Evening star., 1898-07-08

They are the symbols of the moral facts
constituting the real truth of history. Back
of material facts lie the feelings, thoughts,
inclfnations and motives of men-of indi-
vidual men. Wers the men honest, manly
and true? Had they worthy IDEALS high
conceptions of life? What were their joys
and sorrows, their hopes and aspirations? :?
In the consideration of these queS tions wa
discover the edu cational value of hist tory to
the individual. We study the lives of men
as revealed in history that We may learn
to live ourselves. Their lives illuminate our
pathway and serve as means of warning or
inspiration.
The Function of the Teacher.
The function of both the writer and the
teachsr Of history Is to explain the mean
ing of human life, which Is to be found in
the spirit of history. For such explanation
far more depends upon the nature of the
material facts selected than upon their
number. The development of thorough
scholarship through the acquisition of a
considerable body of facts should not be a
dominant motive in elementary schools If
the pupil acquires an interest in history
and learns how to read 1t in such way as
to appreciate its meaning he has at his
command the means of continuous self
education of far more value than any num-
Der of facts.
From these considerations it follows that
only typical facts should be selected and
treated with sufficient fullness to make
their meaning easily grasped. Then his
tory becomes interesting because it is vital
izing and inspiring. What were the leading
aims of the Spanish, ths English, the
Dutch and the French in the days of ex-
ploration and colonization? In the struggle
for control of territory now belonging to
the United States, why did the Spanish the
Dutch and the French fail and why did
the English succeed? Only comparative
ly small number Of typical facts are need
ed to answer these questions In the same
m hn trlya han,
life In the colonies Is studied. Virginia and
Maryland may represent the southern
group, Massachusetts and Connecticut the
New England group and New York and
Pennsylvania the middle group.
The Axis in Our History.
Sixteen hundred and eighty-nine is turn
ing point in American history. From that
date the narrow. provincial spirit began to
give way to broadening American spirit.
The change was brought about by three
sets Of historic forces-Indian wars, trou-
bl=s with the French and difficulties with
the royal and the proprietary governors
Thus the simple, closely connected story is
easily followed to the time of the revolu-
tfon. What were Its causes? What was the
real I character of the struggle? What We're
its most significant results? These are the
questions to be asked in the study of any
war. Ths second may be answered by the
study Of only a few important battles
w Ay oiu Tie COuIeueFdtlOu DFeak DOWN
and what led to the formation of the Con-
stftution? What are the fundam sntaI prin-
ciples of the Constitution? What were the
significant features of the struggle of the
young republic with England and France
struggle which culminated in the war of
1872 and prepared the way for thu Monroe
doctrinee
Advice to Pedaxogues.
What was the meaning of the struggle
between the liberal construction party and
the strict construction party? How did
this struggle lead finally to the civil war?
What was the character of western devel-
opnlent and how did this development af-
feet the struggle? How did slavery affect
it? In answering this group of questions
make ample use of representative men,
such as Hamilton and Jefferson. Webster
and Calhoun, Lincoln and Jefferson Davis.
In all periods make much Of the ethical
value Of representative men.
After the civil war what was the mean
ing of reconstruction? What was the new
south? What was the new west2 What
social and political problems of today?
What is this relation of the United States
to other nations? What is the relation of
the individual to his country? How has the
study Of history helped him to fulfill his
duty to society-to lead a more rational
life? These were potent questions said the
speaker, to be studied and answered by the
teachers Of history and thence transmitted
to tho pupils.
II. H. seeriey. president Of the Iowa State
Normal School, at Cedar Falls, followed,
giving his attention to the essentials Of
United States history. to be taught In the
The speaker said the quantity Of matter
to be used in teaching United States his
tory was 30 great and tts quality 20 varied