Los Angeles herald., 1907-07-11

writer introduces the paper by some
witty stories illustrating the differences
or opinion as to the proper use of the
notebook in the teaching of history.
She mentions certain of the objections
made to notebooks and answers these
objections
Mrs. Atkinson showed that the proper
use of the notebook promotes the great
object of education, summarizing that
object as the acquisition of knowledge
and the development of power.
She described In detail properly
made notebook, arguing that by ana
lying the text, answering questions set
as problems for solution, summarizing
and comparing statements of different
authors on the same point, and finally
by outlining the whole subject and
writing a narrative upon some of its
phases the pupil is being trained In
some of the essentials of citizenship.
She saw in present conditions in this
country dangerous tendencies, and ar
gued that by making notebooks in the
right way pupils of the high schools are
developing some of the QUALITIES Oh
character and faculties of mind which
will check these dangerous tendencies
and direct into proper channels present
day energy.
e. 1. Miller had an intensely interest
tory in the High School Curriculum
Mr.. Miller said in Fart
THE why of history is prerequisite
to the what, the how and the how mucn
L L
to know why history should be taught
at all what educational results are TO
be secured by teaching 1t, betore we
can know what part or how mucn OF
the limitless field to select and now IL
shall be presented to the students.
Therefore, the first thing is TO determ-
Inc what are the educational reasons
for teaching history In the hlgh school;
History furnishes information ana
training of a practical kind. History
is the record of what man has done IN
dividua1ly and collectively, OF the mo-
tives and forces that have operated 10
direct human actions, of the results OF
these motives and forces on the human
race. These are similar to the expert
ences of every day life. They give OPP
portunity for reasoning on FACTS OF
every day experience. History helps TO
solve problems of practical life by
broadening experiences 1t teachs
lessons of government and helps to
reach sound judgments on questions OF
government, and thus prepares for
citizenship.
students high types of character and of
giving them high ideals. 1t is charac-
ter building. 1t is a culture subject.
1t helps to bring the best the past mas
produced before the child. 1t is
means of teaching real and enduring
patriotism flowing from an understand
ing and an appreciation or the trials
and sacrifices that made possible our
ais by showing the great moral prog
ress of the race and the influence OF
national morality. 1t touches many in
terests of many people and is therefore
attractive to many people.
Modern history meets the REQUIRE
ments stated in a large degree and be
cause 1t gives information and training
of practical sort that will explain our
own American history that will make
possible better judgments on questions
of actual life that will make for better
citizenship; because it is culture
subject; because it teaches the Ameri-
can boy and girl real patriotism; be-
cause it is good moral teacher; and
because it has great interest for many
persons, it makes strong claim to al
prominent place in the high school cur
riculum. Because it is essential to an
of American history and
because 1t is more directly connected
with our own civilization than ancient
history, it ought to be given more
than any other history
save our own English-American his
tory. And because it trains for gem
eral intelligence, culture, good citizen |
ship and practical life generally, 1t
makes a claim to being one of the most
important subjects in the whole high
school course"