Evening star., 1898-07-08

es possible, was necessary.
History in Our Schools.
United States history came into the pub
lie schools as a study by common consent
after the national controversies of 1SJo-65;
for the people believed that the men and
women of the great republic needed in
struction on the true principles of freedom.
as well as the functions and meaning of
republican institutions and government, in
order to properly respect, value and pro-
tect these great privileges. The first his
tories prepared for public schools in Amer
lea were constructed on the idea that such
teaching should show that it cost much in
life, treasure and sacrifice to establish,
preserve and maintain republican institu-
tions. As a consequence, much attention
was given to COLOMBIA ton, the perils of
primitive settlement, the struggle in home
founding in a new and untried continent,
the strife with the savage and with the
mother-country in order to develop interest
and sympathy and desire for patriotism.
The war idea, the struggle idea, the sacri-
fice idea, the patriotic idea, prevailed, and
the end sought was not scholarship, but
ethical and civic feeling.
The Period of Crammfng.
Following this early method and idea.
came the school master and the chronicler
with the scholastic notion that the study
Of history was an end in itself, and the
text books and the teaching assumed a new
form, SO that classification, analysis, and
outlining was emphasized, and the learn
ing of facts became the one great end. The
test of teaching was not interest, inspira
ton, patriotic conceptions and enthusiasm,
as had been, but personal exactions that
could make pupils encyclopedias ready to
retail information regarding men, events,
| measures. and results without limitation.
Later Ideas and Their Effects.
"Out of this twenty years of scholastic
domination by the school master has come
| change said Prof. Seerley, which at
tempts to return to first principles, seeking
patriotic citizenship and living enthusi-
asm as the true end, without for
getting the thoughtfulness and scholar
| ship which is still thought to be possible by
making this study a combination of civic,
| economic, sociologic, philosophic and edu-
cational instruction. History teaching ac-
cording to this later standard attempts not
| only to familiarfze pupil with the story of
civilization, but also to interpret for him
| the problems involved, to have him ascer-
| tain for himself the ethics concealed, the
philosophical trend of thought in public
| action. well to determine for him the
| way to governmental safety, reform and
| reconstruction. The aim is, therefore, en-
| tirely constructive and encouraging and
| hopeful and not at all destructive and
| faultfinding and critical
| Real Teachers Demanded.
with this has come demand for real
4
could teach history has gone forever, and
the new idea that there is no more difficult
subject 10 teach well and effectively has
| been accepted What the essentials in history
| should be for the course of study depends
| therefore, upon whom is selected as the
| teacher. If the teacher does not possess the
| true historic spirit, il he does not have HIM
| self the proper civic emotion, if he does not
recognize the genuine patriotic devotion, if
| he does not acknowledge and feel the sim
| cere and real object of human life, he can
| not teach properly and successfully the de-
| tailed essential Is required to accomplish this
| higher and grander aim. There is no other
| branch of study that calls for as much diff
| ferentiation of materials, that needs as
| much originality of conception, that asks as
| much individuality of interest, that requires
as much wisdom of insight as to means and
| methods, that exacts as much breadth of
| knowledge, as does that of history teach
| ing. The mistake of modern educational
| effort" he said in Conclusion, lis TO seek
| reform and reconstruction through organi-
| cation, detailed plans and intelligent, criti-
| cal supervision, where after all no reason
| able nor satisfactory results are obtainable
| except through scholarship, SKILL training
ability and spirit in the teacher who stands
| before the class and does the actual work. -
| The Star SpansIed Banner.
| At the conclusion of President Seerley's
paper Miss Lillian Seton sang "The Star
| Spangled Banner in splendid style, ac-
| companied on the piano by Miss Sadie
Drown. The assemtlsg ge stood while the
| feir girl sang the stirring hymn, and there
was great applause when she concluded
| A discussion of the papers read followed,
| County Exa5.iner n. G. Palmer of Oak
| land, Nd, commencing it with a ten-nlin
| ute talk on Principal Gordys contribution.
| Mr.. Palmer read with extreme rapidlty,
| taking the general ground that the best
| teacher of history was he who would teach
4 ifc rlrin re
regard it as it appealed TO the reason of
| stu0ents rather than to their memory.
| President Seerley's paper was discussed
| by w. c. Lansdon, principal of the High
| School, Fort Scott, Kan, who gave a very
| clear exposition of the manner in which
| history Should be taught in the secondary
| schools. A library was necessary ad-
| jrnct to It's proper study Teachers should
| in this stage of study take up the political
| and civil conditions of the country, leaving
| out anything but mere reference to this
wars which grew out of such conditions.
| and can be better studied later on. The
| history of colonial government, out of
| which federal government grew, and the
| various causes leading TO the formation OF
| the Constitution, the compromises, and so
| forth, should be taught and all the Ques-
| tions growing out of it.
| Gospel of American History.
| Mr.. Lansden called forcible attention to
the necessity Of preaching the gospel Of
American history in every school. The
| knowledge of 1t made better citizens of
men and women. 1t was surprising how
| generally the study Of history was ignored
| in the secondary schools of thu republic.
The speaker was frequently interrupted by
| applause, and was greeted with cordial
| outburst when he closed.
| w. S. Sutton, professor OF pedagogy in
| the Texas State University, was to have
| discussed Principal Gordy's paper. but was
| rot present, and a general discussion Of
| the subject Of history teaching was pro-
ceeded with. The first speaker was r. K.
| Buerhnle superintendent of schools at Lam
caster, Pa, who declared that in the teach
| ing of history 1t should not be forgotten to
| teach that to Virginia and to Pennsylvania
was due the freedom of the country more
| than to New England. 1t was in Pennsyl-
yanfa that ths doctrine of absolute freedom
was first inculcated in the people.
In teaching history in the primary school
| he believed it should be biographical In
character. This declaration was loudly ap-
proved.
Maryland's Great Record.
Superintendent E. B. Prettyman of Mary
| land followed with an eloquent peroration
| of the state he represented, whose history,
he said was glorious, but almost absolutely