Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1913-11-03
A Syllabus for History and Social
Science.

Gosiah W Taylor state Inspector High
schoo!S)
The high school age is the "psychologi-
cal moment for citizenship training.
The question of content and method Is
tile vital one. If the high school mas
failed in any measure to develop intetii-
gent citizenship it is because it has not
considered the task as one of it's hfst
functions. The program of studies mas
provided history. occasionally ciTics ana
rarely economies, but it has been the
story of the past ana not the activities
of the present nor the problems OF to-
morrow that have been stressed. The
facts of history have been studied TO the
exclusion of immediate community ae-
tivities and the wider relations of these
to the state and nation. The report OF
the committee of seven defined the scope
and content of the history courses for
secondary schools. 1t was designed pri-
marily as a study of history and did not
recognize the social science element
which so thoroughly premeates the his
terical structure The scope of the
courses thus outlined was sufficient to
occupy the entire time of the student SO
far as this part of his course was con-
cerned. 1t tended to isolate history
from other subjects which might have
been closely correlated with it.
The high schools are awaking to their
new opportunity in training for efficient
citizenship through courses in practical
arts These courses have in turn drawn
attention to the social relations of the
individual and have opened to the school
the possibilities of effective correlated
training in citizenship.
This outline is designed to provide
training for citizenship especially for
those pupils who will not so beyond the
high school. 1t recognizes the fact that
4 many do not finish the high school
| course. Ii endeavoTs to interest the pu-
pill in his relations to the community, his
vocation and in the social and economic
problems of state and nation. II pro-
vides a strong background Of history
OUTLINE BY YEARS.
I First Year-Conmunity problems and
commercial geography
Second Year-Early peoples, the Orient
Greece, Rome, Teutonic races.
Third Year-English and American his
tory, modern history. Supplementary.
History of commerce and industry.
Fourth Year-EcnnomicS and govern
ment. intensive study of the first
years work.
DETAILS.
First Year-The Immediate objective of
this course is to awaken an interest in
community activities and In the wider
scope OF these in state and nation y
secondary object is to develop a method
for later study in social science and Il
liking for such study
TOPICS
Local Geography and history. resources,
industries, transportation problems, adj
,st,trt ,.at; A..r. l.
wider application of these to the state
and nation.
Second Year--Aim to give n background
for later study in present day conditions
by n study of the races which have con-
tributed in any large degree to the pro-
gress of society. The Greeks. Romans
and the TeutohS form the basis. Other
nations are 10 be considered as far as
they contribute to the progress of these
The study is TO be brought down to the
close of the reign of Charlemagne.
Third year. The modern period studied
from the viewpoint OF the Anglo Saxon
race and its world relations. Hence
English and American history will form
the basis, the former receiving the stress
until about 1850. the latter made promi-
nent from that time OH. Other nations
studied as their relations have bearing
upon these
SUPPLEMENTARY
4 study of the history of commerce
and industries To serve primarily as II
supplement that of the third year by
reason OF its more vital connection with
industrial aud commercial life.
Fourth Yeale-A concrete study of
economies III it's applications to every
day life TO form the basis of the
| course. Studies in government related
! closely to the economic questions. 1t
| should draw together all the earlier ma
! teriai IN an effort 10 give the pupil q
clear conception OF his part as a citizen
In democracy
The proposed syllabus is in large de-
gree experimental and would demand
careful working out of details on the
part of the teacher as well as a COM
prehensive view of the ultimate purpose
to be accomplished. Whether this plan
will fulfil the demands for citizen train
ing is matter for experiment. The
duty of the secondary school is as clear
IN the matter of adequate training for
intelligent participation in community
affairs as in training for industrial eff
cheney No pupil should leave these
schools without some intensive study of
the community and national life in
n cba to ali Il