The Washington times., 1895-06-19

loIS
In the seventh year the pupils reach
that interesting period beginning with
the formation OF the government and
tracing the growth OF the country TO the
present time, lUcluding such suggestive
topics as the acquisition of territory,
the admission of new States, the growth
of population, the growth of Industries,
inventions, commerce and means OF trans
portation, the administrations, and thelead-
ing events of each Here the course OF
study suggests:
The pupils of this grade are old enough
to understand contempoTaneOus history,
the important causes OF changes in modes
of industry, the effects Of Invention, in
general, the sequence OF events. With
these thoughts in mind, the teachers will
cause much reading to be done and viii
make every effort possible to have such
reading done in way TO make IL profit
able, rather than confusing and dissipat-
ing A clear sequeutial outline should
be referred to with persistent frequency
to determine the place aud relative i'm
portance OF all that is read aud or every
conversation"
Two text books. Johnston and Mont
gomery, are supplied in this grade, while
numerous reference books are accessible.
such as McMaster's History OF the Ameri-
can People, Fiske's History or the United
States, and many biographies.
The task OF the eighth grade is more diff
ficult one, as abstract questions OF govern
ment must be grappled with. The Consti-
tuition OF the United States is the subject
matter in the first half of the eighth school
year and to do this work right the teacher
must possess intelligence and skill.
The superintendent Instructions in this
connection are, THE pupil is expected to
commit to memory very little OF the C0nstitu-
ton He is not expected TO know the where
abouts of its provisions by article and sec
ton, but should be able to give classified
lists of such provisions and should be able
to give an intelligent explanation of each and
its practical application. Much tnteli-
gent conversation is required to do this
part of the work well.
The preferred text book is John Fiske' s
Civil Government, although Thorpe, Macy,
Andrews. McMaSter and MowTy are in con-
slant use.
The pupils have reached that period of
life where they are not content with the
memorizing of facts, but begin to develop
opinions of their own, and 1T is no rare oc-
currence for the school to resolve itself into
committee of the whole and proceed to dis
cuss in an earnest way what to their view
are profound governmental problems, and to
decide questions on the merits of the argu-
ments presented.
This is the period of awakening, which,
when once reached, gives tremendous i'm
petus to the study of history and lightens the
teachers task in proportion
The last work required of the pupils
of the graded schools in this subject is
a comparison of the conditions of the coun-
try at the time of the formation OF the
government with those now existing.
This is most stimulating and fruitful
study Territory, inhabitants, industries,
transportation, centers of population, and
modes of living as found to-day are COM
pared with those of a century ago. AS
in other grades emphasis is laid on writ
ten eXpre esS1ou.
Briefly stated, the course in history in
our graded schools has for its end first OF
all. mental training in the development
of those powers of the mind which 1T is
not possible to develop equally well by
any other study, such as the power 10
compare and to Judge; to throw away the
trivial and unessential and select the
vital, the material for these judgments
being found in the recorded experiences OF
men in all ages The phsyical scientist
NAV assemble his facts, classify and
compare them, and at his pleasure may
or may not reach q conclusion, but the
student Of history, be he child or man,
hastens to pronounce Judgment on the re-
corded acts OF his fellows, and this judg-
ment yitally affects the conduct of his
own life. Therefore, to marshal names
and dates in columns, to be committed to
memory, is not to teach history at all.
The true teacher may forgive the
pupil for forgetting the date of George
! Washinetou's birth, but not TO know
| something of the massive greatness of
| his character, and his uudying Influence
| over his country's history is an offense
not to be condoned A T. STUART.
Supervising Principal.