The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1898-06-16
HISTORY IN SCHOOLS.
supt. Griffin Gives Some Hints on this
Important Subject.

Important Subject.
The state law wisely provides that
United States history shall be taught
in the public schools. If rightly pre-
sented no study yields greater returns.
1t should be begun in the second year.
At first the children should be told
stories of the great men and women
who have made their mark high up or
the temple of fame. Children are hero
worshippers. They love to hear read,
or better told, stories of such persons
as Daniel Boone, George Washington,
Old Rut, ~ Mrs Dustin, Molly Pitcher
and others. The example of a great
hero or heroine is precious possess
ion to our youth. 1t IS a grand ideal
which ever stimulates them to nobler
things. A nation without its heroes
is like sun without light,
The teacher must carefully prepare
herself for the telling Of the history
story. If you are not good story
teller learn the art. You, and also the
children, will be much the gamers
Today tell the story to the children.
Tomorrow let them tell it back to you
SO continue from day to day. If you
have not tried this plan, you have
missed one Of the best things in school
work. This kind Of teaching should
continue until the child is ten years old.
Some may begin an elementary history,
like Eggleston's, earlier. Such histO-
ries are, as l think, best used for sup
Elementary reading. Fer further hints
consult the manual, and also DR..
Charles McMurry's monograph on his
tory talking.
When we reach the grammar and
high school, the philosophic side of his
tory must be taught. One of my
teachers had on the board string of
about fifty dates. He who could point
to any date and tell what then took
place was supposed to be an accom-
plished historian. | hear there is
much of such teaching"(?) at the
present time.
A few dates are necessary to define
the limits of the historical field. About
ten are of real Importance. Which ten
will you select? Memorizing dates in
history, the lengths of unimpOrtant
rivers, heights of mountains has about
as much educative value as would
memorizing the number bushels OF
corn, wheat, rye and barley raised in
Wisconsin during the year 1865, or the
number bushels beer brewed in Mil
waukee. We might know the number
of bolts, nails, the spikes in the con-
cave and cylinder of a steam thresher.
and have but faint idea OF the. nature
and use of the machine. The ques-
ton, How many? has great fascination
for many people.
The most important things in history
are (1) How the nation was founded,
| (2) How it has grown, 81 Why it has
grown, a. The social development, ~
How states were governed, (6) How
founded, (7 How highways, canals,
railroads and steamships were built
and why, ~ What We raise and where,
(9) Nature of our manufactures, 1O)
Origin and growth of our manufacture
ing systems, (1I Relations between
employer and employed, (12) Manners,
| (13) Home life, (14) Growth of litera-
ture, Q5) Growth of the "starry
flower of liberty" History is chain
of causes and effects; if, then, we con-
meet cause and effect, we will forge a
historical chain which will remain un-
broken. WILLIAM GRIFFITH.