Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1883-11-05
THE STUDY OF HISTORY.

THE STUDY OF HISTORY.
At the late educational meeting, held
at Irasburgh, the following interesting
paper was read by Miss Morse of that
town. 1t will be of special interest to
teachers and students
In discussing this topic it is taken
for granted that your committee in
tended to limit it to United States
history.
This subject, s'How to make histo-
ry an interesting study seems to
hint that pupils have found it dull.
This it should not be, for history, as
science, is of great Importance in
itself, and in its consequences on hui
man conduct and happiness.
A knowledge of history lies at the
foundation of citizenship. No wise
man will presume to form conclusions
concerning the present need or flu
ture destity of his country without
first acquiring a knowledge of its
past. The teacher should always
keep this idea prominently before his
class. 1t should be the motive for
acquiring a knowledge of history.
Young people should also be led
to feel the debt they owe to those
who have preceded them. The mot
to for every history class should be,
"Other men labored, and We are en-
tered into their labors.'
Columbus discovery of a new
world is of far greater Importance to
the youth of America to-day, than it
was to the nations of Europe three
hundred years ago, and our pupils
should be taught to love and cherish
the memory of the great discoverer
and give to his name that honor so
unjustly withheld by the envy and
jealousy of his contemporaries.
Pupils should be led to see that
the influence of all prominent per-
sons and events can be traced down
to the present time and that similar
causes are followed by essentially the
same consequences. Thus all histo-
ry furnishes warnings or examples
for the present and future action of
each student in his relation to the
government under whose protection
he lives.
If pupils can be made to realize
that they are making history for the
future that their influence is deter
mining, what that future shall be !;
and that history is the source of all
true political philosophy, their inter
est is secured.
By what method a class may be
brought to this ideal condition, each
teacher must decide for himself. A
method that one teacher could use
successfully, might prove failure if
tried by another. The age and men,
tai development of the pupil, the
time allotted for recitation, the
books of reference accessible to the
class and the convenience for illus
tration must be considered.
With class of young pupils it is
a good plan to have the lesson as
signed first as reading lesson. Let
it be thoroughly prepared and read
in class. Talk it over in a familiar
way and question until the class un
derstand what has been read. The
teacher should then write upon the
board topics for recitation which viii
cover the ground gone over in thu
reading lesson. (The topics for an
alytical reviews in Quackenbos' his
history will serve as models.) A
the next recitation the class SHOULD
recite from the topics without bein!
questioned. The pupils should b
encouraged to give the substance o
: the lesson in their own words.
The interest of the class may b
increased if the members take turn
in arranging the topics.
1t is we'll to have the class provld
ed with blank books in which to pre-
serve the topics. 1t will be foun
convenient for reviews.
Some teachers have list of TOP
les arranged in order and numbered
Each day portion of these are writ
ten on the blackboard and are copie
by the pupils, who get their informs
: | ton from whatever source is conver
: lent.
= All classes should be required t
y construct their own maps. There
no better way of fixing the geograpf
ical part of history. If there is sui
h ficient space to be spared on th
board permanent map may be begu
), with discoveries and filled in, day b
i day, through the period of settle
. ments.
While studying the revolutionar
d and the civil wars permanent ma
: should be constructed.
u Pupils should be required to men
s orize but few dates. These shoul
,r be judiciously selected, being, ;
much as may be, such as maj
a groups of important events. AS OF
Of our Normal teachers often say