HISTORY.

The greatest thing a teacher ever brings to a child is not subject matcer, but the uplift which comes from heart contact with a great personality.-Search.

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This outline contemplates the study of historical characters and events throughout the course. The first three years might be called the 'story" period, wherein stories are told and reproduced which center about great characters and are illustrative of the characteristics of the people. While their prime object is the creation of interest in, and the furnishing of a basis for English work, they should also aid in acquiring early in life a knowledge of historical events.

In the next three years-fourth, fifth, and six grades-textbooks suitable to the advancement of the pupils should be used. There is a large number of well-written texts covering our national history in study form. They have been brought within the vocabularies of the pupils of these grades, and pupils should be able by this time. to read readily and understandingly. The objects in these years should be not only to acquire the historical facts, but to cultivate the habit of reading, which will be easily formed if the reading be well within the scope of the child's understanding.

The next four years are the vocational grades. During each of these years it will be profitable, provided an ample supply of books may be found, for each pupil to read several single-volume biographies and a large number of shorter biographies. The plan contemplates a large amount of reading on the part of pupils. If they have not been properly prepared for doing this reading the work will be difficult and often uninteresting. If they have acquired the habit of reading and arrangements can be made to have much suitable matter within easy reach, the outline of work for the third and fourth years will largely care for itself because of the interest and fascination that such work will possess. A good test for a teacher to apply to her work is to ascertain whether pupils are reading with interest and enthusiasm. Teachers must remember that every historical event need not, in fact ought not to be, discussed in formal recitation. After the reading habit has been acquired the story should be read as a whole, generally previous to the recitation period, and only such matters referred to during recitation as will vivify the larger picture and make the information a real part of the pupils' permanent knowledge.

FIRST GRADE.

In the first grade make holidays and other special days and occasions the basis for the stories. They may be illustrated by drawings, objects, pictures, or by acting whenever this is practicable. Suggested stories are:

"The Story of the Man who would not Turn Back" and other Columbus stories of a suitable character.

"The Story of Pocahontas, Samoset and Squanto" and other Friendship Stories.

"Stories of the Mayflower;" "The Pilgrims."

"The Story of the Famine;" "The Story of the First Winter;" and "The Story of the First Thanksgiving;" "Early Schools and Churches."

"Lincoln Stories;" "The Cabin in the Woods:" "His School Life"; What he used for a Slate; His Books; His Strength; Lincoln and the Pig; Slavery-The Freeing of the Slaves.

"Stories of Washington;" "Riding the Colt;" "Desire to be a Soldier;" "Loyalty to his Mother;" "As a Surveyor;" "His Accident in Crossing the River on Raft," etc.

"Other Stories of Colonial Life;" "Smith and the Compass;" "He Who will not Work Should Not Eat;" "The Fox Tail in Church" (Puritan Discipline); "Bradford and the Deer Trap;" "Miles Standish and Plymouth Rock;" "Making Corn Grow;" "Making Fire With Sticks;" "Borrowing Fire;" "How John Smith Stopped Swearing."

Other similar stories may be used, the teacher keeping in mind. that an ideal story is graphic, deals with facts, and forms the basis for a lesson which will aid in establishing character.

SECOND GRADE.

Enlarge on the stories heretofore used and the new ones suitable for the special days.

Columbus days, Thanksgiving, Christmas, Lincoln and Washington's Birthdays, Arbor Day, Memorial Day, Independence Day (Liberty Bell), and other special days, such as prevention of cruelty to animals, health day, etc.

By means of pictures or other illustrated methods tell stories of home life; manners and customs of people and events, not only of long ago, but of present time.

"The Whale Oil Lamp," "Puritan Dress," "Flint and Tinder in Starting Fires," "The Spinning Wheel," "Stocks," "Pillory," "Oil Paper and Windows," "The Writing Quill," "Wooden and Pewter Dishes."

Use additional stories of historical characters, as:

"Roger Williams and His Friend Massasoit"; "Stories of William Penn, Paul Revere, Betsy Ross"; "Marion and His Sweet Potato Dinner."

Study the condition of early times, comparing them with what they are now:

Post riders; mail, books, papers, roads, shoes, clothing, hand mill.

THIRD GRADE.

This grade is still within the story-telling period. In some cases pupils may be provided with books which contain suitable historical stories, written so that they are within their comprehension. Incidents and events heretofore referred to may be enlarged upon. The following characters furnish the basis for work in this grade: Benjamin Franklin.

The Early Life of Washington.

Daniel Boone.

Israel Putnam.

Eli Whitney.
Robert Fulton.
Lafayette.

Lydia Darrah.

Use more Lincoln stories and others of a similar character.

In these three grades pupils will have read in their regular English work a great many stories of historical significance. The object of the work herein suggested is to supplement and round out this fragmentary historical reading.

FOURTH GRADE.

Each pupil should be supplied with a textbook containing stories and other historical material. If books are furnished which contain matter difficult to understand, descriptions of battles or other material not useful and lacking interest, such portions should be passed over unused. The whole scope of the United States history should be covered in the fourth, fifth, and sixth grades. The part studied in the fourth grade should cover the period of explorations and discoveries and reach to the events immediately preceding the Revolutionary War. Spend much time upon the larger events of history, but not much upon dates, none upon battles, and little or no time upon forms of government or political questions which are beyond the comprehension of pupils. Be sure that the pupil has clearly in mind the geographical location of the places referred to and the approximate time of events as related to other important ones. Use

maps continually and all illustrations which are essentially true in detail.

Most of the history of this period can be made to center around the following characters:

This grade should cover that part of United States history beginning with the events which bring about the Revolutionary War and extending to 1829, which marks the time when events are fast occurring which are to culminate in the Civil War. During this time the

major portion of the work should be confined to:

The condition of the colonists at the time of their disagreement with the mother country.

Their social, economic, and trade conditions.

The scope of territory which they controlled.

The Stamp Act and other causes of the Revolutionary War.

The Declaration of Independence.

The opening of the war, with just a few battles to illustrate important periods of the war.

The beginning at Lexington and Concord.

The suffering at Valley Forge.

The Battle of Saratoga.

The end at Yorktown and the results.

There is much material suitable for study based upon conditions of the people; their home life manners, customs, etc., during and immediately following the war, which can occupy much of the time of pupils, rather than military events; the failure of the first form of government established; the Articles of Confederation and the necessity for a strong government as contemplated by the Constitution; its adoption and election of the first President; a study of the character of our Constitution; the preamble; its significance; the departments of Government-legislative, executive, and judicialand a few of the principal divisions under each.

Financial and political questions should be touched very lightly, except as they are easily within the comprehension of pupils. Foreign relations may be studied in so far as they show causes of our wars. The War of 1812, events leading up to and the results of that war are of importance. Changing economic conditions, as indicated by the following, should be carefully studied: Immigration to the 15537-15- -6

country west of the Alleghenies, the steamboat, the national road, factories of the North and plantation life of the South, northwest territory, the cotton gin, the slave trade, industry and commerce. The following characters and events furnish a basis for much of the study:

This period covers the events preceding the Civil War and includes the causes of this great struggle. In order that this may be properly understood, the difference in the economic and social condition of the North and the South should be studied, the territorial growth of the Nation, the discovery of gold in California, questions of transportation facilities, admission of additional States, national resources, public land, growth of nullification sentiment, fugitive slave law, personal liberty bills, and other forms of the antislavery movement.

Beginning with the Civil War, the difference in the resources of the two sections; a few of the principal engagements, including Gettysburg, Vicksburg, and Appomattox, should be studied; the Emancipation Proclamation; the cause of the war and the conditions of the country as brought about by the long struggle; the rapid growth and development of the country following the Civil War; the economic development of the country as affected and extended by the use of railroads, canals, steamboat and steamship lines, telegraphs, and telephones; the use of improved farm machinery in the industries of the country; method of nominating and voting for public officers; suffrage; civil service; methods of surveying public lands; enactment and extension of homestead law, etc.

A further study of the territorial growth of the United States; the Spanish-American War; and the emphasis and trend of American life toward agricultural activities. Some of the political events of this time may be studied, but those difficult of comprehension must be omitted. Study the larger political beliefs of (1) the Democratic Party; (2) the Republican Party; (3) the Prohibition Party.

Current events should receive careful study. While these should be given attention during the preceding grades, pupils may now begin to see the significance of many of the current happenings.