Search

The article discusses the motivation of seventh and eighth grade pupils history work in the U.S. Eighth grade pupils handled by the United States Constitution provides a good illustration of motivation in history work. Upon the study of the United States Constitution at the start of the National Period shows that the pupils believed their work difficult and interesting. Many pupils do not achieve the American history work in the fourth year of high school and a lot of pupil who do not reach the fourth year of high school do not elect the American history work.

The article reports on the mastery of vocabulary by the eight-grade students. It contains a table that shows the words used in popular text in United States history that was compiled by the author to determine the vocabulary words used by the students. Moreover, students must know more than the words of his history textbook for there is a special vocabulary attached to each of his others studies that includes words not mentioned in the history texts. Thus, eight-grade students who complete his work successfully must possess at least ten to fifteen thousand words.

The article presents a reading program in industrial history for the second grade which put meaning into the modern process of gathering food. It presents a series of stories of a more primitive means of food-getting by simple people as pictured by stories of Indians, the people of Borneo and New Guinea, Hawaii. The series of stories include Workers of Today, The Indian Way, Indian Harvest of Grass-seed, and Storing Food. It also includes Stanley Waterloo's "Story of Ab," the boy of the Stone Age in England.

The article presents a discussion on the papers written by students of the third grade about the history of the growth of Chicago, Illinois from the time it was a trading post through its pioneer stage. It also presents the first of two sections of the papers entitled "Chicago of Long Ago" and a subject index to provide an idea about the contents of each child's book. It also presents selected sections from the children's works which are most essential in telling a brief story of Chicago's growth through the past century. The papers present correlated works in geography, industrial science, mathematics, handwork, and art.

The article presents an outline of suggestions for teaching Eurasia in elementary schools. Eurasia is studied as the home of the three great civilizations, the European, Indian and Chino-Japanese. The outline will guide elementary school teachers in teaching the location, topography, drainage, climate, vegetation and people of Eurasia. The outline is intended primarily for use of students in the college of education who are preparing to teach. It will allow teachers to teach effectively the history of Europe, China and India.

The article elaborates the sights and sceneries found in Paris, France, as the author made a debut trip around the place, as part of their learning activities. The crypt of Saint Dénis which was characterized with the white marble slab behind which hides the poor remnant of that arrogant pride was allegedly almost to stand within the shadow of the living form. The images of Louis and Madame Maintenon, where the lady was elegant with her hair flowing in her shoulder and superseded by the voluminous full-bottomed peruke, and the gentleman who was surrounded by his courtiers, were such a sight. There are also the churches and cathedrals of the country, which were considered by the author as the most profound exposition of the life which has flowed and throbbed along the years.

The article focuses on the study of the history of Norway. The life of the Norwegian is divided between indolent rest and fight for a scanty support. Furthermore, the national types of education in the country have had centuries to develop their own characteristics. Furthermore, the national dress and customs of Norwegians from different adjacent valleys are discussed. Moreover, the country's rivers are joined by few tributaries and received their drainage almost entirely from the narrow valleys.

The article focuses on the study of history and its relation to social science teaching of elementary schools in the U.S. History is a study of the stream of intellect and emotion flowing through the past and shaping it in the institutional life of the people, social, industrial, political and religion. On the other hand, social science aims to utilize all that is vital in the organization of history. Moreover, public elementary schools have an important function to perform in integrating history and social science in the country's educational system.

The article outlines several curricula of the course study for the tenth grade students in the U.S. In history, they will present the European history preceding the discovery of America. It outlines the period of discovery and the growth of geography, the invention of printing, and the growth of feudalism. They also included geography, nature study, home economics, textiles, mathematics, languages such as French and German, oral reading, music, drawing and painting, modeling, metal works, and woodworking.

The article outlines several curricula of the course study for the ninth grade students in the U.S. In the ninth grade, students are expected to read longer assignments, use the indexes of books in selecting references, and to have an understanding of mathematics. However, in history, they will study the history of the country from the Revolutionary War to the present. They also included geography, nature study, mathematics, geometrical constructions and applications, manual training, textiles, and metal work.

The article outlines several curricula of the course study for the elementary education in the U.S. The seventh school year aims to give the school children a general outlook on his own country. However, among the curricula are geography in which the study will begin with the area about Chicago and of the Hudson and Mohawk Rivers as an outlet for the lake region, nature study, and soap making. Furthermore, they also included pewter, an experiment in melting and mixing lead and tin to make an alloy, history, mathematics, cooking, manual training, and oral reading and English.

The article outlines several curricula of the course study for the fourth grade students in the U.S. In the fourth school year, the school taught children how to live helpfully and joyously in the school community. Among the curricula are morning exercises such as cleaning the corridors, garden, and interchange of pets. In history, student will be told of how people get food and clothing, and industrial excursions will also be taken. On the other hand, they included study of soil from swamp, beach, and garden.

The article outlines several curricula of the course study for the elementary education in the U.S. The school children will take the school garden in the nature-study and they will note the autumnal changes, ways of scattering seeds and animal shelters. They will observe the characteristic shape of common trees in landscape work. In making candy, the children will notice the dissolving sugar and hardening of the thickened liquid. On the other hand, the school children will be taught history to help them understand the activities around them.

The article discusses the study of history in eighth grade education in the U.S. The topics chosen for the eight grade study are the European history immediately preceding the discovery of America, the growth of the knowledge of geography, feudalism and chivalry, the guild system of labor, and the arts and inventions of the Middle Ages. A study of the spirit of the arts of the Middle Ages helps the child to see some of the conditions that surround the modern laborer, and may show the need for a revival of handicraft, with its accompanying freedom in work that made possible the art of this period.

The article discusses the study of history in seventh grade education in the U.S. It is the economic side of American history which forms the basis of the work in the seventh grade course in the University Elementary School. The experiences of the former generation must become personal and real, the ways in which men have met difficulties and overcome obstacles must enter into present and vital thought, before their influence on the child can become very great. The child's study of history is not that of already formed institutions, but of the formation of institutions continually being molded and modified to suit existing conditions.

The article discusses the study of history in sixth grade education in the U.S. In this grade colonial history is extended to include the study of French colonial life, and to compare the French and the English in the New World. To account for the contrast and emphasize the difference in their ideas of government, it is well to examine the conditions in Europe out of which they arose. The children have learned something of the physical geography of France, and of the industries springing from it; something, also, of the social and political life of the French people in the sixteenth, seventeenth, and eighteenth centuries; and they have touched all the conditions at home that influenced the new country.

The article discusses the study of history in fifth year education in the U.S. Colonial history is chosen for the fifth grade because it illustrates the dependence of man upon a definite geographic region, and shows the development of a simple industrial life, with none of the complications growing out of the modern factory system. progress. The energy, industry, and patience of the study colonists make the period especially useful in forming ideals of character for children. Weaving is given especial prominence in the handwork of the fifth grade, and the children find in making their own designs a motive for the study of the household arts of colonial times.

The article discusses the study of history in fourth grade education in the U.S. The study of local history gives a feeling of the reality of the past that can be secured in no other way, and the habit of thinking of actual relations gained by work upon the immediate environment can be carried over to the history of other regions. In the fourth grade, studying history traces the growth and development of the city. Children trace the evolution of the city from a fort and trading-post to the form which they see about them.

The article discusses the study of history in third grade education in the U.S. The principal topics in the study have been: shelter, means of getting food and clothing, which include occupations and industries, means for defense, social customs and games. Third grades deals with types of primitive society; geography, with an analysis of various environments, which have surrounded man at different stages of the children's development. From the simple, self-sustaining communities of the hunter, farmer, and shepherd, the child is led to consider a type of society where man no longer is entirely dependent upon nature through his own efforts, but where he obtains the necessaries of life, and very soon some of its luxuries, through the intercourse and interchange with other people.

The article discusses the study of history in second grade education in the U.S. In their first year the children had done cooking and gardening, and had the subject of .food and its source, the farm, as one of their great centers of work. primitive ways of procuring and preparing food. It is impossible to do the cooking and play at hunting without getting somewhat into other primitive occupations. however, fertile in suggestion. Children worked with great vigor on a diminutive pitfall, digging with pieces of slate and broken shells.

The article discusses the studying and teaching of history in first grades in the U.S. The first of the year, through pictures and buildings, different types of architecture were shown the children Greek, colonial, and old English being emphasized. At Beverly Hills two houses The work of house-making and furnishing is going on about city children all the time and they come in contact at every turn with those industries which include architecture, house-building, floor-covering, wall-papering and decoration, drapery, and furniture-making.

The article discusses the study of history in the University Elementary School in the U.S. The study of social science and economics has changed to some extent the views in regard to the nature of history, and has shown that political conditions depend largely upon industrial conditions. A knowledge of past social and industrial conditions related to experiences of children should help them to understand the life about them and to act their part in that life. It was the necessities of life that led man to exploit his environment, to experiment with materials, and to work out processes.

The article presents two plays entitled "Robert, Cavalier De La Salle" and "Joliet au Chateau St. Louis" intended for the sixth and the seventh grade students in the U.S. Both students in each grade will present the play "Robert, Cavalier de La Salle in their French class, and students in the seventh grade will present "Joliet au Chateau St. Louis" play. The plays provide reading lessons for students, in which it offers history that are much American as French. The performance of France during and after the time of Louis XIV was presented in the play.

The article reports that American history is the basis for the selection of subject matter in elementary school. Teachers and parents believe that studying American institution will help future citizen to fulfil his responsibilities in the nation. In reality, good citizenship will be learned through understanding history, political situation and social obligations in the country. With this fact, teachers in education has included the history of the country in their discussion. They also included the effect of industrial developments in the history of the nation.

The article presents several students reports from third grade students of Francis W. Parker School in Chicago, Illinois. The report is along the study of the history of Chicago that illustrate the development of transportation as its main focus. The students are making up a model of different ways of traveling in the early days. As Chicago is such a very large railroad center, some students choose to make cars and others make a train of cars according to the type of car they like best. The arithmetic problems were known in the reports such as finding the capacity of real cars, the number of board feet and the cost of the lumber in making the cars.

The article discusses the relationship between history and industry relative to education. The isolation of interests, the overcrowded curriculum and the general confusion that pervades the educational system are merely a reflection of the condition in the larger world. One of the greatest difficulties that confront social and educational workers at this time is the prevalence of the habit of dealing with the problems of life in an isolated way. The school has a real function to perform, and the educational machinery will be directed as to fullfill this function.

The article comments on the possible collaboration of history and geography as one subject in a curriculum. It has been advocated that the study of geography be a fundamental basis of history. The author comments that it is quite impossible to combine the two since geography is taught by proceeding from the known to the unknown, and history in the reverse order. Geography in the United States persists in maintaining a north-to-south arrangement in treating both groups and individual states. The improvement in texts indicates a broader view on the part of the instructor.

The article suggests plans of work in relating the industries, art, civics and history in the curriculum. History is considered as a means of securing an appreciation of social life, and not merely furnish the mind with an accumulation of facts. It is difficult to outline the subject matter of history in the curriculum without relation to the conditions of the school and the home in art and industry. It becomes the business of the school to reconstruct the subject matter of history relative to the occupations, and gain for the child the full value of study, the power of thought and action combined.

The article discusses the history and introduction of geography as a school curriculum subject. Geography received less attention among teachers and was appraised as having low educational worth. This perception, together with the lack of training, were the reasons behind its slow progress. Comenius, Rousseau, Pestallozi, were the few influences who perceived its importance. Karl Ritter and Arnold Guyot made reforms to geography teaching in the United States . Woodbridge traveled to Europe to enrich geography teaching. They introduced different methods of teaching geography through laboratories and field works. The early history of maps and charts and ways of making and using them were also discussed. Geography is also an aid in understanding other subjects such as history.

The article presents the teaching of primitive history to children, which according to the author varies based on the children's and teachers' experience. The author suggests using materials that interest the children at their stage of development in this social reconstruction. It was found out that children displayed interest in the subjects of underground water, formation of caves, forests and rocks and that the more complicated subject matter like the relation of seeds to freezing temperature should be reserved in later years in relation to their past experiences. The author suggests an outline for the distribution of time and method of treatment of the subject matter.

The article presents a discussion of history teaching to laboratory schools in elementary education. It explains that the principle of the process of acquiring knowledge is not merely psychological but philosophical. It makes a radically different concept necessary towards the behavior of the mind of the learner and a different point of view of the function of the educator. The educator must see that the subject matter of history is so presented that the child's mind will reach out, question, examine, and analyze the forces at work in causing the men and women who make up his part of history to act thus and so, in order to comprehend how their actions helped or hindered improvement.

The article focuses on the teaching of history among elementary students in laboratory schools. The aim in teaching history is to enable the child to interpret society of which he or she belongs. The part of the teacher is to make successful the early investigations of children regarding the complexities of the world, to stimulate to new investigations and to develop power to interpret conditions. Several teaching methods were presented in conducting the study of history. The children have learned that in working as class to accomplish a common goal and learn to adapt themselves to the will of the majority and to appreciate the role of each one's part to the whole.

The article provides an outline of courses from first grade to eighth grade. First grade includes subjects of geography, history, manual training and applied arts, nature study, home economics, number, literature, reading, and painting. Course outline for the second grade is based on the social life of the community, its work and play, and the natural environment. Third grade courses include cooking, history, geography, reading, science, pottery, and gymnastics. Outlines for other grades are also provided.

The article offers information on the activities of the eight grade for the autumn quarter. This includes history, nature study, mathematics, geography, music, Latin or German, or manual training. In the area of their development, drawing, reading, writing, painting, modeling, and music will be employed. The pupils of the grade began their study of Roman history by getting acquainted with some concepts of the Rome of today through books, photographs, or conversations with friends or relatives who have visited the place.

The article offers information on the study of history by the seventh grade pupils. This is centered on book making. For the month of October, the class studied the making of primitive records, wax tablets, hieroglyphics in stone and clay, dealing greatly on manuscript books of the Middle Ages. They tried to imagine phases of time, showing how monasteries became the core of learning, with the control and making of books, and the life outside of this place in the feudal castle. Relative to this, the story of St. Benedict and his followers in the work of book making was told. The stories of St. Jerome and St. Francis of Assisi were also considered.

The article outlines the subject matters for history in the elementary school. All grade levels have subjects in literature. Kindergarten will be studying the reproduction of home life by means of plays, visits to farms, shops and buildings in construction. First grade will focus on making of playhouses, observations of modern and primitive houses and museum visit. Second grade, needlework as occupations, primitive processes in textile industries, and hunter life. Third grade, study of materials used in cooking and history of agriculture. It also includes syllabus for grades four to eight.

The article presents a course outline of different subjects for secondary students in the U.S. In Latin classes, the class will discuss about the Helvetian war and its effects on the Roman province. In History, the students will study on the Peloponnesian war between Sparta and Athens and the Times of Alexander. In Mathematics, students will have experiments on finding the distance from the earth to the sun using geometrical methods and will also do an experiment to measure the sun's altitude. In French classes, students will read an anecodote entitled "Molière le Père de la Comédie Française," and the comedy of "Don Juan." in French language. In German, the class will focus on grammar specifically on irregular verbs and will tackle on the condition of Greece.

The article presents a course outline for different subjects in the seventh and eighth grade classes in the schools of the U.S. In History classes, students will have literary presentations on the history of England during the Norman Conquest emphasizing on the events concerning the advancement of the interest of the people. In Oral Reading, students will recite Act IV of King John, Ivanhoe and a poem about the death of the son of Henry. In handwork, students will draw illustrative scenes in a drawing paper, blackboard and on a crayon paper and will draw plans of a castle. In French, the students will discuss about the lighter comedies of "Moliø."In Geography, students will review geography relative to history. In Music classes, students will discuss songs such as "The Violet."

The article presents a course study of different subjects for the sixth grade classes in the U.S. and offers comments on the progress of the students in each subject. In History and Literature classes, students was slow in their composition about the Crusades but showed individuality in their work. Children's hand work in binding, painting and illuminating the title-page follows suggestions on their visit to the manuscript collections in the Newberry Library and the Art Institute. In Geography, it will focus on the customs and traditions, the environment and the people of Eurasia. In the study of numbers, the lesson will focus on improving the technical efficiency of students especially in fractions and percentage. In Music, simple rounds of the songs such as "Old King Barbarossa" will be read and sung.

The article presents a course study of different subjects for fifth grade classes in the U.S. and provides a list of references for each subject. In History class, the students will focus on the attainment of freedom and independence of early settlers in American colonies. Students will write, illustrate and retell the story of the battle of Lexington and Concord and the battle of Bunker Hill. In Geography, the lessons will focus on the different places of the Western Highland of North America by knowing its topography and students will create a map of the said continent. In Botany, the students will study on the process wherein plants secure and lose moisture. In music classes, students will focus on songs concerning nature and home and songs about the history of Canada.

The article presents the outline for the course of study for the fifth grades. The outline includes history, geography, and nature study. The subject for history will be the French in North America and the topics that will be discussed include the discoveries and early explorations, industrial and social character of the colony, and the expansion of the colony. The subject for geography will be the study of the regions of North America discovered and colonized by the French. The subjects for the study of nature include meteorology, botany, and physics.

The article provides an outline of a course of study for teachers handling seventh and eighth grades with subjects including nature study, number work, expression in painting, geography and history, art, oral reading, music, and French literature. The geography and history study focus on Scotland, Denmark, Scandinavia and Ireland. Number work concentrates on the population of Great Britain in 1891 that was 120, 979. Children are asked to read the books "Ossian," "Lady of the Lake," and an adaptation from Ivanhoe of "The Storming of the Castle," and sing the "Norse Lullaby," "Spring Song," and "The Hardy Norseman."

The article provides an outline of a course of study for teachers handling the sixth grade with subjects such as nature study, number work, expression in painting, geography and history, art, oral reading, music, and French literature. The focus of the nature study is germination. To attain optimum results, the class will be divided into committees on the basis of the five requisites of the germinating plant: moisture, heat, soil, light, and air. Children will read books like the "Storming of the Castle" and "The Vision of Sir Launfal," and sing the "Sword Song" and "The Crusade." The dramatization of French literature "The Children's Crusade" and the memorization of the poem "Im Lager von Akkon, 1190" are also laid out.

The article provides an outline of a course of study for teachers handling fifth grade with subjects including cooking, history, geography, oral reading, number, nature study, and German music. In March, albuminous foods like milk and eggs are chosen for the children's study and experiment. A visit to the Columbian Museum, class reading of "The American Indian," and bits read or told by teacher from Fiske's "Discovery of America" are in line for the work in history. The class started modeling and drawing the map of North America by stereopticon in March. During April and May, they will learn to sing Ludwig Uhland's march "Der gute Kamerad."

The article presents an outline of a course study for teachers handling third and fourth grades with subjects including geography, science and number, history, music, art and literature. The activity in geography is a continuation of the subject of transportation as planned for March. A student who went to Florida for two months has opened a line of correspondence for the others who have written letters to him. For Science and Number, a daily record of the temperature, opening buds and flowers, and of returning birds and insects will be kept. The study of the life of a Spartan and an Athenian boy and the Olympian Games aims to inspire the class. Moreover, a study of Greek pottery and weaving and a dramatization of the French "Le Grand Concert" are laid out.

The article discusses local community as a starting point for the course of study and presents suggestions for use by teachers of the Pedagogic Class and to those beginning the study of Chicago, Illinois with eight or nine year-old students. Each part of the course should find its basis in present industrial, social, and political conditions. In the study of the early history of Chicago, teachers need the following: blackboard drawings and oral descriptions of the present and past conditions of the city, pictures of vegetation and animals of the region, and kinds of food and how it could be obtained. Other relevant activities include the story of Marquette and model-making of an Indian canoe and tools.

The article presents a course of outline for the seventh and eight grades pupils. It suggests topics for discussions in subjects like nature study, history, art expression, geography, oral reading, music, and French lessons. For instance, wood will be the main subject for the nature study, where its selection, structure, and growth of wood forests are to be discussed. In history, the topic will work back to the history of Britain and the English, which tackles up stories of the Teutonic invasions into the Roman Empire. In art expression, the discussion will center on the paintings and drawings of stone tools and of implements used by early man in Britain. In geography, the study about the British Islands and Scandinavia will be the focus.

The article presents a course outline for the sixth grade pupils. The outline provides topics for discussion and actual activities for the students' further learning in subjects like history, science, sloyd and number, geography, painting, modeling, music, songs and French lesson. For instance in history, the subject for the month is the Crusades, which will be taken up as a whole and not in separate divisions. In science, the wood will be the main focus. Its kinds, uses, qualities, and varieties are to be taken into account. In painting, the children are to represent knights, tournaments, knightly episodes met with in their reading and the matters connected with chivalry are proposed.

The article presents a course outline for the seventh and eighth grades pupils. The outline suggests topics for discussions in subjects like nature study, number work, geography, history, art, music, and dramatic arts. For instance in nature study, the students are to study about the mechanics of respiration before they take up the subject of ventilation. In history, students are to observe pictures of the country from geographical books and from the school picture collection. In art, students are to paint and draw pictures of some of the stirring scenes related to history. In dramatic arts, they are to study about Julius Cæsar. Moreover, in music, they are to focus on songs of general import, ethnical songs, and hymns.

The article presents a course outline for the sixth grade pupils. The outline provides topics for discussions in subjects like geography, science, history, dramatic arts, songs, painting, clay-modeling, sand-modeling, and number work. For instance in geography, the students are to study about the southwestern part of Asia. They will see the continent as a whole, as a table-land of the extent of Thibet, and at the same time note the waters which wash its boundaries. In science, they are to work out topics which will closely correlate with cooking and with geography. In history, Florence will be the subject for one month. In painting, they are to paint a landscape as viewed from the windows of the Academy of Science in Lincoln Park.