Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1885-02-16


there pass before us are no mere
phantoms, but thinking, feeling men
and women, who have had as actual
existence as have his classmates
around him; and it is to arouse this
imagination to healthful exercise, to
lead him to sympathize with them in
all their noble strivings, and to con-
denim in them whatever may have
been sordid and base. To hope to
accomplish this the teacher must throw
into his work all the enthusiasm of his
nature.
How much better that the imagna-
tion be fed on the nourishing food of
history rather than on the pernicious,
sensational trash of the day, which
not only can furnish no mental ali
ment, but which impairs the vigor of
this noble faculty and perverts its
use.
| have heard it remarked that his
tory be taught from works Of fiction.
There are, it seems to me, very seri-
Gus objection to this method. Ii child
were made constantly to look at OBJ
jects around him through a tinted
! glass, he would form very incorrect
ideas of their real appearance, and
it is doubtful if he would ever be able
correctly to use his organs of vision,
while to the child mind would be lost
the ever-varying delight of beholding
nature as she really presents herself
in her many different aspects. So, if
the pupil be taught to regard the
men and events of history through
the H'rosy hue of romance, it will
be very difficult for him ever so COM
pletely to divest them of this color
ing as to view them in their true light.
| would by no means disparage his
torical novels Scott and other writ
ers of fiction have done much to rem
der more attractive historical studies a;
to those works l would frequently re-
fer in the class room; to these would
point the student, urging him TO de-
vote to them as much time as posi-
BILE as collateral reading. But let
him first learn to contemplate histor-
ical events as they occurred, illumin-
ated only by the brightness emanat-
ing from his own Imagination, then
will he be enabled better to enjoy
and appreciate works of fiction, know
ing the incidents on which these are
founded, while the fact itself will
thus become more securely fastened
in the mind.
Many of our best poems are his
torical-some of these should occa-
sionally be brought into the class and
read. Then, too, in the newspapers
and periodicals of the day will often
be found sketches on historical sub
jects. which may also be read or re-
lated in the class with interest and
profit for these the teacher should
encourage the pupil to be on the
alert.
In teaching this subject one should
never confine himself to one author
there should be upon the desk of the
teacher several works, to which fire.
quent reference should be made In
teresting facts omitted in one will of
ten be found in another and frequently
in the narration of the same event by
different authors will be found great
discrepancies, concerning which the
pupil will have an opportunity of eX-
ercisng his judgment and discerning
powers. Historians are not infalli-
BILE, like other men they are likely &c
view characters and events through
the discolored medium of their own
prejudlces. In what different lights
has been represented the character
of that unfortunate queen, Mary
Stuart and Cromwell exalted almost
to the skies by some historians, by
others has been regarded as usurp-
er, a fanatic and a tyrant.
Questions should be given that
shall elicit the pupils ideas of the
characters of the prominent men and
women of history, Of the motives that
prompted their efforts, and of the re-
suits of these as viewed calmly as in
the light of the present. Geographic
al sketches of these should be fire.
quently written also, and read and
commented upon in class. AS the
pupil goes out into the world he will
find himself surrounded on all sides
by those whose opinions are biased by
, personal, political, or religious preju.
dices, it is important that he be able
to analyze motives, to discriminate
, and to draw his own conclusions.
1t is sometimes asked with what
: shall pupil commence the study OF
3 history, shall it be with general his
l tory, or with that of his own country
, 1t seems more natural that it be the
e latter. The child that is first trained
, in well-regulated home, that frs
+ learns to love home pleasures and te
: respect home discipline, will be likely
5 to make better citizen of the town
L of the state, and of the country thar
2 the waif who knows little or nothing
+ of these things; and as the judiciou.
e parent will seek constantly to Civ,
q the child glimpses of the great worlt
: without, so the teacher, while care
S fully instructing the pupil in the his
S tory of his own country that he ma,
/, the better love and honor her, tha
e knowing their cost he may the bette
:, ,..roo;ofo tho hIoccipnc cba rro N r.