is ap- proximately the same ; or, if a teacher has more than one Eight A Grade, one section might be allowed to compete with another. Prizes are unnecessary. The pupils who accom- plish the most in this work will be thoroughly pleased and satisfied if their notebooks, when completed, are placed upon exhibit in the classroom, and invitations extended to pupils and teachers of the History Department, or to the entire school, to inspect this work. This is a reward of merit which is as greatly appreciated by the pupils as the winning of a prize. Recognition of achievement is one of the highest rewards of personal endeavor in all walks of life. There seems to be no better way to impress this fact upon pupils than to provide situations wherein actual experience becomes the teacher. Conclude this lesson by calling upon several pupils to read the topics written upon the several envelopes which have been The Inspirational Preview 209 prepared. This should be done in order to see that all pupils have made the proper provision for each topic. Then ask some pupil to explain the use to be made of the clippings filed in each envelope. Another pupil might briefly state the principal topics or questions to be given special consideration during the semester. Dismiss the class after referring again to the condition existing in the South at the close of the Civil War, and urging each to be ready to suggest some of the great problems which confronted both the North and the South as a result of the war. Results of this Type of Lesson. — The simple plan de- scribed above was employed by the author with several Eight A classes. The enthusiasm it created resulted in a far greater amount of information and a more accurate knowledge of these questions being obtained by the pupils than had ever been secured previous to the adoption of this plan. It served a threefold purpose : 1. It created enthusiasm and aroused interest in studying topics generally considered uninteresting and difficult to understand. 2. It served as an excellent means of stimulating thought upon some of the great questions of the day. 3. It made the boys and girls intelligent concerning many national issues of the past and present. This was a part of the work required in current events, as well as in history, and demonstrates how much the one may aid in understanding the other. The habit of reading newspapers and magazines, which was developed in this way, will be invaluable throughout the lives of these boys and girls. It was also interesting and gratifying to see the v/ay the pui)ils carried the interest in this work into the homes. Some i)upils 2IO Supervised Study in History enlisted the aid of tlieir older brothers and sisters in helping them to secure articles upon certain topics. One girl's uncle subscribed for the " Outlook " for her. American newspapers and magazines were purchased in many homes where formerly foreign papers only were found. Less fortunate pupils re- mained after school at night, in order to ask permission to have the morning paper, which was always placed upon the reading table for the benefit of the class. The few moments before the final bell in the morning or at noon were very frequently spent in " trading " clippings, which seemed to be valued as highly as some of the most treasured possessions The teacher derived as much pleasure and benefit from this work as the pupils, and all were sorry to have the semester end. The chief reason why the pupils seemed so enthusiastic over this plan was because they really did the work themselves. The actual teaching of these topics was very greatly sim- plified. Long before the time arrived to make a sys- tematic study of a certain topic, the pupils had been made conscious of some of the questions requiring research and study, because they had been on the alert to discover clip- pings upon the topics written on each envelope. After the systematic study of each topic had been completed all clip- pings collected were pasted in the notebooks following the notes upon each one. This made excellent material for future reference. How to Study Lesson 211 LESSON XXVII UNIT OF INSTRUCTION XI. — THE PERIOD OF RECON- STRUCTION Grade, — Eight A Time, 90 minutes Lesson Type. — How to Study Lesson Time Schedule The Review 20 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 10 min. Time-keeper The Review. — Subject Matter. A general summary of events previously studied pertaining to the reconstruction of the southern states.^ Method. Previous to the entrance of the class, write upon the board a list of the most important questions relat- ing to these topics. Number the pupils by groups, each group containing as many pupils as there are questions upon the board. The fmal group may be incomplete. The pupils of this group may be numbered as far as necessary in order to give every pupil a number. Direct the time-keeper to allow five minutes of the time for 1 It is assumed that as many lessons have been taught as seemed necessary to develop a clear imderstandinK of the affairs of vital interest to both North and South, during this period of reconstruction. These lessons should have covered all imi)ortant topics leading to and including the impeachment of Presi- dent Johnson, as well as the amendments added to the Constitution. 212 Supervised Study in History the first part of the review. This time should be spent by each pupil in writing a complete answer to the question cor- responding to his number. Sources of information should always be quoted in written as well as in oral recitations. At the end of the five minutes, all pupils answering Ques- tion No. I should immediately stand, pass to the front of the room, and read their answers in turn to the other members of the class, when called upon by the teacher. Other members of the class should be ready to stand, and question or correct any point at the close of the reading of the last paper written upon Question No. i. A prolonged period of questioning is unnecessary, as it might prevent many pupils from reading their papers. Neither is it necessary that these answers should all be read and discussed in the order in which they appear upon the board. At the close of the discussion upon Ques- tion No. I the teacher might call No. 5, or any other number in the list. These pupils should then pass to the front of the room while the others are returning to their seats. Any errors which the pupils fail to detect should be checked by the teacher. Topics which deserve further considera- tion should also be noted. The following list of questions is typical : 1. Make a list of the problems, {a) in the North ; {h) in the South, which faced the people at the beginning of the period of reconstruction. 2. What steps had President Lincoln taken to readjust government affairs in certain southern states? 3. Explain President Johnson's policy of reconstruction, and tell what he did to carry his plan into effect. 4. Why did Congress disapprove of the President's policy ? How to Study Lesson 213 5. What was the purpose of the Civil Rights Bill and the Freedmen's Bureau? Explain each. 6. Write an account of the dispute between Congress and the President at this time. 7. Why was President Johnson impeached? 8. Explain the meaning of " impeachment," and give an account of the impeachment of President Johnson. 9. Do you consider it fortunate or unfortunate that Presi- dent Johnson was acquitted by the Senate? Give reasons for your answer. 10. What amendments were added to the Constitution to protect the future of the negroes ? Briefly state the provision of each amendment. The Assignment. — i. Brief explanation given by the teacher. 2. The recognition and statement of the problem. 3. References pertaining to the problem determined, and a cooperative assignment made. Brief explanation given by the teacher. Direct the atten- tion of the class to the length of time which elapsed while these events just related were taking place. Help them to realize that a period of nearly fifteen years intervened from the time of Lincoln's Amnesty Proclamation until Presi- dent Hayes removed the troops from the South and the period of reconstruction was considered at an end. Now refer again to the condition existing in the southern states at the close of the war, and ask the pupils to attempt to state the next problem which must be considered before we can thoroughly understand all that " reconstruction " meant. The recognition and statement of the problem. The few statements and questions referred to above will Icail the 214 Supervised Study in History pupils to realize that we must now consider the effect upon the South during the time that Congress and the President were disagreeing over what was to be done. Any statement similar to the following will serve as a motive for further study of this question : The Problem: What was happening in the South during the period of reconstruction ? References pertaining to the problem determined, and a cooperative assignment made. Using the following texts as illustration, allow the pupils to consult the index of each, and determine the page references which contain any informa- tion relating to the problem. The title of the book and the reference found in each should be written upon the board. Bassett, " The Plain Facts of American History," pp. 390- 394- Mace, " School History of the United States," pp. 391-394. Dickson, " American History for Grammar Schools," pp. 460-464. After these references have been determined, the pupils should discover for themselves what topics are to be studied. Using Bassett's text as a reference, the title of the chapter should be read. All marginal notes should then be given attention. This might be done by calling upon a pupil to rise and read the marginal notes found in the chapter. These should be written upon the board by the teacher as each is read. They would then appear as follows : The Problem : What was happening in the South during the period of reconstruction? 1. The feeling of the South. 2. Ku Klux Klan: a. Its origin. How to Study Lesson 215 h. Its visits. c. Its severity. 3. Carpet-baggers and scalawags. 4. Overthrow of the negro voters. Mace's text should next be consulted in order to see if other topics might be added to this list. The pupils should be encouraged to decide whether any topics should be added. This decision might result in such topics as the following being selected : 1. Negro rule in the South. 2. Results of carpet-bag and negro rule. 3. The Fifteenth Amendment. A brief glance at the marginal notes in Dickson's text will result in the possible selection of: i. MiUtary rule in the South. (" Legislatures in reconstructed states " and *' Ex- confederates restored to political rights, 1872," should not be considered as additional topics, as the pupils will find that they coincide with topics already noted.) Now by questions and suggestions, the teacher and pupils working together should reorganize the topics written upon the board, in order to secure a more logical outline. This, when completed, would resemble the following : The Problem : What was happening in the South during the period of reconstruction ? Military rule in the South. (D., pp. 460-461.) The feeling of the South. (B., p. 392.) Negro rule in the South. (M., pp. 391-392.) Carpet-baggers and scalawags. (All histories.) The results of carpet-bag and negro rule. (M., pp. 392- 3 4 5 393 6 The Ku Klux Klan. (B., pp. 390-393 ; also M. & D.) 2i6 Supervised Stiidy in History 7. The Fifteenth Amendment. (All histories.) 8. Overthrow of the negro voters. (B., pp. 393-394. M., p. 394. D., p. 464.) The pupils are now ready to study this outline. The Study of the Assignment. — I or Minimum Assign- ment. 1. Study each topic in the outline just completed in order to be able to explain and discuss each point. 2. Copy this outline in your notebooks. // or Average Assignment (Written work). 3. Copy the paragraph or part of the paragraph found in one of the texts used in this lesson, which refers to the " iron- clad oath." Give the author and page reference. 4. What class of southern people was seriously affected by this law, and with what results? /// or Maximum Assignment. 5. The remainder of the period may be spent in the library, reading as much as you can from the following references : Woodrow Wilson, " A History of the American People " (Harper & Co.), Vol. V, pp. 46-49, 59-64. Burgess, " Reconstruction " (Scribner's), pp. 247-249, 261- 264. Thomas Nelson Page, " Red Rock " (Scribner's). Verification. — The teacher's time during this study period might be devoted to seeing that pupils are using the right methods of study. Little help will be needed unless there is evidence of some misunderstanding. Very little time will be required to accomplish the average assignment. It is merely a " test " of the kind of reading done by the pupils. Those who fail to locate the reference quickly show that thoughtful reading has not been done. Any time remaining after deter- An Inductive Lesson 217 mining the number of pupils working on each part of the assignment might be spent in discussing this point with the class. Always collect all written work. Careless habits will result if this is neglected. Urge the pupils to save any pictures or other illustrative material which may be found concerning any of the events studied under the period of reconstruction. LESSON XXVIII UNIT OF INSTRUCTION XI. — THE PERIOD OF RECON- STRUCTION Grade, — Eight A Time, 90 minutes Lesson Type. — An Inductive Lesson Time Schedule The Review 20 min. The Assignment 30 min. Physical Exercises 5 min. Study of the Assignment 30 min. Verification 5 min. Time-keeper The Review. — Subject Matter. " A Poor White's Opinion of Slavery " by Hinton Raven Helper (1857) ; also " First School Days " by Elizabeth Hyde Botumc (1865).^ Method. The two articles mentioned above should be read to the class by the teacher. The first article is particu- • See Hart's "Romances of the Civil War" (Macmillan), pp. 41-44 and pp. 93-97. 2i8 Supervised Study in History larly valuable in picturing the lack of industries other than agriculture throughout the southern states before the Civil War. This will help the pupils to realize the need for a com- plete reorganization of southern industries after the war. This account should be discussed both during the reading and after it is finished. Encourage the pupils to ask questions about any point. A better understanding concerning the industrial situation will result from the reading of this article, and the pupils will be better prepared to give intelligent assist- ance during the assignment. The second article very vividly portrays the conditions existing in the South in regard to educating the " freedmen." Aside from the human touch which the pupils will so greatly enjoy, it will help to make them more conscious of the great need of a better system of education, both for the negroes and the poorer class of white people in the South. Material of this character introduces an element of variation into the review, thereby relieving the continuous recital of facts. Such articles, if carefully chosen, often make more lasting impressions of actual conditions than a review period devoted entirely to the discussion of facts previously studied. There is slight danger that time will be wasted when spent in considering this type of subject matter, provided the teacher has a particular purpose in introducing it at any certain point during the study of a question under consideration. The chief purpose of introducing these articles in this lesson is to prepare the class for the assignment to be made upon the " New South." The Assignment. — i. Realization and statement of the new problem. 2. Cooperative assignment and selection of references. An Inductive Lesson • 219 Realization and statement of the new problem. The re- view described above has made the pupils conscious that a complete reorganization of southern affairs was necessary as a result of the Civil War. With this in mind, question the class to determine what is considered the most important problem for study, in order to understand how a new pros- perity for the South was brought about. Under ordinary conditions there will be little difficulty in securing the statement of such a problem as : Along what lines did the South develop after the Civil War in order to be caUed the " New South " ? Cooperative assignment and selection of references. In organizing this work, the teacher should draw upon the general information that the pupils already have as a result of their study of geography, as well as any information gained from sources other than the textbook. Through questions, suggestions, directions, and brief statements wherever neces- sary, a simple outline should be developed and written upon the board. Pupils of this grade are capable of doing such work if properly directed. The following is suggestive of what is meant by a simple outline : The Problem : Along what lines did the South develop after the Civil War m order to be called the '* New South " ? I. Development of Industries. 1. Improved methods in agriculture. 2. Development of mining and natural resources. (a) Coal. (b) Iron ore. (c) Petroleum and natural gas. (d) Water power. 220 Supervised Study in History 3. Development of lumbering. {a) Products from the pine forests. 4. Development of manufacturing, (a) Cotton factories. {h) Iron and steel factories, etc. 5. Development of commerce, (a) By land and water. {h) Domestic and foreign. II. Development of Population. 1. Immigration to the South. {a) From foreign countries. ih) From different sections of the United States. 2. Effect of southern immigration. {a) New cities built. (6) Old cities rebuilt and improved. III. Development of Education. 1. For the " freedmen." 2. For the " poor whites." 3. New colleges and institutions for higher education. The above outline is copied from a notebook belonging to a pupil of an Eight A Grade. The work was prepared by a class taught by the author. Very little assistance was given in the preparation of this outline. The statements were written on the board as suggested by the pupils. These were later reorganized. The outline submitted in this lesson shows the form approved by the class, as a result of the reorganization of the statements suggested. It is imperfect in many ways, but it served to impress the need of an orderly, systematic arrangement of ideas pertaining to the question as a whole, An Inductive Lesson 221 before beginning a detailed- study of the parts of this unit of recitation. After the completion of this outline, textbooks were consulted for references upon all topics included in the outline. (Only those references should be studied in this lesson which refer to the first topic.) References such as the following were selected and written on the board opposite the topic in the outline to which each referred : Beard-Bagley, "The History of the American People," Chap. XXIII. Mace, " School History of the United States," pp. 428-434. Bourne & Benton, " History of the United States," pp. 475- 482. Montgomery, " Leading Facts of American History," PP- 351-353- Dickson, " American History for Grammar Schools," pp. 488-491. Study of the Assignment. — I or Minimum Assignment. 1 . Read all references found upon the first topic in the out- line (" The Development of Industries "), and be able to give a complete discussion of this question in to-morrow's review. 2. Copy in your notebooks the outline prepared and written upon the board, during the assignment. II or Average Assignment. 3. Read the first phrase, in the first sentence of the first paragraph, under Chapter XLII (Bourne & Benton). Turn to the index and see if you can locate any cross-reference upon the " failure of the plantation system." If any is found read it carefully, and then write a statement showing the paragraph heading and the page where this reference is found. 4. Write a paragraph explaining the demand for more rail- 22 2 Supervised Study in History roads in the South, as a result of the rapid changes brought about after the Civil War. Ill or Maximum Assignment. 5. Consult the geographies and railroad guides upon the reading table, and then write on the board a list of the prin- cipal railway lines of the South at the present time. Verification. — Pupils who have not reached the average assignment will derive benefit from listening to those who have accomplished the work. Any one of the successful pupils of the average group should be called upon to explain to the class exactly what he did in answering No. II, 3. In giving this explanation, the pupil should first read the directions on the board, and then explain how he found the proper reference. This should be read to prove the success of his efforts. Work of this character tests the pupil's ability to follow directions accurately. Suggestions for Subsequent Lessons upon this Problem. — Lesson XXVIII should be followed by one or more lessons ^ upon topics II and III of the outline prepared in the previous lesson ("Development of Population" and "Development of Education"). The latter topic affords an excellent oppor- tunity for the pupils to gain information about Hampton and Tuskegee Institutes, and such leaders among the colored race as Booker T. Washington, Major Robert R. Moton, and Dr. W. E. B. Du Bois. The study of unit of instruction XI should be concluded by a Socialized Lesson, for the purpose of reviewing all important facts discovered and studied during the time devoted to the consideration of the great events outlined under this unit of instruction. 1 See Beard-Bagley, " The History of the American People." How to Study Lesson 223 LESSON XXIX UNIT OF INSTRUCTION XII. — THE INFLUENCE OF TRANSPORTATION AND METHODS OF COMMUNICA- TION UPON THE DEVELOPMENT OF THE NATION Grade, — Eight A Time, 90 minutes Lesson Type. — How to Study Lesson Time Schedule The Review 15 min. The Assignment 30 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter. Any topic in history or current events previously studied, which may be used as a background for the study of unit of instruction XII. Method. A longer period than fifteen minutes for this kind of review is unnecessary. Only a few moments should be required to direct the attention of the class to the new topic requiring consideration. In order to do this, a very brief program might be written upon the board containing items similar to the following : 1. What were the routes followed by the " forty-niners " in their cfTorts to reach the gold fields of California ? 2. Compare the method of crossing the continent at that time with modern methods. 3. " What Crops may we Expect," from the " Independ- ent," May 19, 191 7, page 322. (Previously assigned to some pupil.) 224 Supervised Study in History 4. " Solving our Transportation Problems," from the " Independent," May 19, 191 7, page 322. 5. " Our $6,000,000,000 Trade," from the " Independent," June 9, 1917, page 457. Certain pupils should be called upon for brief statements concerning Numbers i and 2 ; Numbers 3, 4, and 5 should be reported upon by pupils to whom such articles ^ were assigned. A short discussion should follow the recitation upon each number. This should be sufficient to arouse an interest in the question of Transportation. The Assignment. — i. A consideration of the value of transportation to the home community. 2. The meaning of the words " transportation " and " com- munication " developed. 3. The statement of the problem. 4. How to begin to solve the problem, made clear to the class. A consideration of the value of transportation to the home community. Ask the pupils to state the means of transpor- tation in the community in which they live ; also the ways in which this community is connected with the outside world. Do not go into detail upon this point. Simply call the atten- tion of the class to the various means of transportation com- mon to the particular community. Now, ask some pupil to state the effect upon the community, if these various means were suddenly destroyed. This will help to impress the fact that any community is dependent upon its various systems of transportation for its existence and development. 1 It is not intended that teachers should use the articles referred to above. They are cited only for the purpose of illustration. Material should be used which is particularly adapted to the conditions existing at the time the study of this topic is begun. To introduce such topics successfully, the ingenuity of the individual teacher is required. How to Study Lesson 225 The meaning of the words "transportation'' and "communica- tion." Dictionaries should be consulted and the meaning of each word carefully studied. This will bring out the point of transportation by land and by water (if this has not already been emphasized when considering the means of transportation in the community). The statement of the problem. By referring to condi- tions in the home community before the days of modern methods of transportation, and by questioning the pupils concerning the changes resulting from improved conditions, help them to reaHze that the development of transportation has had an influence upon the development of the home com- munity. By allowing pupils who have lived in other centers to state the methods of transportation in those places, make it evident that the smaller communities form the nation. This will enable them to state such a problem as : — How has the development of transportation and communication influenced the development of the nation? How to begin la solve the problem, made clear to the class. Inform the class, at this point, that in order to understand how the development of transportation and communication has influenced the development of the nation, we must begin with the study of the development of transportation and communication themselves. The kinds of transportation (by water and l)y land) should be written upon the board, and the terms " early methods " and *' modern methods " written after each. The pupils should now decide which was the most com- mon method in early colonial days and why. This will lead to collection of data pertaining to Early methods of transpor- tation by water. Such data should be collected during the study period. 226 Supervised Study in History The Study of the Assignment. — I or Minimum Assign- ment. 1. Using the texts upon your desk, consult the index of each for references upon " Early methods of transportation by water." Read carefully only those statements which pertain to transportation by water. 2. As each text is consulted, write in simple outUne form all topics which will help to give a more definite idea of this subject. 3. Reorganize the topics listed under each text into one complete outline. Conclude this work by listing all references found. Possible References. (To be found by the pupils.) Gordy, "A History of the United States," pp. 197, 215, 216- 218, 219, 222-223. Ashley, '' American History," pp. 121, 317, 318, 321. Mace, " School History of the United States," pp. 216, 217, 240, 260, 291-292. Montgomery, " Leading Facts of American History," pp. 127, 197, 198, 242. II or Average Assignment. 4. Write a brief explanation of the effect of the invention of the steamboat upon the development of the nation. /// or Maximum Assignment. Read as many stories as you can from the following refer- ences found on the reading table : Hart, " How our Grandfathers Lived " (Macmillan). " TraveHng by Canoes," by Isaac Weld (1796), pp. 92-96. " An Early Steamboat," by Francis Hall (1816), pp. 99-102. " Hudson River and Young Folks," by Frances Anne Kemble (1832), pp. 106-109. How to Study Lesson 227 "A Sea Voyage," by Abigail Adams (1784), pp. 224-228. Southworth, " Builders of our Country," Book II (Apple- ton). " Robert Fulton and Travel by Water in Colonial Days," pp. 128-134. Guerber, " Story of the Great Republic " (American Book Co.). " The First Steamboat," pp. 71-72. Verification. — During the study period, the teacher may find it necessary to help pupils who appear to be having difficulty in locating references. It is probable that all pupils will not find each reference hsted in this lesson. Some out- lines will, therefore, be more complete than others. The teacher's attention should largely be given to the inferior group in lessons of this character. During the few minutes for verification, any pupil of this group who has succeeded in making a satisfactory outline might be allowed to read this to the class. Each pupil should check all points in his own outline which are similar to the ones read. These will be given careful consideration during the review upon the following day. The envelope in which pupils have been directed to file all pictures found previous to this lesson should be referred to, and the class should be shown how all other pictures which may be found will help to illustrate the work upon this topic. 228 Supervised Study in History LESSON XXX UNIT OF INSTRUCTION XII. — THE INFLUENCE OF TRANSPORTATION AND METHODS OF COMMUNICATION UPON THE DEVELOPMENT OF THE NATION Grade, — Eight A Time, 90 minutes Lesson Type. — An Inductive-Deductive Lesson Time Schedule The Review 30 mm. The Assignment 25 min. Physical Exercises 5 ^^^ Study of the Assignment 25 min. Verification 5 ^^^ Time-keeper The Review. — Subject Matter. — Early methods of trans- portation by water. (Discovered in the preceding lesson.) Method. — The individual outlines prepared independently by the pupils during the study of the assignment of the previous lesson should be used in organizing a cooperative outline, which should be written upon the board by the teacher or by one of the pupils. Begin this work by calling upon a pupil who prepared a satisfactory outline during the study of the previous day's assignment, to read this outline to the class. Discuss the principal points of the outline, and gain the decision of the entire class concerning the first topic to be written in the out- line upon the board. Other topics should be added by per- mitting the pupils to suggest each point. This work needs An Inductive-Deductive Lesson 229 very close supervision and strong control. Do not allow pupils to volunteer information in unison, as confusion and disorder frequently result. This wastes time. Direct the pupils to volunteer suggestions by raising the hand or rising. When recognized by the teacher, the contribution should be oflfered. Only a brief statement should be given. If this statement is accepted by the class, it should be included in the outKne. Insist upon all pupils forming an opinion upon the points submitted. They should either agree or disagree. Those who disagree then may be led easily to see why they are wrong. Occasionally a point contributed may receive the approval of the majority of the class, and yet be incorrect. Books should be consulted in this case, and the whole class set right. Again, a pupil may contribute some item that the majority of the class failed to find. This pupil should be required to prove his point by referring to the text in which it was found. This statement should be read by the entire class, and if then accepted should be included in the outline. This reference may then be noted as well as all others. Encourage pupils of the inferior group to make all the contributions they can. This helps to give them the feeling of having had a part in the work. Not more than two thirds of the time for the review should be spent in organizing this material. The remainder of the time should be devoted to determining how thoroughly the pupils have acquired the important facts relating to the subject matter read during the study period of the previous day. Any topic found to be poorly prepared should be written upon the board. This should be reviewed during the first part of the study period. Work of this character enables the teacher to 230 Supervised Study in History discover if the pupils are gaining power to do independent work in a systematic way. This knowledge will be of benefit in the study to be done during the assignment, as well as in all subsequent lessons. The Assignment. — A Cooperative Assignment. In order to save time and to apply the principles emphasized during the review, the teacher and pupils working together should discover and prepare in outUne form the important topics of interest in securing a definite knowledge of Modern methods of transportation by water. The pupils will see readily that this must be the next step, and that the problem under consideration will not be solved until all available information relating to transportation 'and communication has been collected and examined. (See topics under unit of instruction XII.) The general knowledge which the pupils may have upon Modern methods of transpor- tation should be utilized, as well as information from texts selected for this purpose. At the beginning of this work, do not attempt to make any carefully organized outline. Simply write a word or two upon the board to represent each statement of value given by the pupils. When sufficient data have been collected, a systematic arrangement should then be made, and references noted wher- ever possible. Topics requiring further research outside of school should have enough space reserved to insert other references later, when found by individual members of the class. Topics of current interest which will later be among important historical facts should be referred to and included in this outline. It is well also to urge the pupils to insert any topic later discovered as a result of collateral reading. All hidudive-Deductive Lesson 231 Errors to he avoided. — There is one grave danger in this kind of work which should constantly be kept in mind by the teacher. Great care should be exercised in order that this work in outlining subject matter may not be carried to an extreme. A great deal of the subject matter suggested under units of instruction XI-XIV is particularly adapted to organization of this kind. If this is carried to excess, however, the notebook work becomes the end, rather than the means. The outlines never should be so long and com- plicated that it will require the greater part of the period to prepare them, thus leaving insufficient time in which to be- come thoroughly posted upon the facts themselves. Notes of this character are of Httle value unless they have served as the means of giving the pupils a more intelUgent under- standing of the events studied. The Study of the Assignment. — I or Minimum Assignment. 1. Copy in your notel)ook the" outhnc upon the board, pre- pared during the review. Follow this by the one prepared during the assignment. 2. Review any topics not thoroughly studied yesterday. 3. Read all references given upon the topics contained in the outline upon " Modern methods of transportation by water." 4. Tell briefly what must be accomphshed before this problem will be solved. // or Average Assignment. 5. Refer to pp. 366-367 of Bourne & Benton's " History of the United States " for an account of the " clipper ships " built in America about the middle of the nineteenth century. 6. What use has recently been made of this type of ship? (Written work.) 232 Supervised Study in History III or Maximum Assignment (written work). 7. Briefly describe a journey you have made by water, or a visit to a great ocean liner or a war vessel. Verification. — After determining the number working upon each part of the assigimient, refer to No. 6, under the average assigrmient, in order to determine how many pupils have any information upon this point. If this number is in the minority, a few statements made by the teacher will add interest and encourage pupils to attempt to secure a picture of a " clipper ship." Before dismissing the class, determine the number who have secured pictures to use as illustrative material. This should be done at frequent intervals in order to recognize and encourage effort along this Hne. Suggestions for Subsequent Lessons upon Unit of Instruc- tion XII. — At least two lessons should be devoted to the study of Canals as supplements to natural water routes. (See unit of instruction XII.) More time could be spent to good advan- tage upon this topic, as there are many things concernmg both the Erie Canal and the Panama Canal which might be studied with profit. A socialized review upon the " Development of transporta- tion by water " should precede the work upon " Transporta- tion by land." The study of this unit of recitation will require the same careful, systematic research as the preceding topics. This should be followed by a consideration of the " Methods of communication " and other topics suggested under this unit of instruction. An entire period should then be given to a Review Lesson, the first part of the period being devoted to a socialized review upon the question of transportation, in order to determine whether the problem may be considered solved. The pupils then might be per- An Inductive-Deductive Lesson 233 mitted to spend the remainder of the period in pasting in their notebooks all illustrative material pertaining to this question. A Red Letter Day Lesson should conclude the study of this unit of instruction. The notebooks should be exhibited in this lesson. An interesting feature with which to conclude the lesson is to have each member rise as his name is called, and briefly state the value of good systems of transportation to himself or any member of his family. Many of these statements may be amusing, but they help to prove how thoroughly the pupils realize the importance of this question, not only to the nation, but to the individual as well. The Power Gained by the Pupils from this Method of Study. — Pupils know exactly what must be studied, also just what is ahead of them in the solution of a problem. This tends to secure systematic habits of study, which pupils of any age need to acquire. Although the teacher has skilKully controlled the work, the pupils feel that they have done the greater part for themselves. This always has the effect of inspiring one to make greater effort because of the confidence in one's self which results from having successfully accompUshed an undertaking. The great field of current Hterature becomes intelligible to many boys and girls who might never be aroused to an appre- ciation of this or any other line of reading unless a situation is provided by means of which right habits will be formed, and enjoyment found in reading and studying along these lines. An extract from a notebook belonging to a pupil of an Eight A Grade is submitted here as an illustration of the amount and kind of reading voluntarily done outside of school, during the study of the subject of transportation. This does not include any texts used in class or any of the 234 Supervised Study in History collateral reading placed at the disposal of the pupils. Since this pupil came from a home where conditions were most un- favorable for this kind of training, the reading accomplished by this child suggests the great possibilities open to teacher and pupils ahke. An Extract from a Pupil's Notebook Other Sources Consulted World's Work. Popular Science. Christian Herald. Current Opinion. Literary Digest. Scribner's Magazine. Encyclopaedia Britannica. Redway and Hinman's Geography. World's Almanac. " Our Modern Fliers." . " Down the Mississippi." Johnson's History. " The Panama Canal," by Haskin. Another pupil in the same class secured twenty-six different illustrations of " Transportation by water," and nineteen pictures illustrating '' Methods of transportation by land." Many of these were particularly valuable, and represented a great amount of time and effort spent in securing each one. In order to show a representative page, the following outline is also copied from a pupil's notebook. The pupils first pre- pared individual outlines, as a result of independent research. These outlines were then discussed, and a cooperative one prepared, which was copied by each pupil. An htductive-Deductive Lesson 235 The Influence of Transportation and Methods of Communication upon the Development of the Nation Our Problem: How has the development of transportation and communication helped to develop the nation ? I. Kinds of Transportation. 1. By water. 2. By land. II. Transportation by natural water routes. 1. Early Methods. (a) Canoe. Bourne & Benton, p. 312 ; Gordy, p. 215. (6) Rowboat. Gordy, p. 217. {c) Sailboat. Mace, p. 216; Montgomery, p. 129. id) Flatboat. Gordy, p. 216; Mace, p. 217. {e) Ferries. Gordy, p. 197 ; Mace, p. 260. (/) Steamboat on the Hudson (1807). Mace, p. 240; Gordy, pp. 222-223. (g) Steamboat on Ohio River, Mississippi River and Great Lakes. Mace, p. 434. Qi) First steamboat that crossed the Atlantic Ocean (1819). Bourne & Benton, pp. 302-303. (z) "Clipper Ships." Montgomery, p. 242; Bourne & Benton, p. 367. 2. Modem Methods. (a) Freighters on the Great Lakes, "The Whale Backs." Mace, p. 434. {b) First ocean steamship line. Montgomery, p. 242 ; Mace, p. 434. (c) Great steamship lines of to-day. {d) A twentieth century ocean steamship. Montgomery, pp. 242, 244. (e) The Submarine used for commerce (1916), The Deutsch- land. (Newspapers and magazines.) 236 Supervised Study in History LESSON XXXI UNIT OF INSTRUCTION XIII. — TERRITORIAL EXPANSION OF THE UNITED STATES Grade, — Eight A Time, 90 minutes Lesson Type. — An Expository Lesson Time Schedule The Review 20 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. Time-keeper The Review. — Subject Matter. The extent and names of the thirteen original states ; also the states formed from the Northwest Territory. Method. Five or ten minutes of the time for review might be spent by having the pupils recall by writing, without the aid of a text, the names of the thirteen original states, to- gether with the states later formed from the Northwest Ter- ritory. At the end of this time, one of these papers might be read. The teacher might write the list of states upon the board in the same form as given by the pupil. Now call upon another pupil to go to the board and make any addi- tions or corrections to the list given by the first pupil. If this list is still incorrect or incomplete, permit any member of the class who recognizes an error, or can add any state not given, to stand. These pupils should be called upon, in turn, until the correct list of states is secured. An Expository Lesson 237 Maps should then be consulted, and the portion of the United States occupied by these states should be carefully- reviewed. A comparison of the original area with the present area should then be made. This will result in the pupils recognizing their problem for the new work. The Assignment. — i. Recognition of the new problem. 2. Present knowledge concerning the problem, determined and tested. 3. Exposition given by the teacher. Recognition of the new problem. The comparison of the present area of the United States with the original area of the thirteen states at the close of the Revolutionary War will lead the pupils to question how our present territory has been obtained. As a result of studying about the slavery question in Texas and California, the pupils already have a general knowledge of how some of the territory was acquired. Although this knowledge is indefinite and disconnected, when viewed in the light of " National Expansion " it will aid the pupils to realize that the present area of the United States is the result of a gradual expansion through acquisition. A problem similar to the following may then be stated : How has the United States acquired the territory which she now owns ? Present knowledge concerning the problem determined and tested. The pupils will be very eager to prove that they already have a great deal of knowledge upon this subject. Ask all who know of some territory acquired by the United States, to stand. Call upon the pupils of the inferior group who have something to suggest. Permit these pupils to make 238 Supervised Study in History their contributions first. Pupils of the average and superior groups might then supplement the statements made by the weaker pupils. The territory mentioned by the pupils might be written upon the board by the teacher. No attempt should be made to arrange this material in the order of acquisition. Merely note what the pupils submit in the order in which it is contributed. As each statement is given, question the class upon some point which probably will be unfamiliar to the greater majority of the class. This will convince them of the necessity of further research. The teacher should also help them to realize that the present information upon the subject is insufficient to solve the problem, because it is so incomplete. Territory not mentioned by the class might be referred to by the teacher, in order to give the pupils an idea of the extent of this work. They should also recog- nize that the best way to gain a thorough knowledge of this question is to study the facts pertaining to each acquisition of territory in the order in which it was acquired. The topic, therefore, which requires special study in this lesson is the Purchase of Louisiana. Exposition given by the teacher. Before the pupils begin the independent study of this topic, it will be better under- stood if an explanation is made concerning the situation pre- vious to this purchase. It should be made plain to the class how France ceded New Orleans and all her territory west of the Mississippi to Spain, at the close of the French and Indian War. Maps should be used to show the importance of the river to the settlers west of the Allegheny Mountains. This will be partly familiar as a result of having studied about the flat boats, — one of the early methods of transportation. Relate how America secured permission to ship her western An Expository Lesson 239 produce from New Orleans ; how this privilege was later dis- continued, and with what results. This will give the pupils a better idea of the situation which culminated in the purchase of the entire territory. Since the pupils will discover for themselves how it happened that this territory was purchased from France instead of Spain, this point should not be ex- plained in the exposition given by the teacher. If pupils raise this question, the answer should be deferred until the few moments for verification at the close of the period. Only a brief time should be devoted to this exposition, which should be directly followed by the study period. Study of the Assignment. — I or Minimum Assignment. 1. Find two reasons why Jefiferson was anxious to gain control of New Orleans. 2. How did it happen that Napoleon Bonaparte had the right to sell New Orleans ? 3. Be able to give a complete account of the purchase of Louisiana. 4. How was the news of this purchase received by the people and why? 5. What was the extent of this new territory? 6. What was done to gain a more accurate knowledge of this vast territory? (Be able to explain this fully.) Possible References. — Bourne & Benton, " History of the United States " (D. C. Heath & Co.), pp. 266-273. Beard-Bagley, " The History of the American People " (Macmillan), Chap. XI. // or Average Assigmnenl. 7. Write on the board an account of Lewis and Clarke's Expedition. Be sure to explain the importance of this expedition. 240 Supervised Study in History III or Maximum Assignment. Select any one of the following books found upon the reading table, and read as much as you can of any story or account which you care to choose : '' Pioneers of the Mississippi Valley," McMurry. (Mac- millan.) " The Louisiana Purchase," Hitchcock. (Ginn & Co.) " Builders of our Country," Book II, South worth (Apple- ton), pp. 113-115- " Story of the Great Republic," Guerber (American Book Co.), pp. 57-60. Verification. — If it is found that the pupils have had any difficulty in regard to why it was possible to buy Louisiana from France, this point might be given brief consideration at this time. Some pupil who has completed the minimum assignment should be selected to draw a map upon the board. This map should be made to illustrate each acquisition of territory within the boundaries of the United States. It should show only the thirteen original states, the Northwest Territory and the Louisiana Purchase, as a result of this lesson. Addi- tions should be made as the study of the problem progresses. Suggestions for Other Lessons upon Unit of Instruction XIII. — It is difficult to estimate the number of lessons required in considering this unit of instruction. Some classes accomplish the work more quickly than others. As many lessons should be given upon each unit of recitation as are found to be necessary, if pupils are to obtain any lasting impres- sions concerning the question of National Expansion. As each topic is studied, the value of such territory to the United States should be constantly kept in mind. An Habituation Lesson 241 In studying the unit of recitation dealing with the territory acquired from Spain after the Spanish-American War, the war itself should be given only such consideration as seems necessary to understand the causes and results. Newspaper and magazine clippings will aid in illustrating the topics to be studied during the latter part of this work. The final unit of recitation, The Purchase of the Danish West Indies, can be studied only through securing clippings from recent periodicals. LESSON XXXII UNIT OF INSTRUCTION XIV. — IMPORTANT NATIONAL ISSUES. THE TARIFF Grade, Eight A Time, 90 minutes Lesson Type. — An Habituation Lesson Time Schedule The Review 20 min. The Assignment 25 min. Physical Exercises 5 min. Study of the Assignment 35 min. Verification 5 min. The Review. — Subject Matter. A consideration of some of the clippings relating to Tariff, which previously have been collected and filed in the envelope prepared for that purpose. Method. The pupils should have been informed upon the preceding day that these clippings would be considered during the time for review in the next lesson. This gives them an opportunity to look over the material they have K 242 Supervised Study in History collected and to select an item upon which they wish to report. These reports might be given in the following manner. Permit the class to elect a conductor and a recorder. The conductor should take his place in front of the class, while the recorder should pass to the blackboard. Inform each of these pupils concerning his particular responsibility. The conductor should call upon any member of the class to contribute an item. The pupil called upon should pass to the front of the room, inform the class concerning the source of information, read the heading of the article by way of designating the particular topic, and then briefly give the report. (This should not be read.) When the report is finished, this pupil should have the privilege of asking any question about the contents of his article which puzzles him, or about which he desires more information. If the question is a minor one, it should be answered quickly by the teacher. If, however, the questioner raises some point which will be given special con- sideration during the study of the subject of tariff, the re- corder should be directed by the teacher to write this question upon the board. The class should then be given the same privilege to question upon any point. These questions should receive the same treatment. A normal class of boys and girls of the Eight A Grade will ask many questions in regard to matters which they do not understand. The most important of these, written upon the board by the recorder, will serve as an excellent incentive for beginning the study of a subject frequently looked upon, by pupils and teacher alike, as diffi- cult and uninteresting. As many pupils should be called upon by the conductor as the time will permit. Although these may be comparatively An Habituation Lesson 243 few, because of the number of questions asked, the interest of the pupils in the subject may be aroused in this way. They then will enter into a detailed study of facts with much more enthusiasm than would have been secured if a subject of this character were introduced in the usual formal, abstract way. Points overlooked by the pupils, because of their lack of knowledge upon the subject, should be mentioned by the teacher, who might state these ideas in the form of questions. When the pupils realize their inabiUty to answer such ques- tions, these also should be added to the Hst on the board. Conclude this review by directing the recorder to read the questions recorded during this part of the period. Call the attention of the class to the value they have already found in the cHppings collected, and help them to decide how they can gain sufficient information to answer successfully the questions upon the board. The Assignment. — i. References read by the teacher. 2. Summary of the important points which have been emphasized during the review and the assignment. References read by the teacher. Many of the questions recorded upon the board may be of such a character that the pupils will need direction in determining the answers. The Constitution of the United States should first be con- sulted, in order to determine why tariff is necessary, and by whom it is controlled. These are two questions always asked by pupils who are doing purposive thinking, during the con- sideration of the current-event clippings discussed at the beginning of the lesson. Article I, Sections 7, 8, 9, and 10 should be referred to, and such portions as pertain to the question of tariff read by the teacher. This may answer 244 Supervised Study in History some of the questions asked by the pupils during the review, but it will also raise additional questions which may not have been included among the others. Since no information has been given in regard to the mean- ing of tariflf, excises, revenue, etc., any new term should be added to the list upon the board, while questions considered as answered might be checked by the teacher. The pupils now have been led to realize the need for more direct in- formation concerning some of the terms and questions which have proved so puzzling. They therefore should be directed to give careful consideration to the statements read by the teacher. Each pupil should take notes on all points which impress him as important, or which give direct information upon any of the questions and terms written upon the board. Boynton's " Actual Government of New York "Ms suggested as a reference which might be read to the class. The teacher should pause from time to time, in order to question the pupils upon the meaning of some term, to explain a statement, or to answer a question asked by a pupil. It is advisable also to call upon a pupil to read the notes he has written upon any of the points read or discussed by the teacher. This will test whether the pupils are recognizing and noting the most important facts. In discussing the meaning of the term " excises," attention should be called to the excise or internal revenue stamps found upon certain commodities. The pupils should be permitted to name all articles upon which they have seen these stamps. A pupil might be delegated to find information concerning the manner in which the government controls the collection of internal revenue. This report should be given during the 1 Ginn & Co., Chapter XX, pp. 225-229. An Habituation Lesson 245 review upon the following day. Encourage all pupils to collect revenue stamps, and note the article upon which each stamp is found. This latter makes a very mteresting page in the notebook. Summary of the important points which have been emphasized during the review and the assignment. The pupils should now be called upon to state all points which were given special consideration during the review and the assignment. These might be noted upon the board by the teacher. Pupils may thus check their own judgment in regard to what each thought was important. Conclude the assignment by devot- ing a few moments to allowing the pupils to ask questions upon any of the points summarized, concerning which they are uncertain. These questions might be answered by the teacher or any pupil who volunteers to answer ; while pupils requiring special attention might be given the necessary assistance during the study period. The Study of the Assignment. — I or Minimum Assign- ment. Review all notes written during the assignment, also try to recall all topics discussed during the review and the assignment. Then answer the following questions : 1. What is tariff? 2. Name the two kinds of taxes and explain the difiference between them. 3. By what division of government are direct taxes levied? Who really pays the indirect taxes ? 4. What direct tax has recently been levied by our national government, and how was this made possible ? 5. What kinds of revenue tariff were discussed during this lesson? Explain each. 6. Why is tariff necessary to any successful government ? 246 Supervised Sttidy in Hisiory 7. Which do you consider more important, — revenue tariff or protective tariff ? Why ? 8. When did our nation first require a revenue tariff and why? // or Average Assignment. 9. Refer to the Sixteenth Amendment of the Federal Con- stitution, and study its contents. Then state what power was granted to Congress as a result of this amendment. Ill or Maximum Assignment. 10. Write a brief paragraph telling how and where tariff is collected ; or People entering our ports from foreign countries must have all baggage inspected by Custom House officers. Why is this necessary? If you have ever seen this done, give a brief description of your experience. Verification. — The brief time remaining at the close of the study period might be spent in allowing the pupils to state which question or questions seemed the most difficult. Select the one generally considered difficult, and help the pupils to understand this more fully. All papers should be collected in order to determine the kind of work accomplished by each, and the topics requiring special consideration upon the next day. Urge the pupils to bring to class any new clippings relating to the question of tariff. Suggestions for Further Lessons upon this Unit of Recita- tion. — The review upon the following day will determine whether more drill should be given at this time upon any point considered essential for an intelligent study of the question of tariff, or whether new work may be attempted. If the class is ready to undertake new work, question No. 8 in the mini- mum assignment should receive sufficient attention to impress An Habituation Lesson 247 the fact that the need for a revenue tariff began when our government was first established under the present Constitu- tion. A brief consideration of why revenue tariff is needed to-day will then enable the pupils to realize that the question of tariff, like the question of slavery or any other important national issue, has undergone many gradual changes to meet the need of existing conditions. A problem then may be stated which \vill require a study of the history of tariff from 1789 until the present time. This might be : " What have been the conditions under which the tariff question has been one of the great problems before the people? " A careful study of Hamilton's financial poHcy and its re- sults then should be made. This will require a careful con- sideration of the circumstances which made the first protective tariff necessary. The history of the protective tariff, culmi- nating in the nullification of South Carolina and the final settlement of the tariff question at that time, affords the class an opportunity to study subject matter which may be- come alive with interest. The tariff question from 1842 to i860 needs only a general consideration. The study of this unit of recitation should be concluded by giving special attention to the tariff question as a present-day issue. Current events should play an impor- tant part here. An occasional socialized recitation will help to review the facts and keep the important ideas before the minds of the pupils. A very satisfactory way of providing for a socialized review with pupils of an Eight A Grade is to direct each one to pre- pare a list of questions. These should have been written during the study period of the preceding lesson. Since any 248 Supervised Study in History pupil may be called upon to conduct the review, these ques- tions should be made as complete as possible. The pupils might be given permission, upon the following day, to elect one member of the class to take charge of the lesson. The pupils particularly enjoy this recognition because each one is given a chance. The delegation of responsibiHty, through requiring each pupil to prepare his own list of questions, pro- duces a wholesome spirit of rivalry among the pupils. Each one is eager to write questions which will win the approval of the class and the teacher if he should be elected by his classmates to conduct the lessons. General Statement Concerning Unit of Instruction XIV. — Other units of recitation suggested under unit of instruction XIV, such as Banks, Trusts, the Monroe Doctrine, etc., all offer the same interest and enjoyment, if approached and studied, because they are of present-day importance. Help the pupils to interpret past events through the realization of present-day problems and conditions. Socialize the work in every way possible. This takes much of the forced atten- tion and effort out of the study of history, and substitutes a real pleasure and enjoyment in the work. Greater effort will be made and better results attained than where more formal methods are employed. The completion of unit of instruc- tion XIV concludes the portion of history to be studied by an Eight A Grade. An Examination Lesson 249 LESSON XXXIII AN EXAMINATION LESSON Directions. — Each pupil is required to answer all questions under Part I. Additional credit will be given to any pupil who succeeds in answering Part II and any two questions in Part III. PART I 1. Make a list of all topics studied during the last month which you consider were the most important. (See explana- tion following this lesson.) 2. Prepare one question which seems to you to be particu- larly important, in regard to each topic contained in your answer to Question No. i. 3. Answer any two of your own questions. 4. Name three topics upon which you have done collateral reading, and give the name of at least two books you have read upon each one. 5. Which topic interested you the most and why? PART II 6. Consult one of the books upon the table ; find all the information you can upon the following topic : " The Printing Press." Read this information carefully, Ust the pages read, and then contrast the present system of printing with that employed by Franklin. 7. Using the information gained in reading the references found upon " The Printing Press," apply the old adage, " Necessity is the mother of invention," to the great develop- ment made in the methods of printing. 250 Supervised Study in History PART III 8. Read the following extract very carefully ; then tell who delivered this speech and under what conditions. 9. Picture in your own words the scene in Congress when this great speech was delivered. 10. Show how the sentiment expressed in the portion of the speech here quoted is upheld by citizens of our country at the present time : " When my eyes shall be turned to behold for the last time the sun in heaven, may I not see him shining on the broken and dishonored fragments of a once glorious Union ; on states dissevered, discordant, belligerent ; on a land rent with civil feuds, or drenched, it may be, in fraternal blood ! Let their last feeble and lingering glance rather behold the gorgeous ensign of the Republic, now known and honored throughout the earth — not a stripe erased or polluted, nor a single star obscured ; . . . but everywhere, spread all over in characters of living light . . . that . . . sentiment dear to every true American heart, — Liberty and Union, now and forever, one and inseparable ! " General Statement Concerning this Type of Examination. — The above lesson has not been planned with any particular grade in mind. It is simply illustrative of the kind of ques- tions which might be included in any examination planned by the teacher. Fact questions alone have purposively been omitted. The purpose of an examination will largely deter- mine the type of question which should predominate. If teachers desire to test pupils upon their ability to answer facts alone, then fact questions only will be found in the examinations given. Pupils who are tested by this type of examination are being tested only in their power to . memorize. The value An Examination Lesson 251 of developing this power is recognized, but is it not equally important to test the ability of our pupils to reason and think independently, to estimate the value of facts studied, and to appreciate some of the great events of the past ? In plan- ning examinations which will test powers other than memory, questions might be provided which would require a knowledge of facts as a basis upon which further thinking and reasoning must depend. In a sense every lesson planned according to methods of supervised study is an Examination Lesson. The pupils are constantly being tested through the various requirements in the several types of lessons taught. Both pupils and teacher, however, derive much benefit from Examination Lessons given at certain intervals. These lessons should be planned and conducted in such a manner that pupils will not be placed at a great disadvantage through fear of not accom- plishing the work successfully. If ratings are based upon regular daily class work as well as upon examinations, pupils will accomplish more and the results will be more satisfactory. Lessons of this type might be given whenever the teacher considers it advisable. If pupils are not informed in advance and are not required to review every fact studied, the dread and uncertainty of success will largely be re- moved. The daily review of all topics studied in previous lessons and the summaries at the end of each unit of recita- tion, through the means of socialized recitations, are constantly testing the thoroughness with which the pupils are acquiring information. The Examination Lesson may then become a period during which the teacher tests the ability of the pupils in the power they have gained as a result of daily instruction along all lines. A suitable time for such a lesson would be at 252 Supervised Study in History the completion of the study of certain units of recitation ; or, if given at longer intervals, at the close of the work on a unit of instruction. The intervals should be frequent enough to prevent pupils from dreading such lessons. The temptation on the part of any pupil to copy or ask help of another will be largely eliminated when pupils discover that each question requires the best thought and effort of each individual. When it is understood that ideas and opinions are required, as well as facts, pupils will begin to have more confidence in their own opinions. Originality of thought and expression will then be asserted and the teacher will no longer judge the individual pupil by false standards. An Analysis of the Questions Contained in this Examination. — The questions in Part I constitute the minimum require- ment of the class. The majority of the pupils in the inferior group will accomplish only this part of the examination. They should not, however, be prevented from attempting Parts II and III, if they are able to do so. Always insist upon the pupils giving special attention to the quality of the work done, rather than the quantity alone. Parts II and III are provided for those pupils who are able to accomplish more than the mini- mum requirement in the specified time. Papers should be rated upon the amount accomplished. An excellent paper which covered only the minimum requirement might be rated *' A minus " ; " A " might designate an excellent paper of the average requirement, while " A plus " would indicate an excellent paper of the maximum requirement. (Any other device a teacher wishes to employ would serve the purpose, as, for example, using different colored pencils to indicate the portion accomplished.) Let us now consider carefully the nature of each question. An Examination Lesson 253 PART I Question No. i demands a review and summary of all topics studied during the period indicated by the question. (Teachers should make this period more definite than can be done in a question of this general character.) Both memory and judg- ment are required to answer this question. Question No. 2 also requires the exercise of memory com- bined with reason and judgment. Question No. 3 demands an accurate knowledge of facts. Pupils are, however, given an opportunity to exercise initiative in the selection made by each one. If teachers feel that better results will be secured in this work, No. 3 might be written as follows: Answer questions 3 and 5. Certain numbers might be inserted in the blank space, by the teacher, after the pupils have prepared the questions and are ready to answer No. 3. Individuality is a strong factor in this kind of test question, since each pupil is required to do independent work. Question No. 4 tests the scope of information gained by the individual pupil. Again, the teacher might make this more definite by giving a list of topics upon which collateral reading had been required. Question No. 5 gives the pupil an opportunity to express his enjoyment and interest in any question studied. It also aids the teacher to understand each individual pupil. It is through such opportunities that teachers are enabled more accurately to determine the love and appreciation of history, which differs greatly with each individual. PART II Question No. 6 tests the power of the individual pupil to locate successfully information upon a dcfmile topic, and to 254 Supervised Study in History organize the ideas obtained in order to contrast accurately the two systems above mentioned. In work of this kind, material which is new to the pupils should be selected by the teacher. This produces a situation similar to that in the class- room when thought is required upon new topics. The teacher can thus better determine the power the pupils are gaining in understanding the thought expressed on the printed page. Question No. 7 aids the teacher in testing the abiUty of the individual pupil to apply a definite idea or principle to cer- tain facts. The ability to reason is here very essential. PART III Question No. 8 demands an accurate knowledge of facts. These facts, however, are associated with a concrete situation, which thus makes them seem more real to the pupils. Question No. 9 again requires an accurate knowledge of facts. Special provision is also made for self-expression, through a vivid portrayal of the scene referred to in the quo- tation. Question No. 10 requires a deep sense of appreciation and understanding of the meaning expressed in the quotation. It tests the pupil's ability to interpret the thought expressed by another, in the light of present-day situations. Each of these three questions necessitates careful thought and wise judgment. The fact that pupils are given an opportunity to answer any two of the three questions, tests their power of discrimination, as well as the knowledge of facts. The Value of this Type of Examination. — Such an examina- tion aims then to test the power of the individual along the following lines : A7t Examination Lesson 255 1. To exercise initiative or individuality. 2. To gain accurate information. 3. To organize ideas. 4. To apply ideas. 5. To make independent decisions. 6. To recall facts accurately. We therefore are testing the ability of the individual to study independently. The accomplishment of this aim is the chief purpose of supervised study. APPENDIX THE PUPILS' VIEWPOINT CONCERNING SUPERVISED STUDY There is often no better way to determine the actual success or failure of any schoolroom procedure than to base one's judgment on the point of view of the pupils themselves. Even young children are capable of making very fair judgments The frank, unbiased opinion of a child is certainly worth consideration. The statements contained in the following pages are extracts from papers written by pupils of Seven B to Eight A Grades inclu- sive, who have had the opportunity to study history according to methods employed in supervised study in the Washington Junior High School, Rochester, N. Y. In all classes the pupils were unanimous in their approval. They were entirely unconscious of any use to be made of these comments, and were asked simply to write their opinions of supervised study, telling why they liked it or did not like it. No attempt was made in any way to influence these opinions. The statements quoted would seem to give conclusive proof that these pupils at least found real benefit and actual enjoyment in their study of history. The genuine satisfaction to the pupils who so readily recognize the advantages derived from this kind of study does much toward convincing us that any effort we may make along these lines will be worth while. "MY OPINIONS OF SUPERVISED STUDY" Grade, — Seven B I. "I like supervised study because we have a certain time for review, assignment, and study. In our review, the teacher asks s 257 258 Appendix us questions about the work we did the day before. In our assign- ment, she explains the different things we are to study. When time is called we are ready for our study period. The study period is very interesting. In this way I have learned to use a book cor- rectly. I think it is really playing a game." 2. "The reason why I like supervised study is because the lesson starts at a certain time and ends at a certain time ; and we always know what to do. I also like it because the teacher first explains the lesson and makes it more definite. It now is easy to find the pages in the book. I think that I learn more in this way. In our review the teacher and pupils ask questions about the lesson we studied the day before." 3. " I like this method because we have just so many minutes for one thingand we cannot waste time. It saves time, and when assign- ment comes everything is explained and there are really no ques- tions to ask. It helps us to do our work more smoothly, and we know our work from day to day by reviewing. If we find anything in our study period that is difficult, we can look it up in our History or get some help from our teacher. What I like best is our discus- sion in reviewing." 4. "I like this plan because it is definite, and because with just a little help we can go to work. What we have to study is on the board, and we all like to be time-keeper. Also, the teacher doesn't have to tell us what to do, and so there is more time for study. We also know just how much time to spend on each subject. It has taught me how to use a book." 5. "The reason I like this method is because our teacher doesn't have to take so much time to explain what we are to do, and we have more time for study. It is interesting to be time-keeper. When you have somebody to call time, it teaches you to be quick and thoughtful." 6. "I like supervised study because it is more practical. We have a certain time for each topic. It is also more accurate and interesting. The study of the Greeks, Romans, Columbus, Balboa, Magellan, and Alexander the Great, was much more interesting in the program we now have than any other way we have had. We have a certain time for review, assignment, study, and verification. Appendix 259 In this way we get done on time and learn more. We have a differ- ent time-keeper for each topic. Our program is definite. It has also taught us how to use a book." 7. "I like this plan because it is easy to understand, and you learn more in less time. In supervised study the pupils do more work than the teacher, which is very good. Every day some pupil has the responsibihty of calling 'Time.' This makes the pupils more alert." 8. "The thing I like about this plan is that when we come to class in the morning we know what we are going to do in our study, and the amount of time we may have for each part of the lesson. Everything goes with a system, and this is the main part." 9. "I like supervised study because the review is very interest- ing. I like to be time-keeper. I like the plan because we have a definite time for each subject. We work on a schedule. I have also learned how to use a book." Gr.\de, — Seven A 1. "I think most ever>'one likes the way we study. The way we study is known as supervised study. By supervised study, we mean the teacher and pupils studying together. The teacher has a schedule written on the board. This is marked off with each kind of work. It gives the time for each part. There are also names of children who keep time, and when the time is up, he or she calls 'Time,' and in this way, we know just when to stop." 2. "Supervised study requires the cooperation of the pupils and the teacher. In the review we have the lesson that we prepared and some things that lead up to the new lesson. After a pupil has finished reciting, the pupils who have any corrections or additions to make, stand. The pupil who recited calls them by name, and they give the correction or addition. In a socialized recitation, you are also permitted to ask questions. " The way in which I think it helps the pupils a great deal is, for instance, when wc have our review, we often have a socialized reci- tation. This brings in corrections and the pupil realizes his or 26o Appendix her mistakes. If we did not have this recitation, the pupil would not know if his answers were correct or incorrect. Another example is, when we have our study period, we have it in the room. This also helps the child a great deal. In case the pupil does not under- stand something, or cannot find a certain thing, the teacher can help him. If he were to study at home, he would not be able to find his lesson or understand it. These examples show you why I like supervised study." 3. "I like supervised study because we have a certain period for review, assignment, etc. Everything is not mixed. We have opportunities to write questions and pass them to someone. The questions are numbered, and the person whose number is called stands, reads the question, and answers it. If any corrections or additions are to be made, the pupils stand. They are called upon by name, and they tell what they think is right. I like to study in school because if you are in doubt about any topic, you can ask the teacher, who either gives you a reference or tells you about it. My opinion of supervised study is that it has helped me a great deal." 4. "As the Seven A Grade comes to the history period, each turns his head to the board to see if he has been appointed to be one of the time-keepers. This and the socialized recitation have made the pupils eager to come to the History room, and enjoy an hour and a half. The socialized recitation has proved good in many ways, especially in the criticizing part. It gives the pupils a chance to answer, criticize, and add further points until the whole topic is digested thoroughly. Supervised study is better than having the pupils study at home, because the pupil studies hard and knows in half an hour more than he would study at home in an hour. Also, it is a fair way ; everyone has the same time to study, and if they studied at home, some could probably have time to study for two hours and some for only one hour. I think I have gained twice as much under the supervised study and socialized recitation as I would have gained if we had not had them." 5. "My opinion of supervised study is that I think it is the best and easiest way to study. It seems like a game and not like a lesson. You are always wondering if you will be able to answer Appendix 261 your question correctly. The charts which tell when each lesson should be finished are prepared by the teacher before the class comes in. This helps to show when one part of the lesson is finished, and a pupil then calls 'Time.' The charts which show us what to study are very useful, because we know when we read them just what to study." 6. "Supervised study interests each boy or girl in any subject. For instance, if a teacher gives his class history books and says, 'Read from page 226 to 239,' the pupils turn over the pages in the book looking for interesting pictures. If they don't see any, they look over the whole book until the time given is up. Next day when the teacher calls on a pupil to answer questions concerning which they were to have read the preceding day, the pupil doesn't know anything about it. In supervised study, the teacher gives certain references, explains to the pupils what they are to read about, and next day, in the review period, the pupils answer all the questions easily." 7. "I like the supervised study system better than the other kind of study for these three reasons. First, because we cooperate with the teacher and in this way carry out our school motto, 'Do in Cooperation.' Another reason is that when we have a socialized recitation, a pupil who wishes to find out something which he does not understand, can question the pupil who is reciting ; or, some- times, the pupil who is reciting has not given enough on the topic. Pupils may then stand and add something which that pupil has not given ; so you see if the pupil listens to the additions or corrections, he will be able to give a much better recitation the next time he is called upon. The third reason is, in our schedule thirty or more minutes are given for study, while in unsupervised study, the pupils have to study at home all by themselves, which is very tiresome." 8. "My opinions are high of supervised study and the socialized recitation. It not only teaches the pupil to answer, but it teaches him to ask questions. The work is carried on in a systematic way, and is all done under the supervision of the teacher." 9. "When we have a socialized recitation and know we are going to have it, I think all the students put forth an extra effort in the study period. The assignment is also very interesting, because a 262 Appendix problem in to-day's lesson may lead to another in to-morrow's lesson. I never enjoyed history or geography. They were always my hardest subjects. This last term I have enjoyed them very much, just because, I think, of the supervised study." 10. "I have enjoyed supervised study very much. The reason I enjoy it is because you can correct other people's mistakes. You can learn more by listening to the recitation of others, and you gain much more than by writing your own thoughts on paper when other people have thoughts that you do not have. I enjoy our study period much more than I used to because the teacher comes around and explains things in history, which we do not understand." 11. "In our study period we usually have some questions to answer which we look up in our history books. If we do not understand them, we raise our hands and the teacher comes to our seats, and we tell her what the trouble is. She explains it and then we can go on studying." 12. "The pupils have a period of study with no reciting to con- fuse them. When the assignment comes, they all have a chance to work at it, thus causing no confusion as when half of the class studies and the other half recites." Grade, — Eight B 1. "When we come into the room in the morning, our teacher has something on the board. It is a plan of the lesson for the day. The first thing on the program is the review. The review consists of the work done the day before. The time for review is from fif- teen to twenty minutes. The teacher gives us our assignment. The assignment consists of the work for the study period. The teacher explains the assignment, and that helps us in the next lesson. "The teacher gives us facts leading up to the next lesson. The next work is the study period, and our teacher gives us not more than forty-five minutes of this. During the study period, we prepare our lesson for the next day." 2. "Supervised study is studying with the help of the teacher. There is a program on the board of the things we are to accomplish Appendix 263 in the given time. When we have a socialized lesson, we make up questions ; a chairman is elected, and all the questions are passed over to him. He reads them, and the ones who can answer, stand. The chairman calls upon one, and if the rest disagree, they stand again. If they disagree a second time, it is left to the judges to settle. The judges are appointed by the teacher. " I like supervised study because it teaches us to be independent, and to be able to help ourselves in other lessons and things outside of school. It is also very interesting to be able each day to find our own answers." 3. "Supervised study is very helpful to the pupil because it is under the supervision of the teacher. She can teach the pupil how to study in school, while if doing it alone, it is more difficult and less interesting. The daily program with the time-keepers helps to keep up interest through the period. "We first review the previous work, which often leads to the new topic. The teacher then makes the assignment. It helps to solve the new problem. All the studying is done in school. "There are three kinds of lessons which we enjoy. The first is the studying of a new topic. The second is a socialized lesson, in which everyone prepares questions on some review topic. Each one has a chance to ask his questions and have them answered. This is all done in school. The third kind of lesson is a Red Letter Day Program. Many days before, the teacher tells the names of the men about whom we are to know. Many pupils look in magazines, books, and papers, both at home and at the library, for informa- tion about them. We have had Red Letter Days on Lincoln, Grant, and Lee, and many others." 4. "Supervised study means study which is supervised by the teacher. I like supervised study, because it gives the pupil a chance to ask a question or to be helped by the teacher. Otherwise, the pupil has to study at home and does not get a chance to ask questions unless somebody in his home has a practical knowledge of the subject." 5. "Supervised study is study work that the pupil really does himself, thus afTording him better knowledge of the lesson assigned him, but all this is done under the supervision of the teacher. 264 Appendix According to my opinion of this study work, I think it is very good, because it is efficient, systematic, and a very excellent way of help- ing the pupil to remember what he has learned." 6. ''What is supervised study? Supervised study is study supervised by the teacher. We have a program for the period. Each topic on the program has a time limit, so that we take in all the topics for that day. We have a time-keeper to see when the time is up for that topic. Each day's lesson is divided into three parts : review, assignment, and study. In the review, we review all the work that leads up to the new topic. The assignment is in charge of the teacher, during which the topics for the next day's review are given. We then study the topic assigned by the teacher. When we meet a difficult problem, the teacher gives us assistance." 7. "A Red Letter Day is all that its name implies. A certain great man or men of the past or present are discussed. The class collects all data upon the subject, such as newspaper clippings, magazine articles, books, etc., and a full report is made of this research in class. This plan has, according to my estimate, an advantage over other plans. It allows the pupil to do research work. It also has the advantage of always having the teacher to help the pupil. It also does away with night work." 8. "I like supervised study because we have a certain length of time set aside for each subject. This is more orderly, and we get through with our lessons more quickly. Each pupil knows that he has a certain length of time in which to do his work. They all work quickly and quietly, each one intent upon doing as much as he can in the time allowed him. This way of studying is almost like a game and interests everyone." Grade, — Eight A I. "I think supervised study is better than unsupervised study. First, because the pupils and the teacher study out the new lesson in the classroom ; otherwise, we would have to take our work home. Second, when we stand up after someone has recited, we can add something, or ask that person questions. Each pupil is Appendix 265 given a chance to ask questions and add to a recitation. This gives all the pupils more knowledge. Otherwise, the teacher might not think of some questions and additions, and the pupil would not know the thoughts other children have." 2. " Reasons why I like supervised study. It is more systematic, the mind works in an orderly way, and you accomplish more by having a definite time for your work. Socialized recitations are beneficial to the class because each person may express his ideas and thoughts about the subject, and at the same time he improves his English and speaking ability, for if he is bashful but has some- thing to say, he will try to do it. Sometimes when questions are asked, the teacher tells us where we may find more information than has been given in class. As we are anxious to know about it, we try to get all the information we can. This gives us a wider scope of knowledge. "It is not putting too much time in one thing and none in the other. It requires self-poise and self-control, which are very essential to the person who wants to climb the ladder of success, and in supervised study you get it." 3. "I think it is a very good way to study. It makes the work easier and saves home work. It is wise to have a review of the previous day's work in order to understand the new work. Also it is good to have a certain time for assignment, when the teacher can help the pupil if he is puzzled with some difficult question. The socialized recitation keeps everyone alert and quick to see if the pupil reciting has made any mistakes. Last but not least is the study period, which the pupil uses to study new work, write up notes and review some difficult work. Summed up, it gives each pupil an equal footing with the other pupils." 4. "I think that supervised study is probably the best way of helping a pupil in any of his classes. It teaches him to help himself in trying to work out problems." 5. "I think supervised study is essential to the pupil. Our assignments are studied very carefully with our teacher's help, and the next day we are prepared to review. Also, the time schedule is a very systematic means of economizing time. It also teaches the pupil to study earnestly and carefully. We have socialized 266 Appendix recitations which enable us to learn different opinions from our classmates. With supervised study there is no home work to be done unless done voluntarily." 6. "My opinion of supervised study is that this plan is a very good one. The thing that seems very convenient in a lesson is the lesson schedule. It gives a pupil who has been absent the previous day a chance of knowing what lesson was studied then. This lesson schedule contains the amount of time which we have for review, assignment and study work." 7. "I think that supervised study has all the advantages over the other way. If you don't understand, it can be explained and everybody gets the benefit from it. There is also the socialized recitation. This helps the children to be alert, to know when a mistake is made, and to stand and correct or add to the other's recitation. By reviewing, we do not forget the work taken up on the previous day, and thus keep up the work from day to day." 8. "In my opinion supervised study is very beneficial to the pupil. For instance, there is the lesson program, which is put upon the blackboard. There are time-keepers for certain topics, such as review, assignment and study. In this way it gives us time for each topic, whereas, if we didn't have supervised study, we would probably take most of the time for one topic, and so have little time for the others. Therefore, only two or three topics would be covered, and the other topics would be left for the next day, and so on, day after day. At the end of the term, the course would not be completed. "Socialized recitations enable us to see and correct our errors. The study time in school gives us more time at home for play, fresh air, and many things that have to be done. We have the advantage of having many different kinds of books from which to study, where, if we had to study at home, we might have only one or two books." 9. "Supervised study has greatly helped me in my work in his- tory for this reason : When a pupil recites in any subject, the one to correct him is his own classmate. This gives a pupil a chance to learn his mistakes, and also for the pupils themselves to learn the Appendix 267 subject better. Another important factor in my study of history is that when I enter the room, all that I have to do is to look on the lesson program, and know the work that I must do. The lesson pro- gram consists of the following : first, review ; second, assignment ; third, study." BIBLIOGRAPHY References Mentioned in This Manual I Texts to be Used by the Pupils Ashley. "American History." Macmillan, 191 7. Atkinson. "The European Beginnings of American History." Ginn & Co., 1912. Bassett. "The Plain Story of American History." Macmillan, 1916. Beard-Bagley. " The History of the American People." Macmillan, 1918. Bourne & Benton. "Introductory American History." D. C. Heath & Co., 1913. Bourne & Benton. "History of the United States." D. C. Heath & Co., 1913. Boynton. "Actual Government of New York." Ginn & Co., 1911. Channing. "Students' History of the United States." IMacmillan, 1916. Dickson. "American History for Grammar Schools." Macmillan, 1916. FiSKE. "History of the United States." Houghton Mifflin Co., 1907. GoRDY. "American Beginnings in Europe." Scribner's Sons, 191 2. GoRDY. "A History of the United States." Scribner's Sons, 1899. Mace. " School History of the United States." Rand, McNally & Co., 1904. McLaughlin & Vantine. "A History of the United States." Apple- ton, 1915. Montgomery. "Leading Facts of American History." Ginn & Co., 1910. Mowry. "First Steps in the History of England." Silver, Burdelt & Co., 1902. 269 270 Bibliography MowRY. "Essentials of United States History." Silver, Burdett & Co., 1911. NroA. "Dawn of American History in Europe." Macmillan Co., 1915. WooDBURN & MoRAN. "Introduction to American History." Long- mans, Green & Co., 1916. WooDBURN & MoRAN. " Elementary American History and Govern- ment." Longmans, Green & Co., 1914. II References for Collateral Reading for the Use of the Pupils Bancroft. "History of the United States." Appleton, 1895. Burgess. "Reconstruction." Scribner's Sons, 1902. Coffin. "Building of the Nation." Harper, 1902. Elson. "History of the United States." Macmillan, 1904. Fiske. "Old Virginia and Her Neighbors," Vol. I. Houghton Mifflin & Co., 1897. Guerber. "Story of the Great Republic." American Book Co., 1899. Hart. " Source Readers in American History," Vol. I-IV. Macmillan, 1902. Higginson. "A Book of American Explorers." Longmans, Green & Co., 1915. Hitchcock. "The Louisiana Purchase." Ginn & Co., 1903. McMuRRY. "Pioneers of the Mississippi Valley." Macmillan Co., 1908. "Old South Leaflets." Directors of the Old South Work, Old South Meeting House, Boston, Mass. Wilson. "A History of the American People." Harper & Co., 1902. Ill Reference Books for the Use of the Teacher Becker. "Beginnings of the American People." Houghton Mifflin Co., 1915. (Vol. I of The Riverside History of the United States in Four Volumes.) Bibliography 271 Dearborn. " How to Learn Easily." Little, Brown & Co., 1916. ^ Earhart. "Teaching Children How to Study." Houghton Miffin Co., 1909. Earhart. "Types of Teaching." Houghton Mifflin Co., 1915. Hall-Quest. "Supervised Study." Macmillan Co., 1916. Johnson. "Teaching of History." Macmillan Co., 1915. KiTSON. " How to Use Your Mmd." Lippincott Co., 191 7. McMuRRY. "How to Study and Teaching How to Study." Houghton Mifflin Co., 1909. McMuRRY. "Elementary School Standards." Houghton Mifflin Co., 1913- Whipple. "How to Study Effectively." School and Home Educa- tion, Bloomington, 111., January, February, April, 1916. INDEX Achievement, recognition of, 208 Acts, navigation, 131 Act, Stamp, 131 Adams, John, 133 Adams, Samuel, 133 Aim, teacher's, 203 Alaska, purchase of, 24 Alfred, the Great, 62 America, colonization of, 15 discovery of, 76, 81, 82 events leading to discovery, 15 exploration of, 85, 86 Armada, Spanish, 126 Articles, magazine, 13, 81, 91, 176, 224 newspaper, 13, 91 read to pupils, 217, 218 Assembly, colonial, in Virginia, 19, 122, 123 Assignment {see also each lesson outlined) average, 5, 12, 13, 48, 118, 222 cooperative, 5, 213, 218, 219, 230 for home study, 51, 52 maximum, 5, 12, 13, 48, 75, 103, 116, 118, 119, 125, 189 minimum, 5, 12, 13, 48, 58, 239 nature of the, 12, 257, 261, 265 notebook, 29, 30 study of the, 12, 13 Assistance, writs of, 131 Aztecs, 84 Balboa, 89 Banks, 25, 207 Bibliography, 13 Bill, Kansas-Nebraska, 187 " Fersijnal Liberty," 187 Boundaries, disputes over, 2i Boynton, Prank D., 244 Bull Run, battle of, 22 Bunker Hill, battle of, 134 Burke, Edmund, 133 Cabinet, Washington's, 21 Cabot, John and Sebastian, 17, 79, 82-84 Cahfornia, admission of, 186 Capital, of U. S., 21 "Carpet Baggers," 23 Cartier, Jacques, 88 Cession, Mexican, 24 Spanish, 24 Chairman, pupil as, 157, 158, 263 Chaldeans, 16, 48, 54-56 Champlain, Samuel de, 89 Character, development of, 138 Charta, Magna, 18, 106, 109 Chart, record, 72 Charter, of 1606, no Henry I, 18 Richard I, 18 William the Conqueror, 18, 105 Charts, 261 Citizenship, 96 meaning of, 59 means of teaching, 134 Civics^ community, 18, 145, 164, 167-168 Civilization, development of, 97, 206 early leaders of, 16, 17 Collections, exhibition of, 81 Colonies, charter, 19 government of, 19 proprietary, 19 Colonies, revolution of, 15 royal, 19 Columbus, 17, 79, 82-84 Commerce, interstate, 24, 25, 207 Committees, of pupils, 69 Communication, methods of, 23, 207, 208 Compact, Mayflower, 19, 122, 123 Company, London, no, ni, 115, 117 Plymouth, no, in Compromise, Missouri, 170, 181, 182 of 1850, 186-187 Conductor, pupil as, 77, 192 273 274 Index Confederation, Articles of, ig, 141 Confederation, New England, 19, 122, 123, 125 Congress, 149 Constitutional, weakness of, 19 Conquest, Norman, 105 Constantinople, fall of, 17, 75 Constitution, of U. S., 141 adoption of, 21 amendments to, 23 how to study the, 153-1S4. 243 making the, 15, 21, 146, 150-153, 157, 162 preamble to, 155 provision concerning slavery, 177 ratification of, 21, 154-155 Convention, Albany, 19, 124, 125 Cooperation, 137, 259 Cornwallis, Lord, 20, 140 Correspondence, committees of, 19 Cortez, 84 Cotton-gin, 177 Counselor, teacher as, 1 1 Crayons, colored, 83, 103 Crusades, efiect on commerce, 74 need of, 70, 71 results of, 17 Current events, 18, 140, 145 as source of information, 170 correlation with history, 207-208, 233 filing cUppings on, 168, 169, 207, 208 how to create an interest in, 165 how to systematize the study of, 167, 168, 169 lesson on, 172, 173 need for teaching, 164 pupil as secretary, 169, 173 reports upon, 171, 241-243 Da Gama, 78 Danish West Indies, purchase of, 24, 241 "Dark Ages," 17, 67-69 Data, collection of, 85, 129 organization of, 85-88, 129, 215, 216 Dates, in history, 88, 89 Debate, topic for, 91 Defenders, of American cause, 20 De Leon, Ponce, 89 De Soto, 88 Diaz, 78 Dictionaries, use of, 153 Difference, individual, 2, 3, 33 Difficulties, trade, 21 Distribution, normal, 57 Doctrine, Monroe, 24 Drake, Sir Francis, 188 Dutch, the, 18 Ear hart, Lida B., 28 EfiSciency, social, 96 Egyptians, 16, 43, 45-47, S3 Emulation, 162 English, 17, 18 Ericsson, John, 191 Errors, correction of, 147 Events, association of present and past, 174 Expansion, territorial, of U. S., 16, 236 Expedition, Lewis and Clark, 239 Explorers, Dutch, 86, 88, 91 English, 86, 88, 91 French, 86, 88, 91 Spanish, 86, 88, 91 Exposition, by teacher, 68, 69 Expression, self, 254 Factors, of study, 28 Facts, knowledge of, 253, 254 power to recall, 255 Feudal system, 62 "Fleece, the Golden," 55 Florida, purchase of, 24 France, aid from, 20 FrankUn, Benjamin, 133 French, the, 18 Friendliness, 35 Frobisher, 88 Gadsden Purchase, 24 Games, Olympic, 60 Garrison, William Lloyd, 185 Genet, "Citizen," 21, 175 Genoa, 77 George III, attitude of, 20 Germans, 17, 67, 68 Gettysburg, 22 Gilbert, Sir Humphrey, 88 Government, development of democratic, 206 need of stronger, 21, 146 Index 275 Government, self, log, 122, 127 starting the new, 15, 162 steps toward self, 19 Grade {see also each lesson outlined) Seven A, 14, 95, 97, 98, 102, 108, 113, 121, 128, 135, 141, 206, 259 Seven B, 14, 37, 45, 52, 58, 76, 78, 82, 86, 92, 206, 257 Eight A, 14, 205, 206, 208, 209, 211, 217, 223, 228, 236, 241, 247, 248, 264 Eight B, 145, 146, 152, 157, 177, 1S3, 190, 206, 207, 262 Grant, Ulysses S., 197, 198, 263 Greeks, the, 16, 55, 56, 57, 58, 59, 60, 61, 66 Group {see also each lesson outlined) average, 12, 13, 44, 50, 57, 59, 95, 191, 238 inferior, 12, 13, 44, 50, 57, 59, 95, 191, 227, 229, 238 superior, 12, 13, 44, 50, 59, 95, 191, 238 Guide, teacher as, 1 1 Hakluyt, Richard, ij6 Hall-Quesl, Alfred L., 1-9, 10, 12 Hamilton, Alexander, 21, 247 Hebrews, 16, 48, 53, 54 Henry I, Charter of, 18 Henry, Patrick, 133 History, dawn of, 15, 16 How to study, instruction in, 4, 5, 34, 37, 41-44. 53. 54 Hudson, Henry, 89 Hudson River, 20, 135 Huguenots, the, 88 Ideas, power to apply, 255 power to organize, 255 Imagination, 81 Impressions, correction of false, 84 erroneous, 112 Inauguration, Washington's, 162 Incas, of Peru, 84 Independence, Declaration of, 20 Independence Hall, 150 Infjividuality, 253 Information, power to gain, 255 source of, 64, 65, 72 Initiative, 4, 46, 64, gi, 204, 255 Instruction, Units of, 6, 8, 15-25, 35, 76, 91-92, 95, 97, 126, 141, 145, 176-189, 195, 201, 203, 204, 20s, 206, 211, 222, 223, 228, 230-231, 232, 236, 240, 241, 248 Interests, varying, $$, 34 Interrogator, 11 Issues, important national, 16, 24, 25 Jamestown, Va., 89, 117 Joffre, General, 173 Jvhnson, Henry, iio-iii Judges, pupils as, 46, 71, 72, 147, 192, 263 Judgment, check upon pupils', 245 development of, 87 independent, 53, 103 need of, 253 power to use, 255 Key, Francis Scott, 176 Kosciusko, 140 Ku Klux Klan, 23, 206 Lafayette, Marquis de, 140 Law, fugitive slave, 187 Leaflets, Old South, 81 Lee, Robert E., 22, 197, 198, 263 Lesson, how to determine type of, 90-91 Lesson, type of, appreciation, 172-177 deductive, 58-62, 71-76, 86-92, 121- 125, 152-156 drill {see habituation) examination, 8, 249-255 analysis of questions in, 252-255 general statement concerning, 250 purpose of, 251 rating of, 252 when to give an, 251 expository, 67-70, loi, 102-106, 120, 126, 183-188, 236-241 habituation, 108-112, 241-248 how to study, 52-57, 82-85, 86-92, 177- 182, 211-217, 223-227 inductive, 98-101, 217-222, 228-232 inductive, and how to study, 37-44, 45- 52, 128-134 preview, inspirational, 33-36, 145, 204- 210 red letter day {sec "program"), 62, 63- 66,67,91,121, 141, 176, 196-198, 233, 263 276 Index Lesson, review, 63-66, 121-125, 157 socialized, 7, 8, 76-82, 135-141 socialized and inductive, 146-152, 190- 195 Lexington, battle of, 134 Liberty, English struggle for, 102-107 Library, 13, 263 Lincoln, Abraham, 23, 193, 194, 263 Longfellow, Henry Wadsworth, 80 Louisiana, purchase of, 239 McMurry, Frank M., 28 Magazines, 13, 164, 166, 170, 209, 263 Maps, 36, 81, 83, III, 113, 114 study of, 54 use of, 58, 134, 138, 185, 237, 238, 240 Mason and Slidell, 22 Massachusetts, Colony of, 19, 120 Material, source, 13, 81, 107, 117, 118, 119 illustrative, 36 "Middle Ages," 69 "Monitor and Merrimac," the, 22, 190, 191 Morris, Robert, 133 Nation, development of, 206 eastern, of ancient times, 16 European, claims of, 91 in new world, 18 Natives, of America, 18, 91, 92 Newspapers, 13, 164, 209, 263 New York, colony of, 19, 120 Northmen, 17, 79, 82, 83 Notebooks, assignment, 51, 52, 53 extract from, 234, 235 use of, 158 Oath, Athenian, 59, 60 Odysseus, 55 Opinion, pupil's right to his own, 48 Order, chronological, 122 Ordinance "of 1787," 147 Otis, James, 133 Outhnes, character of, 231 cooperative, 87, 89, 161, 228 preparation of, 159, 219, 220, 221 Papers, the "X. Y. Z.," 22 ParUament, first representative, 18, io6 regular, 18, 106 Pennsylvania, Colony of, 19, 120 Period, critical in American history, 15, 21 length of, 37, 38, so study, 262 Periods, three great, of history, 17 Persians, 16, 48, 53, 54, 56 Phoenicians, 16, 48, 53, 54 Pictures, 36, 81, 176 as illustrative material, 234 collection of, i6o, 217 use of, 134 Pitt, William, 133 Pizarro, 84 Polo, Marco, 17, 75 Power, estimate of, 230 of pupils, 96, 98, 233 test of, 254 Presiding officer, work of, 68 Preview, inspirational, 33-36, 93 errors to be avoided, 36 method of conducting, 35 nature of, 34, 204, 205 need for, s^ purpose of, 33 result of, 209 Problem, statement of, 40, 41 the pupils', 40, 45, 47, 55, 59, 74, 79, 8s, 87, loo, 104, 108, 115, 129, 138, 150, 153. 154. 174, 179. 203, 214, 219, 224, 237 Program, 259, 262, 266, 267 collection of data for, 196 given in Washington Junior High School, Rochester, N. Y., 197-198 nature of, 13, 14 "Red letter day," 63-66 Proclamation, emancipation, 22, 193-195 Proviso, Wiknot, 186 Pupils, types of, 33, 34 Question, the slavery, 15, 22 Questions, advantage to pupil in pre- paring, 71, 73, 183, 184, 247, 260 Raleigh, Sir Walter, 88 Railroad, "underground," 187 Reading, collateral, 152, 156, 216, 226, 227, 240 collateral, choice of, 132 how to encourage, 118, 119 Index 277 Reading, interest in, 132, 133 love for, 104 provision for, 120 record of, 104, iig, 160 report upon, 153 suggestions for, 106 supplementary, 44 Reason, pupils' ability to, 254, 255 Rebellions, among States, 21 Rebellion, Shays's, 147 Recitation, socialized, 7, 8, 62, 120, 247, 248, 259, 260, 261, 263, 265, 266 the unit of {see also each lesson out- Uned), 8, 10-13, 16-25 Record keeper, pupil as, 46 Reconstruction, after the Civil War, 15, 23, 211 Recorder, pupil as, 242 Reference, books, use of, 47 selection of, by pupils, 79, 123, 214, 219 Reform, Civil Service, 24 "Renaissance," the, 17, 69, 75 Representatives, House of, 149 pupils as, 147 Research, 264 Responsiveness, 35 Review, benefits of, 40, 258, 262 how to review, 96, 97 methods of, 11, 38-39, 45-47, 53-55. 58- 59. 63-65, 67-68, 71-73, 76-78, 82-84, 86-88, 98-99, 102-103, 108-110, 113- 114, 122-123, 128-129, 135-138, 146- 149. 153. 157-158, 173-174. 177-178, 183-184, 190-193, 211-213, 217-218, 223-224, 228-230, 236-237, 241-243 purpose of, 1 1 "rapid fire," 183, 184 socialized, 135-138, 146-149 time for, 11,12 Revolution of English colonists, causes of, 131-133 leaders, 20 Revolution, French, 174, 175 Richard I, charter of, 18 Rights, bill of, 18, 122 petition of, 18, 106, 109, 123 Rochester, N. Y., 5, 6, 15, 37, 135, 197, 257 Romans, 17, 61, 62, 66, 67, 69 Rules, Parliamentary, 136, 157 Schedule, daily lesson explanation of, 26 sample sheets, 28, 29, 30 time, 37, 45, 52, 58, 63, 67, 71, 76, 82, 86, 98, 102, 108, 113, 121, 128, 135, 146, 152, 157, 172, 177, 183, 190, 211, 217, 223, 228, 236, 241 Score-keeper, pupil as, 71, 72 Scott, Dred, 187 Secession, ordinances of, 205 Secretary, pupil as, 184 Self-control, 265 Self-poise, 265 Senate, U. S., 149 Sketches, biographical, 133 Slavery, development of, 206 introduction of, into Virginia, 177 question of, 177, 193, 194 South, "the New," 23, 218-221 South Carolina, secession of, 187 Spanish, the, 18 Star Spangled Banner, 176 Statement, worth of, in texts, 115 Steuben, Baron, 140 Study, course of, evaluation of, 16, 34, 35, 64, 95-97 minimum essentials, 13, 18 Study, home, 50, 51, 263, 266 Study, how to, instruction in {see also how to study lessons), 129-131, 179, 181 Study period, teacher's responsibility, 49, SO Subject matter, character of for a Seven A grade, 97 evaluation of for an Eight A grade, 203 Supervised study, benefits derived from, 6, 7 Hall-Quest, on, 1-9, 10, 12 instruction in, 204, 255 methods of, 95, loi pupils' opinions concerning, 257-267 System, the Spoils, 24 Tariff, 24, 207, 241-248 Teams, organization of class into, 208 work of, 08 Territory, the Northwest, 24, 147, 236 Oregon, 24 Texas, annexation of, 24 278 Index Textbooks, use of, 8, 40, 41, 44, 95 Thinking, independent, 96, 112 purposive, 11, 46, 243 Thought, pupils' ability to interpret, 254 Time {sec also each lesson outlined), clement of, in history, 88 how to give pupils conception of, 69, 70 pupil as time-keeper, 157, 158, 184, 192, 212, 258 Transportation, 23, 207, 208 by land, 23, 232 by water, 23, 225, 228-232 influence of, 16, 223-227 modern methods, 230 Treaty, Jay's, 22 Troubles, money, 21 Troy, siege of, 55 Trusts, 25, 207, 208 "Uncle Tom's Cabin," 187 Union, steps toward, 21 Valley Forge, Washington at, 138, 139 Venice, 77 Verification, 56, 60, 81, 85, 86, 90, loi, 112, 125, 139, 140, 151, 152, 162, 176, 182, 187, 195, 216, 222, 227, 240, 246 Vespucci, Amerigo, 17, 79, 82, 83 Virginia, Colony of, 19, 120 War, the Civil, 15, 22, 23, 189, 190-194, 196-198, 201, 205 French and Indian, 124, 126, 127 of 1812, 21, 22 Mexican, 185 Spanish-American, 241 Wars, intercolonial, 15, 19, 20, 125, 126 Washington, Booker T., 222 Washington, inauguration of, 21 Washington Junior High School, Rochester, N. Y., IS, 37. 13s, 197. 257 Wheelwright, 136 Whipple, Guy M., 28 William the Conqueror, 18, 103, 105, 109 Yorktown, siege of, 140 Printed in the United States of America. ^ I 'HE following pages contain advertisements of a few of the Macmillan books on kindred subjects. AMERICAN HISTORY BOOKS FOR READING AND REFERENCE I. ON .\LL TOPICS Beard and Bagley : THE HISTORY OF THE AMERICAN PEOPLE $1.20 A true story of the growth of the American nation in which is forcefully and clearly revealed the struggles that have been endured, the advancement that has been made, and the ideals for which we strive. A history for grammar grades and junior high schools. Elson: HISTORY OF THE UNITED STATES . .1.80 A readable narrative and an excellent reference book. II. ON THE EUROPEAN BACKGROUND Wells: HOW THE PRESENT CAME FROM THE PAST Book I. Primitive Life 56 Book II. Oriental Life 64 New and attractive books on the beginnings of history, treated from the most modern point of view in accordance with modern methods of teaching. (For fourth and fifth grades.) Reynolds: HOW MAN CONQUERED NATURE . . .48 A cross-section of history that treats a phase often neg- lected ; the story of man's conquest and utilization of his natural environment. (For fifth or sixth grade.) Best: WORLD FAMOUS STORIES IN HISTORIC SETTING Egypt and Her Neighbors 60 Glorious Greece and Imperial Rome . . . .60 The Nations of Western Europe 60 Merry England 60 These stories are a delightful weaving together of fact, fable, fiction, and legend in pic lure?que though simple style. They give a perspective to the study of American history and a background to the study of literature. (For sixth f)r seventh grade.) Coman and Kendall: SHORT HISTORY OF ENGLAND i.io A history of Fngland for elementary schools that is very valuable in furnishing the English background of our his- tory, both in early and recent times. (For seventh grade.) American History - Continued: Nida: THE DAWN OF AMERICAN HISTORY IN EUROPE • ^•^° This readable story of old-world conditions and of the im- portant events attending the discovery and colonization of America furnishes the proper European background for the study of American history. It is the most interestmg and practical of such text-books for the sixth grade. III. ON THE PERIODS OF DISCOVERY AND EXPLORATION Bemister: INDIAN LEGENDS . . • - .48 An interesting, sympathetic book of Indian life and folk- lore. (For fifth or sixth grade.) Channing and Lansing: THE STORY OF THE GREAT LAKES • • 150 An important part of our liistory gathered into one narrative. Dickson: FROM THE OLD WORLD TO THE NEW .50 A HUNDRED YEARS OF WARFARE . • -So Two most interesting little books on the period of explora- tion and settlement, and the period of colonial development. Dickson: CAMP AND TRAIL IN EARLY AMERICAN HISTORY 48 Stories of the discoverers and adventurers who came first to America, and of the settlers who began the building of the nation, make up this useful volume. Hasbrouck: LA SALLE (True Stories of Great Americans) .50 Johnson: CAPTAIN JOHN SMITH (True Stories of Great Americans) 5° King: DE SOTO AND HIS MEN IN THE LAND OF FLORIDA • 1.50 A well-told story of a typical Spanish explorer. Stapley: CHRISTOPHER COLUMBUS (True Stories of Great Americans) 5° IV. ON THE COLONIAL PERIOD Bruce: DANIEL BOONE and the WILDERNESS ROAD 1.50 An interesting volume for reading in or out of school. Dickson: A HUNDRED YEARS OF WARFARE . , .50 American History — Continued: Dickson: PIONEERS AND PATRIOTS IN AMERICAN HISTORY $.48 These stories are concerned with the struggle for inde- pendence and the Rcvolutionarj' War. Dudley: BENJAMIN FRANKLIN (True Stories of Great AMERICANS) 50 Sullivan: DANIEL BOONE (True Stories of Great Americans) . . . . . . . .50 Holland: WILLIAM PENN (True Stories of Great Americans) ......... .50 McElroy: WORK AND PLAY IN COLONIAL DAYS . .48 In this Look the story of children's life in colonial days is told so as to give a clear and simple picture of that period. Stockton: STORIES OF THE SPANISH MAIN . . .48 Stirring tales of the days when the seas were infested with pirates. \. ON THE NATIONAL PERIOD Barnes: YANKEE SHIPS AND YANKEE SAILORS . .50 The story of American exploits on the sea. Bryan: SAM HOUSTON (True Stories of Great Ameri- cans) . 50 Coombs: U. S. GRANT (True Stories of Great Americans) .50 Crow: LAFAYETTE (True Stories of Great Americans) . .50 Elson: SIDE LIGHTS ON AMERICAN HISTORY Vol. I. The National Period Before the Civil War .75 Vol. 2. The Civil War and Our Own Times . , .75 One of the most justly popular supplementary works in history, giving a detailed and unusually fascinating treat- ment of a succession of important topics. Finley: FROM WASHINGTON TO WILSON . . .28 Washington's rarewell Addresses, W'ebster's First Bunker Hill Oration, Selected Addresses of Lincoln, and the chief messages and addresses of Wilson. Fletcher: OLD SETTLER TALES 48 Stories of cirly settlers that picture very vividly frontier life. Oilman: ROBERT E. LEE (True Stories of Great Americans) ......... ,50 American History - Continued: Hall: SELECT ORATIONS $.28 Including 46 American orations or selections from them, mainly of a historical character — James Otis to Theodore Roosevelt. Hallock: IN THOSE DAYS 48 How children lived in the older states a hundred years ago — • really true stories. HeUer: EARLY AMERICAN ORATIONS . . . .28 From Otis to Clay — 20 orations. McConnell: SOUTHERN ORATORS 28 Including 34 speeches by Southern leaders — from Patrick Henry to Henry W. Grady. Nida: LETTERS OF POLLY THE PIONEER -.50 Polly writes to her relatives and friends " back East " in- teresting letters of her life on the frontier and the prairie in the early part of the last century. Rideing: GEORGE WASHINGTON (True Stories of Great Americans) 50 Rolt-Wheeler : THOMAS A. EDISON (True Stories of Great Americans) 5° Root: NATHAN HALE (True Stories of Great Americans) .50 Scott: HOW THE FLAG BECAME OLD GLORY . .50 The history of the American flag, supplemented with re- lated poems by well-known authors. Sprague: DAVY CROCKETT (True Stories of Great Americans) 5° Sutcliflfe: ROBERT FULTON So Tooker: JOHN PAUL JONES 5° Watson: GOLDEN DEEDS ON THE FIELD OF HONOR SO Stories of the Civil War — of leaders on both sides. Wheeler: ABRAHAM LINCOLN (True Stories of Great Americans) 50 THE MACMILLAN COMPANY BOSTON NEW YORK CHICAGO ATLANTA SAN FRANCISCO DALLAS This book is DUE on the last date stamped below DEC 15 1930 Form L-9-15m 11,'27 16.2 — Ri 00± ■- cop.l Ji:npso>i - Supervised study in -iHier. history. UC SOUTHERN REGIONAL LIBRARY FACILITY AA 000 728 786 5 yk^ AUfJatuXe f i ^f ^ o cop I