Baxter Springs news. [volume] (Baxter Springs, Kan.) 1882-1919, 1895-06-01

Methods and Books In Teaching History.
The Teachers Institute and Prac.
teal Teacher says: The innovation
called supplementary reading is
the entering wedge of reform In
teaching. Supplying children with
fresh and interesting reading mat
ter In place of the scanty stuff one
book a year offers, 10 reform that
only the hardened conservator of
tradition opposes. A change in
methods requires long and ardu-
GUS study; it absolutely demands
blunderings and failures, but Eng
lish literature is full of that which
needs only the presentation to In.
spire and invigorate the mind and
heart of the pupils.
II is found that the interest as
well as the value of reading is very
greatly enhanced by centering all
the literature around the subjects
presented in the lessons; for in
stance, when the children are study.
ing zoology, let most of the reading
be about animals; when the subject
of botany is presented change to
the general reading of the new topic.
Supplementary reading, even when
desultory, is infinitely preferable to
lifeless, unnatural word-pronounc-
ing; but the true way, however, as
has already been intimated, is to
arouse deep interest in the subject
and then lead the children to read
at home as well as at school, the
teacher directing this reading and
supplying the proper books from
the library.
OF all the available subjects that
lie near the surface, history is the
best under which to organize sup
Elementary reading and make it
"a more effective factor in education.
History, when properly presented,
is "joy forever" to every child.
There is no greater marvel in the
whole round of pedagogical arts
than that which induces dislike
for history on the part of the child.
This astonishing result is by no
means uncommon; the method
which induces it is long-tried, safe,
and sure; the child who passes
through it and still retains love
for history has an uncommon
amount of native power; il is in
deed survival of the fittest;" all
should be fitted to survive. That
teaching of history which does not
produce love for history and lead
the child to the further study of il
is worse than worthless, shutting
out, az il too often does, the great
world of the past, thus leaving the
future citizen with meager and in
adequate premises upon which to
decide the important political and
social questions constantly arising.
The immense necessity of knowl-
edge of history in these present
days is almost overwhelming, and
the present age is nor unique in
this respect.
The ethical purpose of history is
to teach us to act through knowl-
edge of the right and wrong ac-
tons of the past. How can we
know whether to decide for Glad
stone or for his opponents unless
we understand the persecution of
Ireland from the beginning? Or
how can we come TO any decision in
regard to the threatened labor diff
culties of this country unless we
know the history of labor and the
oppression of the laborer? Expe-
diency and present seeming wrongs
may lead an excited multitude to
strike blow which history plainly
teaches must bring only ruin and
desolation.
Intolerance has always been the
organized foe of progress; it's mod
ern name is craftsmanship. Intoler-
ance, as everyone knows, may be
deliberately trained into children
through the use of one book and
the dogmatism of one teacher. On
the other hand the reading of many
books presenting all sides of sub
ject will surely lead to wise toler-
ance.
Supplementary reading begin
ming in disconnected vagueness
is now organizing as great means
of study, and the first subject on
the list to be strongly affected by
this profitable innovation is history.
how's Thlsf