LBI7iO H6M1 t^.- H^tt QJoUcgp of l^gticulture Kt QJornelt IntnEraitg Jitljata, N. i. Slibrarg Cornell University Library LB 1740.H6M4 Preparation for teaching history and cit 3 1924 013 027 697 Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924013027697 THE COMMONWEALTH OF MASSACHUSETTS BULLETIN OF THE DEPARTMENT OF EDUCATION 192), NUMBER 6 WHOLE NUMBER, 126 PREPARATION FOR TEACHING HISTORY AND CITIZENSHIP IN GRADES I TO YI A MANUAL FOR NORMAL SCHOOLS Committee on Preparation BLANCHE A. CHENEY, Chairman, State Normal School, Lowell FLORENCE A. FLETCHER, State Normal School, Bridgewater FLORA M. GREENOUGH. State Normal School, Framingham BOSTON WRIGHT & POTTER PRINTING CO., STATE PRINTERS 32 DERNE STREET 1921 G^¥o^/r Publication of this Document approved by the Supervisor op Administration. THE Department of Education. Patson Smith, Commissioner of Education. ADVISORY BOARD OF EDUCATION. Fkedekick p. Fish . Sakah Louise Abnold Ella Lyman Cabot . A. Lincoln Filenb Walter V. McDuffee Thomas H. Sullivan 84 State Street, Boston. 300 The Fenway, Boston. 1 Marlborough Street, Boston. 426 Washington Street, Boston. 336 Central Street, Springfield. Slater Building, Worcester. DIVISION OF ELEMENTARY AND SECONDARY EDUCATION AND NORMAL SCHOOLS. Frank W. Wright, Director. Clarence D. Kinqslet Burr F. Jones Robert I. Bramhall Henry E. Gardner Supervisor of secondary education. Supervisor of elementary education. Agent for research and statistics. Agent for registration of teachers. THE DEPARTMENT OF EDUCATION. Division of Elementary and Secondary Education and Normal Schools. Division of Vocational Education. Division of University Extension. Division of Immigration and Americanization. Division of Public Libraries. Division of the Blind. Teachers' Retirement Board. Massachusetts Nautical School. Massachusetts Agricultural College. Bradford Durfbe Textile School, Fall River. Lowell Textile School. New Bedford Textile School. CONTENTS. Part I. Education in citizenship I. A common platform II. Preparation in citizenship A. Aims in teaching citizenship to normal school students B. Content . C. The project method in civics teaching D. Student participation in school government E. Citizenship standards, tests, and ratings PAGE 7 7 7 8 9 16 20 22 III. Preparation for teaching citizenship A. The general aims, principles, and objectives in educating children to useful citizenship in a democracy B. Civics teaching in Grades I to III C. Civics teaching in Grades IV to VI D. Civics teaching in rural schools E. Pupil participation in the management and activities of the school F. Citizenship standards and pupil ratings G. Observation of teaching and practice in teaching IV. Time allotment ' . . V. General Bibliography on Civics A. Method B. Courses of study C. General references D. Texts and reference books Part II. History ..... I. General preparation for teaching history A. Individual research, clear thinking, careful judging, accurate and concise expression ... B. Important conditions and problems of the present day C. Ideals of American citizenship and principles upon which American institutions are based . . . . D. Interpretation of the great periods of national development E. Great movements in the development of world civilization F. Reasons for teaching history in elementary schools G. Division of subject-matter in the grades H. General principles in teaching history II. Special preparation for teaching history A. Preparation for teaching in Grades I to III B. Preparation for teaching in Grades IV to VI 23 23 25 29 37 40 40 41 42 42 42 43 44 44 46 46 46 46 46 47 47 48 48 49 49 49 55 PREPARATION FOR TEACHING HISTORY AND CITIZENSHIP IN GRADES I TO VI. PART I. Education in Citizenship. I. A COMMON PLATFORM — EDUCATION FOR DEMOCRACY THROUGH SERVICE. The World War and the present Reconstruction Period have taught the plain lesson that, if normal schools are to perform eflficient service in the preparation of teachers, they must con- sciously and effectively organize their courses of study, their methods, and their activities upon the platform of "a purpose- ful education for the ends of democracy." For all teachers of the social studies, the dominant purpose must be to educate students directly for an intelligent, loyal, and serviceable citizenship in our American democracy. The study of history and social science must develop in these future teachers, and, through them, in their pupils, those "points of view, interests, habits, powers, and ideals which are vital to the success of our democracy. True patriotism means obligation and service. Without this real love of country democracy cannot permanently endure. The present great need is to cultivate a spirit of organized community service which will work as well during times of peace as during the stress of war, in neighborhood, town and city. State and national affairs, and in international relations. It is the teacher who must make this ideal of service the conscious national aim. II. PREPARATION IN CITIZENSHIP. Note. — In this manual a distinction is made between "preparation in citizenship'' and "preparation for teaching citizenship." The former provides for the development of civic qualities and civic understanding on the part of the normal school student. It sets forth the necessity for a 8 democratic classroom procedure and a democratic school organization as integral parts of the course in citizenship proper. This "preparation in citizenship" is necessary for aU. students, regardless of the subjects that they are to teach. Furthermore, in the future, all teachers should, them- selves, exercise their full citizenship by taking a larger and more active part in community affairs. A. Aims in Teaching Citizenship to Normal School Students. 1. General Aims. a. To cultivate the essential qualities of American citizen- ship. Since the normal school student is the future teacher of the people's children, her life in the school, as well as her study of civics proper, should develop in her those interests, habits, powers and ideals which make for good citizenship in a democracy. Unless the student lives deeply and fully this democratic life until it becomes a part of herself, the chances are that in her teaching she will fail to cultivate in her pupils those qualities which are vital to our democracy. b. To develop an understanding of and an appreciation for the basic principles and ideals of American democracy. The menace of anarchistic propaganda, together with the indifference and selfishness of citizens, is the handwriting upon the wall warning that the civic education of our youth must place strong emphasis on the founda- tion principles of our democracy and the imperative need for constant vigilance in preserving and fulfilling these principles. c. To lead the students to realize and appreciate their mem- bership in our democratic society to such a degree that they will render continuous service for the common welfare in all relations of life. d. To point out the interdependence of our modern world and the consequent effect on our international relations. 2. Specific Aims. a. The constant and conscious purpose should be to secure habits and attitudes of responsibility, service, and loyalty on the part of the student, not only in school, but also in home neighborhood, and city. 9 This participation in local community life will serve as a foundation for service and loyalty to State and Nation, and for a sense of member- ship in the world family. b. Another purpose should be to give an appreciation of how our democracy functions, some knowledge of the form of our democratic government, and of new democratic tendencies. c. The course should emphasize the truth that the solution of after-the-war political, social, and economic problems of our democracy depends upon the personal responsibility, co-oper- ation, and unselfish service of each individual citizen. d. Through a brief, comparative study of less liberal forms of government the course should point out the vital distinctions between autocracy and democracy. The student should recog- nize the merits of other democracies of patterns different from ours, and the special merits of our American democracy as the best form of government for the people of the United States. e. The student should understand that, because democracy is as yet a relatively new form of government, it has its weak- nesses and shortcomings; also, that democracy in America, or in any other land, can be made complete, true, and lasting only through the individual responsibility and the united efforts of an intelligent citizenry. /. Another aim must be to show how America's interests have become world interests through the interrelationships and the interdependence of modern society; to give some under- standing of our international problems during this reconstruction period. B. Content. It will be noted that the projects outlined below have been chosen for their social value in our everyday life. 1. What is Democracy? What is Americanism? a. A brief survey of the general organization of society to show how social relationships grow out of needs, and citizen- ship out of the society set up in response to our needs. The approach is made through a study of the student's own com- munity life. Problem: How is our democratic society organ- ized? 10 (1) What are our needs, individual and public? (2) What agencies in our community satisfy these needs? (3) What (social, political, and economic) groups does the interdepend- ence of our modem life require? (4) What part does the home play? The school, the church, the in- dustries, etc.? (5) Why is government necessary? (6) What are the benefits and the obligations of membership in our democratic society? b. What qualities must every American citizen cultivate if our democracy is to be a true and lasting democracy? (1) Many-sided interest in human welfare. (2) Sense of personal responsibihty. (3) Spirit of co-operation and ability to co-operate. (4) InteUigent leadership and discrimiaating followship. (5) Obedience to and respect for law and order. (6) Self-control and seK-reHance. (7) Honesty and trustworthiness. (8) Straight thinMng and independent judgment. (9) Spirit of service and loyalty. (10) Many others, such as industry and thrift, cleanliaess and orderliness, courtesy and fair play. c. What are the principles and ideals of American de- mocracy? (1) The people are the source of all political authority: Governments "derive their just powers from the consent of the governed." "Government of the people, by the people and for the people." (2) A representative democracy: The people rule indirectly through their chosen representatives, who are responsible to the people. (3) Majority rule: Power of pubhc opinion; rights and duties of the minority. (4) Written constitutions: The people determine the fundamental law and hold it superior to acts of Legislatures. (5) Provision for orderly change through the baUot. (6) Union and nationality: One nation, one government, one citizen- ship, one allegiance, the American language as the common medium of conmiunication, one flag. (7) Free pubhc education. (8) Duties with rights: — (a) Civil Rights of Citizens. ■ — Personal liberty and safety, security of property; free speech, press, assembly, discussion, rehgion- 11 justice — equality of all before the law, speedy trial by jury, equal rights for all, special privileges for none; opportunity to get an education, choose a livelihood, make the most of self. (6) Duties. — ■ To give voluntary obedience to law and full loyalty; vote honestly and intelligently; hold public office; pay taxes; serve as juror; live for country; fight for country, even sacrifice one's life for the ideals of American democracy, to the end that our nation and many other nations who look to us for help may be secure. (9) "To promote the general weUare" is coming to mean an ideal of com- mon humanity, — that all men should share in the best life. (10) World democracy and world peace based on brotherhood, justice, and honor among nations. 2. Present Social, Economic, and Political Problems OF our American Democracy, and International Problems. Note. — In presenting so comprehensive a subject as the above, in which the material is far from static, it has seemed best to offer a series of selective problems. Each class, guided by the instructor, will choose only those problems of immediate, personal and public interest which the time devoted to the course makes possible. It should be clearly understood that it is not intended that all the problems noted below should be studied thoroughly in any one class. There should be, however, careful considera- tion of at least one problem of each of the three types of problems. There can be no sharp differentiation between history and civics. In many of these social, economic, and political prob- lems the two subjects practically merge. The problems are set in the present. Careful study of the past, which shows how the present came to be, should give a perspective helpful in finding the correct solution of present problems. Many of the following problems, much simplified, will be taught by the normal school student who plans to become a teacher, in the upper grades or in the junior high school. How- ever, the student who intends to teach in the first six grades must possess at least a working knowledge of national issues. A few organizing questions are given simply to indicate the problem method of attack. It is not intended that the students use these particular questions, but those which they themselves discover with the instructor's guidance. 12 a. Social Problems of Our Democracy. (1) Public Health. How did the World War show the need for more efficient methods of physical education and disease prevention in the United States? Study the housing problem with a view to pointing out the dangers of inadequate and consequently bad housing, and suggesting plans for relieving the present situation. Compare the work of city, State, and Nation in the prevention and cure of disease. In what ways can the individual citizen help to prevent disease? (2) Protection of Life and Property. Find out how the World War revolutionized army, navy, and militia. Give arguments for and against universal military service. How can we reconcile our present naval policy with plans for dis- armament? Prove the need for education in fire prevention. Why was pubUc sentiment against the Boston police strike? List ways in which citizens respect the rights and property of others. (3) Public Education. What is your idea of education — a democratic duty or a personal advantage? Why is the presence of thousands of iUiterates (both foreign and native) a menace to our democracy? Show how the present shortage of teachers is a danger to our democracy. What would be the advantages and possible dangers, if any, of establishing a Federal Department of Education with a Secre- tary in the President's Cabinet? What benefits are derived by society from the mingUng of all young people in the public schools? Find out what our State has accomplished in the education of defectives; in vocational education; in citizenship educa- tion. What provision for the re-education of wounded and maimed soldiers has the Federal government made? What handicap to its success has been removed recently? What would be our duty to the government and to a soldier ignorant of this opportunity? How would we go about it? What is France doing along this line? What new lines are being opened up in the education of women because of their war work? Prophesy as to the effect on society. 13 (4) Public Recreation. In what ways has the World War pointed out the necessity for the provision of means of recreation and culture? Find out if we, our friends, and people in general make wise use of leisure time. (5) Conservation of Natural Resources and of Human Life. Who was the leader in this movement, what agencies are now at work, and what need is there for further conservation of our natural sources of wealth, such as water power, forests, coal, and oil? What problems are the agencies of child welfare seeking to solve? How can teachers help? How can citizens help? Prove the need of national regulation of child labor. Compare the policy of the United States with that of Great Britain regarding social insurance, pension systems, and insurance for soldiers. Find out what is being done in accident prevention through edu- cational campaigns. Suggest other methods of safeguarding life and hmb. List ways in which we can further this movement. (6) Caring for Dependents, Defectives, and Criminals. Investigate what per cent of the State's income is spent on these three classes. How should we apply the modern theory of the prevention of poverty and crime by the removal of causes? (7) National Prohibition. Study the present situation from all angles, compare with condi- tions five years ago, and then draw conclusions as to the effects of prohibition; as to the duty of the citizen. (8) Civic Beauty. Prove the statement that during the period of reconstruction greater attention will be given to city planning and housing in the interest of health, beauty, and efficiency. How can every citizen aid this important movement? (9) Immigration and Americanization. What was the effect of the World War on immigration? What is our present problem? Give arguments for and against further restriction. How is the changing character of immigration affecting the com- position and character of our population? Point out the effects of immigration on our social, industrial, and political life. What contributions is this country receiving from various racial groups who have migrated to us? Show how the war and the menace of anarchism brought home to us at last the imperative need of Americanizing the foreigner. How does a foreigner become a citizen of the United States? 14 Investigate the present movement in Americanization by Federal, State, and city governments and by private agencies. What can every citizen do to help his country along this line? b. Economic Problems of our Democracy. Discuss the problem of getting a living with reference to its importance to the individual and to society; the need of vo- cational training as a means toward efficient standards of living. Find causes for the present industrial discontent; suggest remedies. What are the rights and duties of employers and of employees in relation to each other and to the public? Point out the growing tendency toward democracy in indus- try through representative shop committees, profit sharing, etc. Find out how the factors of production — land, labor, and capital — contribute to wealth. Trace the marvelous growth of industry; changes in business organization, corporations, trusts, co-operative societies; gov- ernment protection and control; voluntary associations. What are the advantages of large-scale production and dis- tribution? Prove that the economic welfare of our nation depends upon (1) efficiency in production; (2) justice, not equality, in dis- tribution; (3) wisdom in consumption. Find reasons for and against government ownership of the means of production, transportation, and communication, then draw your own conclusions. What will be the effects of new methods of transportation and communication on the economic life of our nation? Of the world? What responsibility has the individual citizen in the solu- tion of these industrial and economic questions? c. Political Problems of our Democracy. (1) How do our democratic people govern themselves in city. State, and Nation? Of what importance is government? How is our American government organized? What services does our government perform for its citizens? Re- ciprocal duties of citizens? 15 How are these services paid for? Find out how our city spends its income; our State; the Nation. Point out how the government met the enormous expense of the World War; the need for revising war taxes. Prove the need for a national budget. (2) How do new tendencies in our government make for a truer and more efficient democracy? The merit system versus the spoils system in pubhc service. Provision against corruption in elections: secret ballot, corrupt practices acts, publicity of campaign contributions and expenses. Direct nominations: the direct primary election, nomination by petition, presidential primary. Control of officials by the recall. The short ballot movement. Direct legislation by the initi'ative and the referendum: advantages and possible dangers. Home Rule for cities with preferential voting. Types of city government: comparison of council, commission and manager plans. Woman suffrage: growth of movement; arguments used in secur- ing Nineteenth Amendment; how the new responsibility should be met. (3) What will be the future of our American democracy? Which shall prevail, — the rule of the "Boss" and of "Privilege," or the rule "of the People, by the People and for the People" ? How far wiU iateUigence, civic righteousness, public spirit, and the exercise of eternal vigilance on the part of the individual citizen go toward solving this problem? d. International Problems. (1) A comparative study of government to find out why democracy is the best form of government. The responsible, democratic systems of Great Britain and France in contrast to the irresponsible autocracy of the German Empire. The democratic government of Canada, New Zealand, and Aus- traUa compared with that of the United States. Bolshevism: a study of its principles and their apphcation in Russia in comparison with the constructive principles of Ameri- can democracy. Having concluded that the American form is the best pattern of democratic government for the people of the United States, the question comes, "How can we Americans best preserve and complete this great democracy of ours? " Realizing the evUs of autocracy and anarchy alike, the question arises, "What part has the United States in safeguarding the new republics of Europe from the possible danger of autocracy or of anarc^ly?" 16 (2) Study the effect of commerce, science, and invention on the nations of the world to prove the necessity for America's participation in world affairs. (3) The great problem of America's part in the social and economic re- construction of Europe. How can the United States best meet its new responsibilities as a creditor nation? What is our part in the relief of suffering and in the provision of means by which the people of Europe may become self-support- ing and productive? Prove that in the extension of credits and in the foreign investments of American capital we best serve our own interests by serving the common interests. (4) The great question of America's part in the restoration of real peace and the prevention of future wars. The probable effect of continued European rivalries and animosi- ties; of new methods of warfare, not only on democracy but on civilization itself. A study of the Peace Treaty and the League of Nations: the United States Senate's refusal to ratify Treaty confirmed by the people; President Harding's pohcy of separation of Treaty from League; of the United States participation in world affairs without sacrifice of nationahty through a new league and a new treaty, a world court, or some other form of international agreement. Discuss the outcomes of the international conference at Washing- ton to consider limitation of armaments and problems of the Pacific. The hope for the future : world democracy and world peace based on the principles of brotherhood, justice, and honor among nations. C. The Project Method in Civics Teaching. 1. Guiding Peinciples. a. As the content of the course is built up from life situ- ations and life problems, so the classroom method should be shaped after the form commonly used by thinking people in the world outside. b. Since the only real education is self-education, a learning for and by doing, the class must discover, out of their own experiences and interests, vital problems and purpose to solve them. The students will make their own plans, carry them 17 out and judge their results. The teacher will act only as a guide to direct and stimulate the students' efforts. c. Through problem-solving the students should gain a con- scious method of work which will make their own lives more efficient. Later, they can do no more valuable service than to lead their pupils likewise to determine for themselves what to do and how to do it. d. The important thing is, not the amount of ground cov- ered or knowledge gained, but the degree to which the students use their minds and gain in the power to do their own thinking and to think straight. e. When students realize' their common interests, share in the division of labor, co-operate in contributing materials and information, accept with self-control and open minds the give- and-take of class discussion, they are truly a social group, living the democratic life. /. The instructor should occasionally ask herself such ques- tions as these: Do my students purpose to solve worth-while problems? Are they gaining a method of work? Are they growing in ability to think? Is the class a democratic social group? Are the students developing the basic qualities of American citizenship? 2. Types of Civic Projects. Projects may be classified in accordance with their nature, or in accordance with their method of treatment. a. Classification of Projects according to their Nature. — Proj- ects may be classified according to their nature into construc- tion projects, intellectual projects, appreciation projects, and drill projects. In the construction project a civic piu'pose is put into tangible form, e.g., the making of a fly-trap or the repairing and painting of one's fence. The intellectual project is a mental perplexity to unravel, a problem which the student wishes to think through to a solu- tion. Many examples of this type of civic project are given above in the content of this course. Attending an historical pageant or reading a patriotic poem for its inspirational appeal is a civic project in appreciation. 18 Practicing "first aid" instructions and perfecting a fire drill in order to develop a skill which may save human life are ex- amples of civic drill projects. b. Classification of Projects according to their Method of Treatment. — Projects may be classified according to their method of treatment into class projects, group projects, and individual projects. After the class as a whole has worked out together one or more projects, and in this way developed a method of work, the students may break up into groups. Each group may elect its own project, or occasionally an individual member may choose a project to work out and present to the class as her contribution to the common good. 3. Procedure. Launching a project or developing a situation out of which a project grows: In every case the project should be approached through some real experience or some vital, present interest of the students; e.g., the unpleasant experience of searching for a new home provides a point of departure for a study of the housing problem; the high cost of living and the present wave of unemployment motivate a project in thrift; the disastrous effect of a careless act in neighborhood or city gives point to a study of accident or fire prevention; interest in the recent presidential election vitalized the problem, "How is a Presi- dent elected?" Likewise, a lively curiosity regarding her own future political experiences, as well as a desire to help mother or friend exercise her new citizenship wisely, furnishes a life situation out of which comes the question, "Now that M'omen ha^'e the vote, how should we prepare to use it effectively?" Family discussion of the father's income tax leads one student to purpose to find out all she can about taxation; observance of various groups of newly arrived immigrants in railroad sta- tions and on trains causes one class to choose as their project, "Should further immigration be restricted until we have Americanized the aliens already in the United States?" In short, having discovered a worth-while problem the students purpose whole-heartedly to solve it. 19 Together the students now plan how to work out their proj- ect. They decide upon and organize the questions which are to guide them in solving their problem. They assign certain questions to the entire class, others to committees, and possibly still others to individuals. Then comes the question of ma- terials with which to solve their problem. The class plans to use not only texts and references available in classroom and school library, but committees are appointed to find material in newspapers, magazines, and books at the public library. Other groups volunteer to make visits of observation and in- vestigation; to talk with ofi&cials; to write letters asking for reports, etc. All decide to talk with parents and friends and to bring to class illustrative material. Having completed their plan, the room becomes a busy work- shop for several class periods. Each student sets about making a tentative solution. She collects information which bears on the problem. As she examines the gathered materials she may come to see the problem in a new light. She revises her plan and again sets to work, searching, selecting, rejecting and ar- ranging the new knowledge until she feels that she has reached a solution. When the class is ready to pool their findings, group and individual reports are followed by informal class discussion. In this free exchange of ideas the students may make new con- tributions, ask for further information, or challenge courteously any statements with which they disagree. Finally, the students are ready to check up their thinking by organizing the material according to its pertinency in solving the problem. In all this work the teacher guides when necessary, but does not dominate the situation. Final conclusions are not drawn until all sides of the question have been considered. Even then the students may well feel that the problem is not solved. However, having weighed arguments and considered solutions to the best of their ability, they should now evaluate their work, pointing out what has been well done, and indicating in what ways they can improve next time. So far the project has been largely intellectual. It should now be translated in terms of service. If the discussion has 20 developed the right attitude, the members, either as a class or as individuals, will actually do something to improve the situ- ation, so far as they are able to do this. For there is little use in attempting to solve problems in citizenship unless there be some application to conduct. Right action is the test of all civic instruction. 4. How DOES THE PROJECT MeTHOD MAKE FOR DEMOCRACY? Opportunity is given the students to bear responsibility, to grow in leadership, and to co-operate with other members of the group in contributing to the common welfare. The class discussion develops clear thinking, the ability to suspend judg- ment, as well as to make independent judgments. It gives exercise in self-control and courtesy. It cultivates a spirit of fair play and a respect for the opinions of others, even though these opinions be contrary to one's own. Lastly, this method tends toward right thinking, right feeling, and right action on the part of the youthful citizens in all their social and civic activities. The project method develops the essential qualities of American citizenship. D. Student Participation in School Government. 1. Learning to Do by Doing. Education for democracy must be education in democracy. It is not enough to socialize the subject-matter and the class- room procedure of the civics period. The whole school must be a miniature democracy in which students and teachers learn to be good citizens by being good citizens. There should be some plan of school co-operation which carries with it, for students as well as for teachers and princi- pal, a real share in the management of the school. This does not mean that the students have full control of the school. But for the direction of their own conduct and activities there should be some simple form of organization which is a true democracy, although limited in scope. When students obey rules of their own making they are training themselves in self-control and self-direction. The election of officers and the observance of parliamentary pro- 21 cedure in conducting business meetings and assemblies give power and poise of value when the student goes out into the community to teach. Participation in school and community affairs offers abun- dant opportunities for the cultivation of such democratic qual- ities as initiative, teamwork, fair play, responsibility, good judgment; in short, wise leadership and discriminating foUow- ship. This sharing in the activities of school or community makes the student realize that she is a vital factor in her community life. In this way a real interest and a habit of service will be established which will carry over into her professional life. "Democracy must become a habit." Only thus can we have genuine democracy. 2. Suggested List of School Activities. Conducting chapel service. Forum for discussion of current problems. Fire drills. School entertainments, special day programs, class exhibits. Concerts by glee club and school orchestra. Dramatic club play or masque. Dances, school parties, field day program. Conducting business meetings. A school paper. Classes in absence of teacher. Ushering on public days. Making and observing rules regulating conduct in school, on street, trolleys and trains, in study haU, during passing of classes, etc. Electing officers for various school organizations. Good housekeeping in assembly hall, classrooms, lunch rooms, desks and lockers. Decoration of rooms with flowers, drawings, etc. Care of school grounds. Planting and caring for school garden. Planning and caiTying out bazaars to raise money for some cause. Writing and acting plays. Planning and executing pageants. 22 3. Suggested List of Community Projects. a. Civic Betterment. Thrift clubs. Health project. Better babies drive. Fire prevention campaign. Clean-up week. Safety-first campaign. Better billboards movement. Noise and smoke prevention. Good roads campaign. "Kindness to animals" week. Arbor Day programs (memorial trees to soldiers and sailors of World War). Destruction of pests (moths, flies, mosquitoes, rats, etc.). Co-operation with board of trade in Americanization work. b. Social Service. Letters and materials to student-teachers in rural districts. Aid to needy famihes. Flowers to the sick in hospitals. Musical programs in home for aged. Story-teUing to children in hospital; at public library. Raisiag money for the Junior Red Cross. Service on playgrounds of city. c. Gardens. Planting and caring for home and community gardens. d. Community Singing. E. Citizenship Standards, Tests, and Ratings. 1. The test of civics instruction is found, not so much in the amount of civic knowledge which the student possesses, as in its intelligent use in her daily life. Education in citizenship is effective when it builds up in the student slowly and surely those habits, attitudes, and ideals which. make for good citizen- ship in our American democracy. 2. Since the citizen in the community is judged by what he is and by what he does rather than by what he knows, why 23 should not the young citizen in the school be judged by a similar measuring stick? If education in citizenship is to really function, then, as our schools become more and more socialized m curriculum, method, and management, they will come, also, to regard standards of attainment in character and personal efficiency of equal value with standards of scholarship. 3. Habits, attitudes, and ideals are difficult to measure, but a number of schools already have scales of rating based on character, participation in school activities, and realization of democratic ideals. In these schools a pupil's promotion de- pends upon his qualities of citizenship as well as upon his scholarship. See the following : — Test of civics teaching, ia the "Community and the Citizen," by Ai-thur W. Dunn. Scale for the Measurement of Habits of Good Citizenship used in the Horace Mann School, Teachers College Record, January, 1919. Report Cards used in the Oliver School, Lawrence, Mass. At Lowell Normal School a merit system is in use. If a student has been conspicuous for her fineness of spirit and for distinctive contributions to the welfare of the school and com- munity she may receive honors or double honors. This means that five or ten points are added to her rating. The unanimous vote of the faculty is necessary for double honors, a majority for single honors. Last year the student body shared in de- termining the honor students by submitting nominations to the faculty. III. PREPARATION FOR TEACHING CITIZENSHIP. A. The General Aims, Principles, and Objectives in Edu- cating Children to Useful Citizenship in a Democracy. 1. General Aims. a. To strengthen our democracy by educating boys and girls to be loyal American citizens, who think straight and hold themselves responsible to give unselfish service for the common good. 24 2. Principles and Points of View. a. Civics education should be continuous and cumulative throughout the pupil's entire school life. h. Civics instruction must be vitalized and enriched by the introduction of present-day problems of personal and public interest. In this way school life is linked up with life in the outside community. c. American values must be emphasized. Material is ac- cepted or rejected according to its worth in cultivating the essential qualities of American citizenship. d. Teachers must think, not in terms of school subjects, but in terms of the life experiences of their pupils. Subject- matter must be selected from the point of view of the child and adapted to his present needs and interests, since it is not an end in itself, but only a useful means of helping the child to become a better citizen. e. Since the child, and not the subject, is the center of the teacher's thought, her method of instruction provides for the natural growth of the child's mind. As the foundation for this development, she recognizes and makes use of various natu- ral instincts and tendencies of the child, particularly the play spirit, as it leads naturally to happy and useful work. /. The teacher should lead the child to understand that he is now a citizen, and that his best preparation for adult citizen- ship is the right use of his present .citizenship. Realizing this, he becomes eager to find out what his community does for him and how he can become a helpful member of it. He be- comes conscious of our common needs. He discovers how citizens co-operate, by means of the government, to satisfy these needs. He learns that every right he enjojs has its corresponding duty. Thus, through experience and observa- tion, the child discovers worth-while problems, the solution of which aid him to play his part as a young citizen of the com- munity. g. Since a child can learn to be a good citizen only by being a good citizen, the pupil must ha^'e practice in citizenship. This means a real, although a limited, share in the management of the school and participation in school and communitv ac- 25 tivities. In this way the pupil actually relates the abstract idea of democracy to the concrete situation in which he is living. The intelligent and responsible young citizen will gradually live himself into an intelligent and responsible adult citizenship. h. The teacher plays an important part. She stimulates civic interests, encourages initiative, and helps pupils to pur- pose wisely, to interpret the meaning of their experiences, and to cultivate an open-minded study of all sides of a question before forming an opinion. She does not dominate the situ- ation. Thus, the school becomes a place for purposeful and self-directed activity where pupils are thinking about and doing real things instead of merely listening to and memorizing facts. 3. Objectives. a. The resultant should be the gradual upbuilding of right civic habits, powers, attitudes, interests, and ideals. There should be developed those qualities of good citizenship which our American democracy most needs, i.e., a vital concern for the common welfare, sound and independent judgment, and a spirit of fair play, co-operation, and service. b. This type of civic education is a process of growth, a way of living, rather than a preparation for living. It is char- acter building. Accordingly, the test lies in the translation of civic instruction into right civic action on the part of the pupils. B. Civics Teaching in Grades I to III. Note. — In the first six grades problems of the child's own community life provide useful material. Since these problems are based on the child's own observation and experience, the skillful teacher arouses in him a keen interest which leads him to imdertake their solution with enthusiasm. Together with the teacher and other members of his group, the child plans how he can best work out his problem. This leads him to engage in many activities. The work enters naturally into the various fields of language, geography, history, etc. Every civic project is a combination of problem study and activity. A few illustrations from each grade will serve to in- dicate this close interrelation. 26 While the suggested projects have been found by experience to be well suited to the needs and interests of particular grades, much freedom should be given for other worth-while problems of the pupils' own choosing. GRADES I AND II. 1. Specific Aims. a. To make the child realize that he is now a citizen, and to aid him in becoming a helpful citizen in his own home and school. b. To help the child understand what his parents and his school do for him, and what he must do in return for them. €. To see to it that the child, in his everyday life, actually helps his fellows, his home and his school. d. To develop right habits and attitudes in both home and school. 2. Suggested Projects. a. Suggested problems of home and school life. (1) How does mother help us? Father? How can we help them? (2) How do we get our food and clothing? (3) Why do we have rules at home? At school? (4) How can we make our school clean? Beautiful? Happy? b. Suggested activities. (1) Choosing a family for dramatizing home life and home activities. (2) Dressing dolls and making furniture for playhouse. (3) Regular reports on ways children have helped in the home. (4) Individual care for cleanliness and orderUness of desk. (5) Choosing room housekeeper to help in dusting, care of plants, and material. (6) Dramatizing stories and poems. (7) Dramatizing right way to cross the street. (8) Making drawings, paper-cuttings, for gift booklet. (9) Playing store : buying and selHng; courtesy to storekeeper. (10) Planning and carrying out birthday or Valentine party. (11) Enjojdng as invited guests a holiday program given by older chil- dren. 27 3. Method. Informal talks, stories and activities based on child's own observation and experience. Most of this work to be done in- directly in connection with language and other subjects. Con- stant use of representative and dramatic play; construction work; and action games in order to provide for self-activity and self-expression on the part of the child. 4. Resulting Habits and Attitudes. The teacher works to start the pupils in the formation of right habits and attitudes. The children of these grades are, of course, unaware of the teacher's civic aims. They are simply living and having happy experiences together. a. Obedience to rules made for the common good. b. Habits of cleanliness, orderliness, and health. c. Co-operation, learning to work together, to help each other, to share with others. d. Responsibility in doing work promptly, regularly, with- out being checked up. GRADE III. 1. Specific Aims. a. To make the child realize that he is, also, a citizen of the neighborhood, and that he has obligations toward it. b. To continue practice in the habits of responsibility, co- operation, health, and cleanliness. 2. Suggested Projects. a. Suggested problems of neighborhood life. (1) How does our neighborhood help our homes? How does the home help our neighborhood? (2) What part does the library play? The church? The school? (3) How does the grocer help? The baker? The tailor? The shoe- maker? The druggist? (4) How can we boys and girls help our neighborhood? b. Suggested activities. (1) Keeping home, yard, and sidewalk clean. (2) Keeping schoolroom and grounds neat. 28 (3) Helping street cleaner by not littering the streets with papers, fruit skins, etc. (4) Visiting children's room at library; goiilg to Sunday school. (5) Dramatizing safety rules in getting on and off cars. (6) Dramatizing polite behaAdor in cars; at library; at neighbor's home. (7) Dramatizing work of traffic officer, baker, shoemaker, doctor, post- man. (8) Protecting public and neighbors' property. (9) Running errands for neighbors. (10) Courtesy to foreigners; to strangers. (11) Helping aged people and little children. (12) Taking part in fire drills. (13) Building a miniature neighborhood on sand table. (14) Writing invitations to parents inviting them to a school celebration. (15) Making simple costumes for school plays. (16) Making booklets for a nursery. (17) Caring for pets. (18) Making and caring for home or school garden. (19) Planting and caring for bulbs for gift to a neighbor. (20) Activities connected mth holidays: singing patriotic songs, saluting the flag, etc. (21) Choosing housekeepers, health inspectors, and captains. 3. Method. Much of the work should still be indirect through correlation with other subjects. Simple problems may be solved, and re- ports of observation, of excursions and of actual service may be given, in the language period and followed by class discus- sion. Pupils should be encouraged to ask sincere questions and to exchange ideas freely. Impromptu dramatization of stories of community activities, of heroes, and of events connected with holiday observances may be planned and carried out by groups of pupils, the teacher acting as coach when necessary. 4. Resulting Habits and Attitudes. In addition to habits of health, obedience, co-operation, and responsibility the teacher should work for — a. Respect for all workers and for their work; for strangers, aliens, the weak, and the aged. b. Respect for the rights and the property of others; care and pride in public property. 29 c. Habits of personal caution and courtesy. d. Habits of personal service; of co-operative service. e. Sentiment of love and loyalty for the flag. 5. Materials for Use in Grades I to HI. If children are to live richly and fully a life of purposeful activity, there must be an abundance of stimulating materials in the classroom, such as — a. Drawing, painting, weaving materials. b. Play and housekeeping materials, e.g., dolls, furniture, utensils, and other toys. c. Blocks, clay, and other building materials. d. The flag; pictures; books containing stories, poems, songs, games, dances, etc. e. Plants; canary bird, goldfish; home pets, occasionally. 6. Reference Books for the Teacher, containing Sub- ject-matter, Method, Illustrative Material, and Bibliography, Grades I to III. Cabot, E. L., and others. A Course in Citizenship and Patriotism. Houghton. 1918. GhicaKO, University of. The course in Community Life, History, and Civics. University of Chicago Press. 1917. Columbia University. Teachers College. Horace Mann Studies in Primary and Elementary Education. Teachers College Record, March and May, 1919; September, 1920. Dunn, A. W., and Harris, H. M. Citizenship in School and Out. Heath. 1919. Dynes, S. A. Socializing the Child. Silver. 1916. Erackowizer, A. M. Projects in the Primary Grades. Lippiucott. 1919. Philadelphia. Course of Study in Civics for the Public Schools, Grades One to Sis. Century Printing Concern, Phila. United States. Bureau of Education. Harris, H. M. Lessons in Civics for the Six Elementary Grades. Bulletin, 1920. No. 18. Wells, M. E. A Project Curriculum. Lippincott. 1921. C. Civics Teaching in Grades IV to VI. Note. — In Grades IV, V, and VI, the child's life and experience gradually broaden out into a knowledge and appreciation of the larger social group, his town or city. As he participates in those civic activi- ties ia which he can be helpful, he comes to feel a pride in and a loyalty to his city. 30 GRADE IV. 1. Specific Aims. a. To make the child understand and appreciate the value of the services of such public servants as health officer, fireman, policeman, street cleaner. h. To see to it that the child actually does something to help these public servants. c. To cultivate habits of personal health. d. To develop those habits and attitudes which make for useful citizenship in a democracy. 2. Suggested Projects. a. Suggested problems of town or city life. (1) How does our city help to keep us well? What can we do to keep ourselves well? (2) How does the fireman help us? How can we prevent fires? What should we do in case of fire in our home? School? In a theatre? (3) Find out in how many ways the policeman helps us and what we can do in return. (4) Of what importance are clean streets? How can boys and girls help? h. Suggested activities. (1) Carrying out suggestions made by school physician and nurse. (2) Daily inspection of hands, face, nails, hair, and clothes by pupil health officers. (3) Choosing a group to visit fire station, talk with fireman, and report to class. (4) Dramatization of what to do in case of fire. (5) Story telling of heroic deeds of firemen in language lesson. (6) Finding the cost of fire loss through carelessness; of a "run to fire" of a false alarm in arithmetic class. (7) Dramatization of policeman's work in helping people. (8) Invitation to poUceman to talk to school. (9) Reports on ways pupils have co-operated with fireman, policeman, and street cleaner. 3. Methods. There is much correlation with other subjects, but the method is now more direct. The schedule provides for definite civic periods each week. Easy civic readers add to the interest of the 31 pupils and furnish new points of view in the solution of their problems. Frequent "how to study" lessons are taken. The teacher keeps a growing list of the children's questions for future projects. Visits of observation and investigation are made by the class, by groups, and by individuals. These investigations and re- ports are followed by class discussion. Guided by the teacher the pupils plan and carry out assem- bly programs and holiday observances. Classroom work is usually presented in the weekly assembly, while patriotic poems, stories, and songs, together with dramatizations and salutes to the flag, make up the holiday program. 4. Resulting Habits and Attitudes: to be worked for BY the Teacher, and, in Some Measure, by the Young Citizen Himself. a. Obedience to laws made for the common good. b. Self-control, safety, courage, care of property. c. Cleanliness, helpfulness, fair play, respect. d. Sense of responsibility, spirit of co-operation, and service. GEADE V. 1. Specific Aims. a. To point out to the child his dependence on his com- munity for pure food. b. To arouse his interest in the services rendered by public schools and libraries; parks and playgrounds; by such public utilities as water, gas, electricity, and the telephone. c. To develop a sense of civic pride and loyalty which will find expression in service. d. To develop those habits and attitudes which make for good citizenship in a democracy. 2. Suggested Projects. a. Suggested problems relating to town or city life. (1) How does our city provide a pure water, milk, and food supply for us citizens? What is our duty? (2) Compare lighting in colonial days with our methods of lighting to show improvement. 32 (3) Compare ways of getting news and ways of traveling in our great- grandfathers' day with our ways to show progress. (4) Why does our city provide schools and libraries for us citizens? Parks and playgrounds? Find out how we can make the best use of each. (5) How can we and our parents helj} make our city a City Beautiful? b. Suggested activities. (1) Making fly traps; screening out flies. (2) Choosing a committee to talk with health officer about his duties; if possible, to accompany him during inspection of market and report to the class. (3) Influencing mother to buy only at clean markets and bakeries. (4) Drinking milk; keeping milk bottles clean. (5) Daily inspection by pupil health officers of the personal care and cleanliness of children. (6) Preventing waste of food and of water. (7) Listing all the things children do together in school; the beautiful things in school; the different kinds of school supphes; ways children can help. (8) Finding the cost of the schools; cost of educating each pupil. (9) Comparing own school with colonial school to find out which is more useful. (10) Visiting library and inviting other children to learn how to use it. (11) Visit and report on filtering plant, gas or electric plant, telephone exchange. (12) Learning to read water, gas, or electric meter; to use telephone and parcels post. (13) Making plan of ideal park and playground which the children, as pubhc-spirited citizens, would hke' to give to their town. (14) Volunteer squads to take care of vacant lots, parks, soldiers' graves, etc. (15) Traffic committees to prevent accidents, and care for younger chil- dren. (16) Earning, saving, and spending money wisely. (17) Making posters and booklets; telling stories; writing and acting plays for yoimger children; for parents; for "shut-ins." 3. Methods. See methods for Grade IV, page 30; Grade VI, page 33. Through these opportunities for self-activity and self-ex- pression the pupils grow in ability to meet practical situations in everyday life. 33 4. Resulting Habits and Attitudes: to be worked for BY THE Teacher, and, in Some Measure, by the Young Citizen Himself. a. Active interest in civic matters. b. Some civic pride and loyalty. , c. Thrift, safety, courtesy, fair play. d. Sense of personal responsibility, spirit of co-operation and service. GRADE VI. 1. Specific Aims. a. Through an informal study of the occupations and indus- tries of the city, (1) to emphasize their services to the com- munity; (2) to awaken the child's interest in his future choice of vocation; and (3) to lead him to see the advantage of continuing his education in order to become a more efficient worker and so a more useful citizen. The acquisition of de- tailed information is not the objective, but rather such attitudes toward work and workers as will make for good citizenship. b. To make the child realize that he is a citizen, also, of larger communities, the State and the Nation, through a study of those services which come within the range of his observa- tion and experience, e.g., State roads, schools, hospitals, the Federal postal service, coinage of money, protection through the army and the navy; to lead the child to understand the necessity for and the justice of citizens' taxing themselves to pay for these services. c. To lead the child to see the need for laws in home, school, city. State and Nation as the only means of working together comfortably and of safeguarding our liberties. d. Through this study of home, school, city. State, and Nation to point out ways in which our democratic people are coming to be more and more interdependent, and the conse- quent necessity and opportunity for a greater co-operation of all citizens; to lead the pupils to understand that since the whole world is also becoming interdependent there must be a greater co-operation of all nations. 34 e. To teach in simple fashion what America stands for and what it means to be an American citizen. /. To develop those habits, attitudes, and ideals which make for good citizenship in a democracy. 2. Suggested Peojects. Note. — Problems may relate to (1) the opportunities which the child's community offers for gaining a livelihood; (2) the more obvious services of State and Nation, together with the reciprocal duties of obe- dience to law, service, etc.; (3) the interdependence of our hves; (4) the meaning of American citizenship. a. Suggested problems. (1) To study the occupations and industries of our city in order to find out (a) how they serve the community; (6) how to make a wise choice later on; (c) the value of the best possible education to self and to the community. (2) How does the State of Massachusetts help us? What can we do to help our State? (3) How does the United States government serve us? How can we help our Nation? (4) How are the services of city, State and Nation paid for? Why should adult citizens pay their taxes promptly and cheerfully? How can young citizens lend money to the national government? (5) Why must we have laws? By whom are laws made? What kind of men should be elected to office? What is the duty of every voter? (6) Find out ways m which our hves differ from the hves of our great- grandparents. (7) How do the people of other lands help us? (8) Prove the truth of this statement: "Each for all and all for each." (9) What opportunities have we Americans? How can we help new Americans to know and use these opportunities? (10) What does our flag stand for? (11) Why are we glad and proud to say, "I am an American citizen"? h. Suggested activities. (1) Study of father's occupation; report to class. (2) Samples of raw material to finished product for exhibition and class discussion. (3) Visits to shoe shops, factories, and mills by class or by committees. (4) Class or group reports with discussion for other classes in the assembly. 35 (5) Invitations to such men as best represent the various types of occu- pations to talk to the class. (6) Letters requesting reports of information from public officials. (7) Lantern shdes with original talks as assembly exercise for other classes. (8) Visits to pubhc institutions of city; reports and discussions of their use to the people; drawing map of city and locating pubUc build- ings. (9) Thrift activities : care of personal and pubhc property; wise planning in saving and spending; bujdng thrift stamps; school bank. (10) Organizing and conducting a young citizens' club; making school rules; sharing in management of school activities, e.g., conducting devotional exercises, fire drills. (11) Exchanging letters and portfolios of handiwork, pictures, etc., with children in other parts of the United States and in other countries. (12) Social service: gifts of toys made in practical arts class; flowers or vegetables from school garden; letters, entertainment — play, concert, or organized games — for children in orphanages, for , men and women in homes for aged, for soldiers in government hospitals, for immigrants, etc. (13) Co-operative team play through organized games and sports with other grades and other schools. (14) Preparing hohday programs: simple pantomime or play, flag driU and salute to flag; inviting parents and friends to the observance. (15) Studying to understand, then memorizing, selections of patriotic prose and poetry, e.g., "The American Creed," by WiUiam Tyler Page. (16) Taking part in an ''All Americans" pageant, with costumes, flags, song-s, and dances of all the nationalities represented in the com- munity around the Star-Spangled Banner. 3. Methods. Newspaper clippings, magazine articles, and pictures brought in by pupils or by the teacher are helpful in setting situations out of which projects grow and in otherwise motivating the work. Bulletins, reports, pamphlets, and other materials should be obtained and used as sources of information for the solving of the pupils' own problems under the guidance of the teacher. During the directed study period a simple text or civic reader may also be used as a reference tool. Visits of investigation and observation or library research by individuals, groups, or the entire class should be followed by reports and class discussion. 36 In the class discussion each pupil should feel responsibility for taking part, either by making contributions or by asking questions. The problem is not solved until the points bearing on the problem have been made and the conclusions have been drawn. These civic projects often cut across other subjects, such as English, geography, and history. 4. Resulting Habits, Attitudes, and Powers: to be WORKED FOR BY THE TeACHEE, AND, IN INCREASING Measure, by the Sixth Grade Pupil Himself. a. Respect for the dignity of all useful labor. b. Need for choosing one's life work wisely. c. Desire for the best possible education as a means of making the most of self and of giving greater service to the community. d. Civic pride in public institutions and responsibility for their proper use. e. Understanding and appreciation of the need for laws and for taxes as means by which we co-operate to safeguard our liberties. /. Understanding and appreciating that, in our American democracy, the people rule themselves and tax themselves through their chosen representatives who are responsible to the people. g. Appreciation of American opportunities and ideals. h. Spirit of brotherhood and friendly co-operation toward fellow citizens regardless of race, religion, or occupation, and toward the children of other lands. i. Growth in power of leadership- and in initiative. 5. Materials with which Students should become Familiar. a. References for the Teacher. Cabot, E. L., and others. A Course in Citizenship and Patriotism. Houghton. 1918. Columbia University. Teachers College. Horace Mann Studies in Elementary- Education. Teachers College Record, January and March, 1921. Dunn, A. W., and Harris, H. M. Citizenship in School and Out. Heath. 1919. 37 Philadelphia. Course of Study in Civics for tlie Public Schools, Grades One to Six. Century Printing Concern, Phila. Stevenson, J. A. The Project Method of Teaching. (Chapter 8, Application of the Project Method.) Macmillan. 1921. "United States Bvireau of Education. Harris, H. M. Lessons in Civics for the Six Elementary Grades. Bulletin, 1920. No. 18. b. Source Material for Teacher and Pupils. Bulletins, annual reports and pamphlets issued by city, State and Federal govern- ment and by private agencies, e.g.: — Health leaflets and bulletins issued by the State Department of Public Health and by Federal Bureau of Education. Thrift lessons, programs, plays, etc., issued by the Savings Division, United States Treasury Department. Safeguarding the Home against Fire, prepared for the United States Bureau of Education by the National Board of Fire Underwriters. "First Aid in the Home," printed and distributed by the Metropolitan Life Insurance Company. "A Lesson Leaflet for the Children of Massachusetts," issued by the Safe Roads Federation of Massachusetts, 6 Beacon Street, Boston, Mass. Boy Scout Handbook. Junior Red Cross News. c. Texts and Civic Readers for Pupils. Bailey, C. S. What to do for Uncle Sam. Flanagan. 1918. Bryant, S. C. I am an American. Houghton. 1920. Dole, C. F. The Young Citizen. Heath. 1899.' Fi^er, J. Community Interest and Public Spirit. (Young American Readers Series.) Winston. 1919. Fryer, J. Our Home and Personal Duty. (Young American Readers Series.) Winston. 1918. Fryer, J. Our Town and Civic Duty. (Young American Readers Series.) Winston. 1918. Gulick, C. V. Emergencies. (Gulick Hygiene Series.) Ginn. 1909. Hill, M. Lessons for Junior Citizens. Ginn. 1906. Jewett, F. Good Health. (Gulick Hygiene Series.) Ginn. 1908. Jewett, F. Town and City. (Gulick Hygiene Series.) Ginn. 1906. Bichman, J., and Wallach, I. Good Citizenship. American Bk. 1908. Turkington, G. A. My Country. Ginn. 1918. D. Civics Teaching in Rural Schools. Students who are planning to teach in rural districts will need to make a special study of the above subject. They will find that there is no essential difference in the aims, content, and method of teaching civics in urban and rural schools, since the children are all citizens of our American democracy. Never- theless, the students will note that the varying conditions of environment will necessitate changes in the point of view and 38 in details. They may well decide to discover some of these changes and adaptations. The instructor may guide them to work along lines suggested by the following outline: — 1. Aims; Objectives; Points op View. a. The great purpose of instruction in citizenship is to make boys and girls honest, efficient, and loyal citizens. b. To achieve this purpose the teacher must lead the pupils to live the life of the good citizen through participation in the activities of the home, school, and, so far as possible, the com- munity. c. Useful knowledge is necessary to good citizenship, but far more important is the gaining of habits, attitudes, ideals, and appreciations through the exercise of the essential qualities of American citizenship. d. Instruction in citizenship in rural schools should teach children to think and act in such fashion as will tend to make and keep them useful and happy citizens in the country dis- tricts. It should point out constantly the advantages of an independent life in the. open country in order to counteract the tendency to go to the crowded cities. 2. Class Projects for Grades I to III. a. Problems of farm, school, and neighborhood life based on the pupils' observation and experience. b. Pupil activities in connection with these problems. Suitable illustrations to be worked out in detail by the nor- mal student. 3. Class Projects for Grades IV to VIII. a. Suggested problems of rural community life. (1) Benefits and obligations of community life. (2) Importance of good health on the farm. (3) Need of education in rural communities. (4) Value of home and community recreation. (5) Importance of good roads to all the people. (6) Prevention of waste on the farm. (7) Prevention of fire and accidents on the farm. 39 b. Civic activities in connection with these problems. Appropriate illustrations to be worked out in detail by the normal student. 4. Suggested School and Community Projects. a. Clean-up Campaign. Care of home and school grounds; repair work and painting at home and at school. b. Safety-first Drive. Personal caution in crossing roads; in use of tools; helpfulness of older children to younger ones. c. Health Campaign. To establish good habits of personal hygiene; follow-up work through pupil-inspectors, graphs, etc. d. Thrift Project. — Wise saving and wise spending; per- sonal and family budgets. e. Neighborhood Co-operation. — In getting rid of weeds; shoveling snow; building-bees, etc. /. Good Roads Project.- — Make road drag; committee to remove loose stones; influence parents to vote for good roads. g. Social Service Projects. — Entertainments for aged people and orphans; letters, flowers, or fruit to sick classmates; sup- per and play to raise money for school or community needs; join Junior Red Cross and help fatherless children of Europe. /). Clubs for the increase and improvement of farm products; corn clubs; potato clubs; pig clubs; poultry clubs; canning clubs; bread clubs; garden clubs. i. Book Club. — Consult town and State librarians for aid in cultivating love of reading. j. Band of Mercy. ■ — Kindness to birds and farm animals should be emphasized in rural schools. k. Housekeepers' Day. — Exhibit of foods; short talks on best methods of preparing and storing foods, etc. I. Little Mothers' Meeting. ■ — Invite women of community to exhibit of clothing and furniture made by children for dolls and babies; talks on best ways of bathing, dressing, and feed- ing babies. m. A Community Field Day. — Choose a committee to plan the day's program so that everybody will have a chance to play. n. Program for a community Christmas tree; Memorial Dav observance, etc. 40 Plans for working out several of these projects should be made by the students. 5. Materials Helpful to Teachers and Pupils. a. Government publications; for lists and prices address, Superintendent of Documents, Washington, D. C. h. References for teacher: "Community Civics," Field and Nearing, MacMillan; "Our Neighborhood," Smith, The John C. Winston Company; " Community Civics," Dunn, Heath. E. Pupil Participation in the Management and Activities of the School. Through her experience in living the democratic life in the normal school the student will be able to discuss the following points and to determine methods of organizing and conducting some form of pupil co-operation later on in her own school. 1. Purpose, scope, and functions of the miniature democracy. 2. How democracy is developed through civics business meet- ings: electing officers; making a constitution; conducting meetings according to parliamentary usage; serving on com- mittees; making rules and obeying them; deciding upon the particular quality of citizenship which the school most needs to practice; considering ways of bettering "our room" or "our school;" planning to engage in a school project, to share in some community project, to do some sort of social service work. 3. Suggested lists of school and community projects. (See pages 21, 22 and 39, 40.) 4. Difiiculties of the scheme of pupil co-operation and the place of the teacher in it. 5. Value of pupil participation. F. Citizenship Standards and Pupil Ratings. If the student has lived the democratic life in the normal school her experience there will make it easy and natural for her to apply the following democratic ideas and principles with her pupils: — 1. In the democratic school the teacher's first aim is to develop in her pupils the essential qualities of American citizen- ship. 41 2. In the early years of school life the child is, of course, unaware of the teacher's purpose. During the third or fourth year the child should begin to set up conscious standards of citizenship, and to judge his own conduct and that of his group. 3. From a study of the traits observed in citizens of the community, the State, and the Nation, the pupils may draw up a list of qualities common to worth-while citizens. They may then list all the concrete ways possible by which they themselves may put each of these qualities into practice in their daily lives. 4. Having thus drawn up a standard of conduct, the children may apply it to themselves and to one another with the teacher's guidance. This spirit of self-analysis makes for conscious and purposeful effort to reach the standard. 5. Such a scheme of pupil participation in citizenship rating requires the co-operation, not only of pupils and teacher, but also of principal, superintendent, and parents. A report card indicating the pupil's standing in citizenship, as well as in scholarship, is necessary. 6. When pupils and teacher together decide upon the citizen- ship qualities of each pupil, the teacher ceases to be sole ar- biter, and group approval or disapproval becomes vital. If this practice be continued throughout the pupil's school life, a strong public opinion for a worth-while citizenship will be woven into the very warp and woof of the pupil's character. G. Observation of Teaching and Practice in Teaching. 1. Opportunity should be provided for the students to ob- serve the carrying out of civic projects by skilled teachers in all grades of the elementary school. 2. These observation lessons should be preceded and followed by class discussions of the aims and methods used by the teacher in developing and carrying out the project. 3. After the students have developed a method of work through their own study of the problems of American democ- racy, they are ready for the preparation and discussion of lesson plans in connection with their study of civics teaching in the grades. 42 4. During their practice work in the training school each student should be given opportunity to work out a civic proj- ect with the children of at least two different grades. IV. TIME ALLOTMENT. The Steering Committee has assigned the following time allotment for the teaching of social science in the two-year course: — History and Civics.- — Three forty-five minute periods each week, or 9 per cent of the total time. V. GENERAL BIBLIOGRAPHY ON CIVICS. For selected bibliographies see also a bulletin of the Massa- chusetts Department of Education entitled " Library Service for Schools." A. Method. 1. Books and Pamphlets. American Political Science Association. The Teaching of Government. Macmillan. 1916. Branom, M. E. The Project Method in Education. Badger. 1919. Columbia University. Teachers College. Horace Mann Studies in Primary and Elementary Education. Teachers College Record, March and May, 1919; September, 1920; January and March, 1921. Dunn, A. W. The Community and the Citizen. Heath. 1914. (See Intro- duction for Teachers.) Dunn, A. W., and Harris, H. M. Citizenship in School and Out. Heath. 1919. A most valuable contribution to the teaching of citizenship in the elementary school. Dynes, S. A. Socializing the Child. Silver. 1916. Hall-Quest, A. L. Supervised Study. Macmillan. 1916. Hill, M. The Teaching of Civics. Houghton. 1914. (See Introduction by Dr. Suzzalo.) Hosic, J. F. An Outline of the Project Method. The English Journal, November, 1918. Reprint. Kilpatrick, W. H. The Project Method. Reprint from Teachers College Record, September, 1918. Gives foundation principles. Krackowizer, A. M. Projects in the" Primary Grades. Lippincott. 1919. Lull, H. G., and Wilson, C. L. The Redirection of High School Teaching. Lippincott. 1921. MoMurry, F. M. How to Study and Teaching How to Study. Houghton. 1909. Rapeer, L. W. Teaching Elementary School Subjects. (Chapter XXI, Civics; Chapter XXII, Ethics.) Scribner. 1918. Robbins, E. L. The Socialized Recitation. Allyn and Bacon. 1920. Stevenson, J. A. The Project Method of Teaching. Macmillan. 1921. Stockton, J. L. Project Work in Education. Houghton. 1920. 43 United States Biireau of Education. • a. Civic Education Series. No. 1. Community Civics. No. 2. What Training for Citizenship Means. No. 3. Standard for Judging Civic Education. b. Educational Bulletins. No. 17, 1915. Civics Education in Elementary Schools. No. 23, 1915. The Teaching of Community Civics. No. 28, 1916. Social Studies in Secondary Education. No. 51, 1917. Moral Values in Secondary Education. No. 54, 1917. Training in Courtesy. No. 18, 1920. Lessons in Civics for the Six Elementary Grades. Wells, M. E. The Project Curriculum. Lippincott. 1921. Zimmers, P. J. Teaching Boys and Girls to Study. Parker Education Company, Madison, Wis. 1918. 2. Periodicals. Educational Magazines, such as the Historical Outlook; School and Society; Ele- mentary School Journal; School and Home Education; Journal of Educational Method. B. Courses of Study. Baltimore County, Maryland. Baltimore County Course of Study. Revised Edition. Williams and Wilkins Company, Baltimore. Bassett, B. B. The Content of the Course of Study in Civics. Seventeenth Year Book of the National Society for the Study of Education. Part I. Public School Publishing Company, Bloomington, 111. 1918. Chicago, University of. The Course in Community Life, History, and Civics in University Elementary School. University of Chicago Press. 1917. Columbia University. Teachers College. The Speyer School Curriculum. Teachers College. 1913. New Jersey. Teaching of Geography, History, and Civics. State Department of PubUc Instruction, Trenton, N. J. 1917. Oakland, Calif. Social Studies Report. Public Schools. 1917-18. Philadelphia, Pa. Course of Study in Civics, Grades I to VI. Course of Study in Civics, Grades VII and VIII. Century Printing Concern, Phila. Rochester, N. Y. Provisional Course of Study for Junior High Schools. 1919. Salt Lake City, Utah. Supplement to the Course of Study in Civics. State Department of Education, Salt Lake City, Utah. 1920. San Francisco, Calif. Course of Study in History, Civics, and Ethics. 1919. Smith, E. B. The Teaching of Civics. Colorado State Teachers College. Bulletin No. 10, 1919. Stamford, Conn. The Course of Study in Civics. 1916. United States Bureau of Education. The Teaching of Community Civics. Education Bulletin No. 23, 1915. Note. — See also courses of study issued by the State Departments of Education in Minnesota and New York, and by the school departments of Cincinnati, Ohio, and Detroit, Mich. 44 r C. General References. 1. Books. American Year Book. Appleton. Carver, T. N. Principles of Political Economy. Ginn. 1919. Congressional Directory. Superintendent of Documents, Washington, D. C. Cyclopedia o£ American Government. Appleton. Dewey, J. Democracy and Education. Macmillan. 1917. Dewey, J. How we think. Heath. 1915. Dewey, J. Interest and Effort. Houghton. 1913. Dewey, J. Moral Principles in Education. Houghton. 1913. Dewey, J. School and Society, University of Chicago Press. 1915. Dewey, J. Schools of To-morrow. Dutton. 1915. Giddings, F. H. Elements of Sociology. Macmillan. 1898. Giddings, F. H. Principles of Sociology. Macmillan. 1906. Hayes, E. C. Introduction to the Study of Sociology. Appleton. 1918. Massachusetts. Department of Education. Bulletin 118. Library Service for Schools. ( Massachusetts. Legislative Manual. New International Year Book. Readers Guide to Periodical Literature. World Almanac. 2. Periodicals. American City. Monthly. 154 Nassau Street, New York City. Historical Outlook. Monthly, except July, August, and September. McKinley Publishing Company, Phila. Survey. Weekly. 112 East Nineteenth Street, New York City. D. Texts and Reference Books. Adams, E. W. A Community Civics. Scribner. 1920. Ames, E. W., and Eldred, B. A. Community Civics. Macmillan. 1921. Ashley, R. L. The New Civics. Macmillan. 1920. Beard, C, and Beard, M. American Citizenship. Macmillan. 1914. Bennion, M. Citizenship. World Bk. 1918. Burch, H. R., and Patterson, S. H. American Social Problems. Macmillan. 1918. Cabot, E. L., and others. A Course in Citizenship and Patriotism. Houghton. 1918. Carver, T. N. Elementary Economics. Ginn. 1920. Dawson, E. Organized Self-Govemment. Holt. 1920. Dole, C. F. The New American Citizen. Heath. 1918. Dunn, A. W. Community Civics (Rural). Heath. 1920. Dunn, A. W. The Community and the Citizen. Heath. 1914. EUwood, C. A. Sociology and Modern Social Problems. American Bk. 1910. Foerster, N., and Pierson, W. American Ideals. Houghton. 1917. Forman, S. E. The American Democracy. Century. 1920. Franc, A. Use Your Government. Dutton. 1918. Geiser, K. F. Democracy versus Autocracy. Heath. 1914. Giles, F. M., and Giles, I. K. Vocational Civics. Macmillan.1919. Gregg, F. M. Handbook of Parliamentary Law. Ginn. 1910. Hagedorn, J. You are the Hope of the World. Macmillan. 1918. 45 Hale, E. E. The Man Without a Country. Little. 1911. Haskin, F. J. The American Government. Lippincott. 1912. Howe, F. C. The Modem City and its Problems. Soribner. 1915. Hughes, R. O. Community Civics. Allyu and Bacon. 1917. Hughes, R. O. Economic Civics. Allyn and Bacon. 1921. Jackson, J. E. What America Means to Me. National Community Board. 1516 H Street, N. W., Washington, D. C. 1920. Judd, C. H., and Marshall, L. C. Lessons in Community and National Life. Series A, B, C for High and Elementary Schools. United States Bureau of ■ Education. 1918. MagTUder, F. A. American Government. Allyn and Bacon. 1921. Marriot, C. Uncle Sam's Business. Harper. 1908. Marshall, L. C, and Lyon, L. S. Our Economic Organization. Macmillan. 1921. Robert, J. F. Primer of Parliamentary Law. Doubleday. 1914. Smith, J. F. Our Neighborhood (Rural). Winston. 1918. Towne, E. T. Social Problems. Macmillan. 1919. Tults, J. H. The Real Business of Living. Holt. 1918. Turkington, G. A. My Country. Ginn. 1918. Van Hise, C. R. The Conservation of National Resources. Macmillan. 1918. Woodbum, J. A., and Moran, T. F. The Citizen and the Republic. Long- mans. 1919. Young, J. T. The New American Govenmient and its Work. Macmillan. 1916. Ziegler, S. H., and Jacquette, H. Our Community. Winston. 1918. Zueblin, C. American Municipal Progress. Macmillan. 1920. 46 PART II. HISTORY. I. GENERAL PREPARATION FOR TEACHING HISTORY. Note. — The "general preparation for teaching history/' outlined below, should be interwoven, as desired, with the course in citizenship and with the special preparation for teaching history. A. Individual Research, Clear Thinking, Careful Judging, Accurate and Co]icise Expression. — The course should result in the ability to take any problem of the simple type that the student will meet in her teaching, with the surety that she will know where to find the material for its solution, how to ana- lyze it, to sift and weigh the evidence before passing judgment, and, at the conclusion of her investigation, be able to present the results in a clear and concise form. B. Important Conditions and Problems of the Present Day. ■ — Since the specific and peculiar aim in teaching history is to interpret present life, the prospective teacher must be taught to look about her with intelligence and note the conditions and institutions existing among the present generation and the per- plexing problems it has to solve. The reading of newspapers and current magazines will awaken a keener realization that the conditions and problems found in her environment are the conditions and problems of the world. C. Ideals of American Citizenship and Principles upon which American Institutions are based. — This view of the life and struggles of the world of to-day should lead her to consider what the mass of mankind is striving to gain; in other words, what are its ideals, and by what principles and institutions it expects to realize its ideals. American institutions take on a deeper significance when they are regarded as a means of pro- tecting and fostering the ideals of fair play and teamwork, of justice, of equality of opportunity, of personal responsibility, and of coroperation, as well as the old Anglo-Saxon ideal of 47 the maximum of personal freedom consistent with the pubHc welfare. D. Interpretation of the Great Periods of National Develop- ment. — The attempt to understand why the mass of American people believe in the worth of American principles and institu- tions necessitates a look backward over the great periods in American history to trace the development of these institutions and to determine their value as measured from the viewpoint of the purposes for which they were formed. A study of the heritage of the colonists, the influence of the new world environment, the spread of present ideals from the minority to the majority, the modification and growths of in- stitutions to meet the needs of the times, and the successes and failures in the development and strengthening of demo- cratic institutions, is essential to a comprehension of American life of to-day. E. Great Movements in the Development of World Civiliza- tion. — It will be impossible for the students to trace the development of our ideals and institutions without going to their sources in the Old World. A brief study of the general character of the civilizations of the ancient world and of the Middle Ages will prepare them to follow more intelligently the development of the modern period. From such a brief study they can see how in the fifteenth and sixteenth centuries the mass of mankind in western Europe began to waken to a con- sciousness of itself and its poM^er, how it began to dream dreams, and how groups here and there began the struggle to make realities of those dreams. They will see how groups going out from the Old World have stimulated and encouraged the groups at home, and how these groups in turn have given suggestions of value to the newer governments and societies, until now all the peoples of the world have risen up to demand the fulfill- ment of those dreams. The students should be led to realize the struggle going on between the old ideas and the new, and to appreciate the broad teaching of the ages with regard to the need of tolerance; the folly of attempting to suppress any ideas, religious, political, social, or economic, by force; the right of majority rule and the need of protecting the minority against the arbitrary will of the majority; the danger to the 48 strong as well as to the weak in any attempt to impose a civili- zation or a government by force; the need of an international law which shall restrain the nations in their selfishness even as the individuals of a nation are now restrained; and, above all, the need of moral as well as mental and physical education, if democracy is to prove a successful experiment. With this vision the students may go out, not only enabled to follow intelligently the making of world history, but also prepared to throw their weight in the struggle on the side of the right. F. Reasons for teaching History in Elementary Schools. — A study of the reasons for teaching history in the elementary schools should lead the student to see that while here as else- where the primary motive is to interpret present life, other valuable aims should be kept prominently in the mind. These will certainly include the inspiring of the children with high ideals of citizenship through the stories of noble services ren- dered in the past; the extending of their mental horizon and the broadening of their sympathies till they develop something of the spirit of internationalism; the giving of such knowledge that they may understand the allusions to history made in literature and geography and in ordinary social intercourse; and even the turning of the attention of the older children to some of the more direct lessons history offers as a guide to the future conduct of the race. The study of psychology will en- able her to decide in which grades the various motives may be most successfully emphasized. G. Division of Subject-matter in the Grades. — Students should be allowed, without previous study of existing outlines, to suggest a division of the subject-matter suitable for the grades, and they should be required to give reasons for their divisions, based upon the interests and capacities of the child in the different grades. They should then compare their plans with various outlines now used in the schools in order that they may gain suggestions for the improvement of their own. The report of the Committee of Eight appointed in 1905, and the tentative course offered by the recently appointed committee, should be noted. These may be compared with such outlines as the Cleveland, Horace Mann, Minnesota, Nebraska, and Indiana courses of study, and with Rice's "Courses of Study 49 in History for the Common Schools" and Kemp's "Outhne of History for the Grades." The students should be warned to keep open minds and to be ready at any time to adopt the course best suited to the needs of the schools in which they teach, and they should also be shown the need of a definite course for every school, in order to eliminate repetition and to prevent the omission of essential material. H. General Principles in Teaching History. ■ — Where there is a course in general method, the students may quickly deter- mine which of the principles already considered are to be em- phasized in the teaching of history. They will realize that these include: ■ — 1. The need of always starting within the child's environ- ment arid presenting to him the stimuli which shall cause him to explore more and more until he has made himself a citizen of the world. 2. The need of presenting as stimuli things which lie within the child's range of interest and comprehension, varying these stimuli to correspond with the psychological stages of the child' s development, the presentations to be largely of concrete ma- terial. 3. The value of using any stimulus coming to the child which seems capable of projecting him into a new and worth while environment. 4. The importance of allowing the child to develop through self-activity ■ — through the solving of his own problems. II. SPECIAL PREPARATION FOR TEACHING HISTORY. A. Preparation for Teaching in Grades I to III. 1. Observation. Observation should precede the formal study of the work of these grades, in order that the students may have a clearer conception of the mental aptitudes of children of this age and of their reaction to the various stimuli presented to them. That the students may observe more intelligently, there should be a preliminary discussion of the aims, methods, and material used by the teacher in these grades, and the students should 50 then go, as directly as possible, to the rooms of observation, having in mind certain points upon which to form opinions. After the observation periods, the students will enter with greater enthusiasm into the work of preparation for teaching in these grades, and they will apply themselves more intelli- gently to their task. It is highly desirable that there should be at least one conference period at which the supervisors of training in each grade shall be present in order that the class may discuss with them the problems in their work. 2. Special Aims of the Teacher. A study of the general aims in the teaching of history has already been made; the students should now determine which of these should be emphasized in Grades I to III. They will see that the interest of the child in stories of primitive life enables the teacher to (1) lay a foundation for the intrepretation of present life, even though the child is not yet capable of glimpsing the teacher's purpose; that the little child's lack of self-consciousness enables one to tell stories which have a direct moral lesson, and thus (2) teach right relationships, without the reaction often found in later grades. Moreover, they will per- ceive the special value of keeping the moral aim prominently in mind during the formative period of the child's develop- ment. The stories of simple incidents connected with the lives of great men and women and with our holidays may serve as a means of (3) adding to the cultural knowledge of the child, and the unfolding of new worlds to him will (4) stimulate his imagination, (5) enrich his store of mental images and (6) muke him eager to continue the study of history in later years. 3. Subject-Mattee. a. Biographical stories. b. Stories of life in the early stages of civilization. c. Stories of events having dramatic interest. d. Holidays. The subject-matter for these grades is closely interwoven with that of courses in citizenship, literature, and geography. The students will soon realize that if they keep clearly in mind 51 the aims of the teacher in these grades, and the interests and powers of the child, they cannot go far astray in the selection of subject-matter. The selection of biographical material is re- stricted only by the limited horizon of the child. The stories of primitive life may include in addition to the Indians, any other people representing the early types of civilization. The stories should include myths and stories of inventions and discoveries which meant much in the racial development. Stories of how people of other lands now dwell may emphasize the different stages of civilization. In a community having many new Americans, stories of present-day child life in Italy, Greece, Russia, or Poland will make a vital appeal to pupils. In select- ing stories of important events, the students must be led to select only those of much dramatic interest, or events closely paralleling events in the lives of children. 4. Methods. a. Methods of telling History Stories. The students must be impressed with the need for applying the principles of story-telling learned in the literature depart- ment to the telling of history stories. There should be the same appeal to the child's imagination through the painting of word pictures and the stimulating of the dramatic instinct; the same attempt to aid the child in self-development by the use of thought-provoking questions which enable him to contribute to the building of the story; the careful extension of the child's horizon by connection and comparison of the new with the world known to him; the adaptation of the vocabulary and the ideas to the understanding of the child, and the use of carefully selected illustrative material to kindle the interest and aid in forming true concepts. In the biographical story the hero must be made a living character through a description of his features, form, and dress. The characters must be largely children, and their acts such as fall within the comprehension of children. The students should see the need of letting the children interpret the character of the hero, and, from his acts, determine his service to the world. In depicting how the race lived at different periods, a child 52 character (fictitious, if necessary) is of value in promoting in- terest and giving definiteness to the description of life. Nar- ration is an essential aid to the description, and the names, ap- pearances, and dispositions of the characters must be shown. These must largely be stories of the life of the common people, and, where possible, emphasis should be placed on the value of co-operation as a means of advancing civilization. When telling about an historic event, care should be taken to approach the subject through something already known to the child, such as the celebration of a holiday. The environ- ment should be painted as vividly as possible; the characters should be introduced and described, and then made to live their parts so that the story may be the unfolding of a drama with the action sustained to the climax. b. Methods in supervising Dramatization. The students should select, from subject-matter already pre- sented, material suitable for dramatization by little children. They should plan scenes, select characters, decide on stage setting, and arrange the action and wording for at least one dramatization. They should then ascertain how the children may be stimulated to take a large part in the developing of such a plan. The need for developing spontaneity and initia- tive rather than aspiring to mechanical perfection, and the greater value of much informal dramatization instead of care- fully prepared plays, should be stressed. c. Methods in supervising Construction Work. This work may probably be done largely under the super- vision of the teacher of manual arts. After choosing some problem in construction work which would be of real value in aiding the child to form a correct concept in history, the stu- dent should plan exactly what she wishes to accomplish, be certain that it is within the ability of the child to perform, and, if preliminary training is necessary for acquiring skill, plan for that also. The kind and amount of material must be decided, and even the form in which directions are to be given. Where possible, teamwork among the children should be encouraged 53 by dividing the class into groups, each group to have a definite part of the whole problem. The student must decide in each case whether the situation can best be met by putting the most able children in one group to perform the most difficult task, or by distributing them among all the groups. 5. Material. a. Material for Construction and Illustration. The students should determine the qualities of pictures suit- able for the illustration of history, and should start a collection of such. They should learn the sources from which illustrative material may be obtained, and should be encouraged to make sketches, cut-outs, and simple models to add to their collection. Their work in manual arts should enable them to decide on the comparative values of the materials for the different types of construction work, and to know the methods of handling each. The worth of the sand table as an aid in problems of con- struction should be emphasized. b. Reference Material for the Teacher, with xohich Students should become acquainted. (1) For Subject-Matter. (a) Biographical Stories and Stories of Events. Baldwin, J. Fifty Famous Stories Retold. American Bk. 1904. Baldwin, J. Old Stories of the East. (From the Old Testament.) American Bk. Efrgfleston, E. A First Book in American History. American Bk. 1899. Eggleston, E. Stories of Great Americans for Little Americans. American Bk. 1904. Horsford, I. M. Stories of our Holidays. Silver. 1913. Olcott, F. J. Good Stories for Great Holidays. Houghton. 1914. School Classics. Educational Publishing Company. Note. — See also Biographical List for Grades IV to VI. (6) Stories of Life. Andrews, J. Seven Little Sisters. Ginn. 1905. Chadwick, M. L. Pratt-. Legends of the Red Children. American Bk. 1897. Chance, L. M. Little Folks of Many Lands. Ginn. 1904. Clodd, E. Story of Primitive Man. Appleton. 1916. Deming, T. O. Red Folk and Wild Folk. Stokes. 1902. Dopp, K. E. Early Cave Men. Rand. 1904. Dopp, K. E. Early Sea People. Rand. 1912. 54 Dopp, K. E. Later Cave Men. Rand. 1906. Dopp, K. E. Tree Dwellers. Rand. 1903. Eastman, C. A. IndianChild Life. Little. 1913. Holbrook, F. Cave, Mound and Lake Dwellers. Heath. 1911. Holbrook, F. Hiawatha Primer. Houghton. 1898. Judd, M. C. Wigwam Stories. Ginn. 1901. Peary, J. D. Snow Baby. Stokes. 1902. Peary, R. E. Snowland Folk. Stokes. 1904. Peeps at Many Lands Series. Maomillan. Perkins, L. F. Cave Twins. Houghton. 1917. Perkins, L. F. Dutch Twins. Houghton. 1917. Perkins, L. F. Eskimo Twins. Houghton. 1915. Perkins, L. F. Irish Twins. Houghton. 1914. Perkins, L. F. Japanese Twins. Houghton. 1912. Mclntyre, M. A. Cave Boy of the Age of Stone. Appleton. 1907. Mirick, G. A. Home Life around the World. Houghton. 1918. Reynolds, M. J. How Man Conquered Nature. (Everychild's Series.) Mao- millan. 1914. Boulet, M. F. Nizon-. Indian Folk Tales. American Bk. 1911. Schultz, J. W. Sinopah, the Indian Boy. Houghton. 1914. Schwatka, F. Children of the Cold. Educational Publishing Company. Sneddon, G. S. Docas, the Indian Boy of Santa Clara. Heath. 1899. Starr, F. American Indians. Heath. 1899. Waterloo, S. Ab, the Cave Man. (Adapted for young readers from "The Story of Ab, " by W. L. Nida.) Flanagan. 1911. Waterloo, S. Story of Ab. Doubleday. 1905. Wells, M. E. How the Present Came from the Past. Book I. Macmillan. 1917. Wiley, B. Mewanee, the Little Indian Boy. Silver. 1912. Note. — For reference list of myths see Outline of Minimum Essen- tials in English for Appreciation. For reference hst of Pilgrim and Puritan hfe see list for Grades IV to VI in this outline. (2) For Method. (a) Books and Pamphlets. American Historical Association. Committee of Eight. Study of History in the Elementary Schools. Scribner. 1909. Dynes, S. A. Socializing the Child. Silver. 1916. Kemp, E. W. Outline of History for the Grades. Ginn. 1909. Kendall, E. N., and Stryker, F. E. History in the Elementary School. Houghton. 1918. Kraokowizer, A. M. Project in Primary Grades. Lippincott. 1919. Talkington, H. L. How to Study and Teach History and Civics in the Grades. Public School Publishing Company, Bloomington, 111. 1912. (6) Periodicals. History Teachers' Magazine. Whitney. Construction tor History in the Grades. February, 1917. Primary Education. Educational Publishing Company. Primary Plans. Educational Publishing Company. 55 6. Practice. Each student should have the opportunity to plan the de- velopment of one project, to prepare the stories, to collect illus- trative material for it, and to plan for the dramatization and the -construction work. As many of these projects as possible should be worked out in the grades by the students. It is highly desirable that each student have at least one chance to test her plans by practice. If time forbids this, projects de- veloped by groups may be worked out and opportunity given to all to observe the reactions of the children in each case. 7. Criticism. Students should receive criticisms of both plans and the execution of the plans from the supervising teacher and the students who observe the work. If the students are required to present written criticism of lessons observed, their own powers of observation and judgment will be strengthened, and a summary of the class opinions, with no names attached, may be later passed to the student teacher with good effect. The chief merits and weaknesses of the lesson should, in most cases, be frankly discussed with the class, and, whenever possible, a second opportunity to practice should be given in order that the student may have an immediate incentive to eliminate any weakness that has been noted. B. Preparation for Teaching in Grades IV to VI. 1 . Observation. Observation periods should bear the same relation to the preparation for teaching that they did in the preparation for teaching in Grades I to III. 2. Special Aims of the Teacher. A study of the natural interests of the child in these grades will convince the students that they may hope — a. To give the child some conception of American ideals, and stimulate him with a desire to aid in their preservation. 56 b. To interpret the life and institutions of the present in a more direct way than in the primary grades. c. To show American history as a part of world history, and to stress the interrelations of the old world and the new; and, as in Grades I to III, through familiarity with events and personages of dramatic interest, not only d. To add much to his cultural knowledge in this, his memory age, but also e. To make him more ready to enter with zest in later years upon the study of history. 3. Subject-Mattek. a. Problems of Life (largely within Historic Periods). — The study of the problems of life may include simple stories of what written records and historic objects tell as to how peoples in all ages solved the problems of clothing, food, and shelter; estab- lished customs for their protection and welfare; and passed on to us ideas, customs, and institutions of value. The work of Grades I to III deals with the most primitive types of living; the work of Grades IV to VI should include life in the colonies, in the settlement of the West, in the different periods of the history of our country, and also something of the problems of the early Greeks and Romans, of the people of the Middle Ages, and of those of the modern period. Everywhere there should be a comparison of the problems of others with those that we must solve to-day. b. Service of Leaders and Heroes. — The psychological reason for the use of much biographical material in these grades should be shown. The students should select the stories of the men and women who, through their initiative, wisdom, and courage, aided the common people to put into form their hopes and ideals. Emphasis may be laid on the fact that, without the co-operation of the mass, little of permanent value would have been accomplished. c. Local History. — The importance of the study of local his- tory as a starting point for much of the study of our national history should be emphasized. Since the students will be widely separated in their fields, the aims, methods, and ma- terials for teaching the history of any city or town should be 57 stressed instead of attempting to cover the subject-matter. The important facts in the history of the State should, of course, be studied, and they should select material to show the part that the people of Massachusetts have played in our national life. d. Holidays. — The students should, with the assistance of the teacher of literature, study material for the celebration of the holidays, suited to inspire children in these grades with the desire to render as great service to their country as did the men and women of the past. e. Current Events. — A study should also be made of cur- rent happenings in order to determine those that are both sig- nificant as indicating the problems and tendencies of the day, and also sufficiently simple and dramatic in their nature to be appreciated bj' children of this age. 4. Methods. a. Use of History Readers {largely Biographical) . ■ — Students should learn how to analyze the subject-matter presented in history readers designed for children, that they may grasp the significance of each story and its possible values to children. Thus they will be able to motivate each lesson and to aid the children to gain the most from it. They should plan how to awaken interest in the story by an introduction that will con- nect it with present life; how to hold the interest and give •clear mental images by frequently relating new matter to known facts, by variety in method, by illustrative material, and by the use of maps; and how to promote the development of the child through self-activity by encouraging him to discuss and form opinions on the problems presented to him. Students should select the parts that should be read aloud, either because of the necessity of discussion for the complete understanding of them, or because their emotional appeal makes them most thor- oughly enjoyed as a class exercise. Material should be se- lected for training children in habits of investigation and analy- sis through supervised study. Students should see the value of a short discussion, preceding the silent study, as a means of stimulating the interest of the children and of calling their at- 58 tention to the problems which the subject-matter presents. When the children have the aim of their investigation clearly in mind, the teacher becomes not the "crutch for the pupils to lean upon" but the force, unperceived by the children, which, moving quietly among them, by a word here or there, keeps up their interest and encourages them to purposeful ac- tivity.. As in Grades I to III, dramatization and construction work will be found of much value in arousing interest and giving accurate concepts. b. Use of Supplementary Reading Matter. — Students should be shown the value of having in their schoolrooms reading tables or shelves containing not only reference material for history, but matter along the lines of the child's interest. There the child who completes his work in advance of his fel- lows may find pleasure and profit. There should, however, be an occasional library hour when all may browse to their heart's content. Through the library course the student has become familiar with the general methods of conducting library hours; with the best ways of helping the children to give something of what they have gained to their mates; and with the sources from which she may obtain supplementary material if there is no school library. She should, therefore, with little aid, be able to decide on the best method of conducting a history hour, whether it is an hour devoted to reading of noble deeds per- formed, of discoveries and inventions which have revolutionized the method of living, or of current happenings. c. Study of Local History. — The student should be led to see how a study of the part the town or city has played in the making of history may be made the means of bringing much of State and national history within the comprehension of the child. In a like manner, with the older children, the study of State history serves as an introduction to still more of the his- tory of the nation. An excursion to the oldest house or a talk with the oldest inhabitant may bring a better understanding of the life of earlier times, and an interview with any inhabitant of the town who has played even a small part in making State or national history brings home to the child, as nothing else can, the reality of the history he reads. The students should 59 realize how the reading of any book or report dealing with the part the town has played in worth-while movements may be made a means of developing civic pride in the children and strengthening their ideals of citizenship. d. Observance of Holidays. — The students should find in the observance of the holidays another means of fostering loyalty to American ideals. They should study to see how, as each holiday approaches, interest in it may be awakened by stories, supplementary reading, and perhaps by an excursion connected with it, and how the children may be encouraged to plan dramatization and construction work and suggest material for formal programs for its observance. Students, working in- dividually or in groups, should plan programs suited to arouse and inspire children of these grades. e. Study of Current Events. — This will include plans for supervising the keeping of a bulletin board by the children; for teaching them to discriminate in the selection of clippings and pictures; and for promoting intelligent discussion of se- lected current topics. The latter may, in the higher inter- mediate grades, take the form of a forum with a child leader, but the students should realize that definite plans for its or- ganization and supervision must be made if it is to be a success. There must be the choice of a subject of interest to children; a preliminary discussion which reveals the problems for in- vestigation and the sources of information; individual and group investigation; the reports of the investigation; and a final discussion based on the knowledge acquired. 5. Material for Children. Note. — For material for construction and illustration, see "Material for Grades I to III." The students should be encouraged to start collec- tions of material for library hours, since much of the best may be obtained from magazines and newspapers. Books suitable for children's reading should be evaluated by students, and lists of selected textbooks and sup- plementary readers chosen. a. Local History. Brooks, E. S. Stories of the Old Bay State. American Bk. 1899. Burton, A. H. Story of the Indians of New England. Silver. 1908. Drake, S. A. Book of New England Legends and Folk Lore. Little. 1910. Kaler, James Otis. Mary of Plymouth. American Bk. 1910. 60 Ealer, James Otis. Ruth of Boston. American Bk. 1910. Pumphrey, M. B. Pilgrim Stories. Rand. 1910. Tiffany, N. From Colony to Commonwealth. Ginn. 1902. Tiffany, N. Pilgrims and Puritans. Ginn. 1901. 6. Stories of American Life. Baldwin, J. Conquest of the Old Northwest. American Bk. 1901. Baldwin, J. Discovery of the Old Northwest. American Bk. 1901. Bass, F. Stories of Pioneer Life. Heath. 1900. Eg^gleston, E. Stories of American Life and Adventure. American Bk. 1904. Forman, S. E. First Lessons in American History. Century. 1916. Forman, S. E. Stories of Useful Invention. Century. 1914. Gordy, W. F. Colonial Days. Scribner. 1908. Hart, A. B., and Hazard, B. E. Colonial Children. Macmillan. 1902. Hazard, B. E., and Button, S. T. Indians and Pioneers. Silver. 1902. Montgomery, D. H. Beginners American History. Ginn. 1902. Mowry, W. A., andMowry, A. M. American Inventions and Inventors. Silver. 1900. Stone, G.L., and Fickett,M'. G. Days and Deeds a Hundred Years ago. Heath. 1906. Stone, G. L., and Fickett, M. G. Everyday Life in the Colonies. Heath. 1905. Tappan, E. M. Elementary History of Our Country. Houghton. 1914. Tappan, E. M. Letters from Colonial Children. Houghton. 1908. c. Biographical List for American History. Baldwin, J. Four Great Americans. American Bk. 1903. Blaisdell, A. F., and Ball, F. K. Hero Stories from American History. Ginn. 1903. Burton, A. H. Builders of the Nation. Eaton & Co., New York. 1910. Coe, F. E. Founders of Our Country. American Bk. 1912. Gordy, W. F. American Leaders and Heroes. Scribner. 1909. Gordy, W. F. Stories of American Explorers. Scribner. 1906. Instructor Series of Five Cent Classics. Owen Publishing Company, Dansville, N. Y. Johnson, W. H. French Pathfinders in North America. Little. 1905. Johnson, W. H. Pioneer Spaniards in North America. Little. 1903. Mace, W. H. Stories of Heroism. Rand. 1910. McMurry, C. A. Pioneer History Series. Macmillan. 1904. Morris, C. Heroes of Discovery in America. Lippincott. 1906. Mowry, W. A., and Mowry, A. M. American Heroes and Heroism. Silver. 1903. Mowry, W. A., and Mowry, A. M. First Steps in the History of Our Country Silver. 1914. School Classics. Educational Publishing Company. Southworth, G. V. Builders of Our Country, I and II. Appleton. 1906. Tappan, E. M. American Hero Stories. Houghton. 1906. d. General History. Andrews, J. Ten Boys who lived on the Road from Long Ago to Now. Ginn. 1914. Atkinson, A. M. European Beginnings of American History. Ginn. 1912. Bourne, H. E., and Benton, E. J. Introductory American History. Heath. 1912. 61 Bumham, S. Our Beginnings in Europe and America. Winston. 1918. Church, A. J. Three Greek Children. Putnam. 1914. Gordy, W. P. American Beginnings in Europe. Scribner. 1912. Hall, J. Our Ancestors in Europe. Silver. 1916. Mace, W. H., and Tanner, E. P. Story of Old Europe and Young America. Rand. 1915. Nida, W. L. Dawn of American History in Europe. Macmillan. 1912. Tappan, E. M. Our European Ancestors. Houghton. 1918. Tappan, E. M. Story of the Greek People. Houghton. 1908. Woodbum, J. A., and Moran, T. P. Introduction to American History. Long- mans. 1916. e. Biographical lAsl for European History. Baldwin, J. Fifty Famous Stories Retold. American Bk. 1904. Baldwin, J. Old Greek Stories. American Bk. 1911. Baldwin, J. Thirty More Famous Stories Retold. American Bk. 1905. Church, A. J. Stories from English History. Macmillan. 1898. Church, A. J. Story of the Iliad. Macmillan. 1905. Church, A. J. Story of the Odyssey. Macmillan. 1905. Cole, P. M. Heroes of the Olden Time. Macmillan. 1903. Dutton, M. B. Little Stories of France. American Bk. 1906. Dutton, M. B. Little Stories of Germany. American Bk. 1907. Haaren, J. H., and Poland, A. B. Famous Men of Greece. American Bk. 1904. Haaren, J. H., and Poland, A. B. Famous Men of Rome. American Bk. 1904. Haaren, J. H., and Poland, A. B. Famous Men of the Middle Ages. American Bk. 1904. Hall,' J. Men of Old Greece. Little. 1906. Johonnot, J. Stories of the Olden Time. American Bk. 1903. Lansing, M. P. Life in the Greenwood. Ginn. 1909. Maitland, L. Heroes of Chivalry. Silver. 1903. Mowry, A. M. First Steps in History of England. Silver. 1902. Radford, M. L. King Arthur and His Knights. Rand. 1903. Tappan, E. M. European Hero Stories. Houghton. 1909. Tappan, E. M. Hero Stories of France. Houghton. 1920. 6. Mateeial for the Teacher. Note. — As a result of work in organizing material for projects to be carried out -with children, the student should become famUiar with as many as possible of the books in the following lists. a. Local History. Arber, E. Story of the Pilgrim Fathers. Houghton. 1897. Bradford, W. History of Plimouth Plantation. Secretary of the Commonwealth of Massachusetts. State Printers. 1901. Doyle, J. A. English Colonies in America. Vol. I and II. Holt. 1902. Earle, A. Customs and Fashions in Old New England. Scribner. 1901. Earle, A. Home Life in Colonial Days. Macmillan. 1913. Earle, A. The Sabbath in Puritan New England. Scribner. 1904. Hawthorne, N. Grandfather's Chair. Houghton. 1898. Piske, J. Beginnings of New England. Houghton. 1901. Piske, J. New France and New England. Houghton. 1902. 62 Palfrey, J. G. Compendious History of New England. Houghton. 1904. Usher, R. G. The Pilgrims and their History. Macmillan. 1918. Weeden, W. B. Economic and Social History of New England. Houghton. 1890. 6. History of Individual Tovms and Cities. Flag?, C. A. Guide to Massachusetts Local History. Salem Press. 1907. Massachusetts Historical Society Reports. Massachusetts Soldiers and Sailors of Revolution. Regimental Histories. Town and County Histories. c. General Reference Books on American History. (For more complete list see Outline of History for Junior High School.) Becker, C. L. Beginnings of American People. Houghton. 1915. Burt, M. E. (Ed.) Poems Every Child Should Know. Groseet. 1915. Coman, K. Industrial History of the United States. MacmiUan. 1910. Fiske, J. American Revolution. Houghton. 1902. Hart, A. B. American History Told by Contemporaries. Macmillan. 1901. Hart, A. B. (Ed.) American Nation Series. (28 vols.) Harper. 1904r-18. Morse, J. T. (Ed.) American Statesman Series. (31 vols.) Houghton. Old South Meeting House. Directors. Old South Leaflets. Parkman, F. Struggle for a Continent. Little. 1902. SchaufQer, R. H. (Ed.) Our American Holiday Series. Moffat. Semple, E. C. American History and its Geographical Conditions. Houghton. 1903. Trevelyan, G. O. American Revolution. Longmans. 1905—12. d. Reference Books on European History. Botsford, G. W. History of Greece. Macmillan. 1899. Botsford, G. W. History of Rome. Macmillan. 1901. Emerton, E. Mediaeval Europe. Ginn. 1903. Gulick, C. B. Life of the Ancient Greeks. Appleton. 1903. Harding, S. B. Story of the Middle Ages. Scott. 1912. Holm, A. History of Greece. (4 vols.) Macmillan. 1894-98. MahafCy, J. P. What Have the Greeks done for Civilization? Putnam. 1909. Morris, C. Historical Tales. (15 vols.) Lippincott. 1904. West, W. M. Ancient Worid. AUyn and Bacon. 1913. White, J. S. Plutarch for Boys and Girls. Putnam. 1911. e. Reference Material on Method. American Historical Association. Committee of Eight. Study of History in the Elementary Schools. Scribner. 1909. Bagley, W. C. Minimum Essentials in History. 14th and 16th Yearbooks of Nat. Society for Study of Education. Public School Publishing Company, Bloomington, 111. Bourne, H. E. Teaching of History and Civics in Elementary and Secondary School. Longmans. 1902. Hartwell, E. C. Teaching of History. Houghton. 1913. Johnson, H. Teaching of History in Elementary and Secondary Schools. Mac- millan. 1915. Kemp, E. W. An Outline of History for the Grades. Ginn. 1909. 63 Kendall, E.N., and Strykor,F.E. History in the Elementary School. Hough- ton. 1918. Mace, W. H. Method in History for Teachers and Students. Rand. 1914. McMurry, C. A. Special Method in History. Macmillan. 1903. Simpson, M. E. Supervised Study in American History. Macmillan. 1918. Talkington, H. L. How to Study and Teach History and Civics in the Grades. Public School Publishing Company, Blbomington, HI. 1912. Tryon, R. L. Materials, Methods, and Administration of History Study in the Elementary Schools of the United States. Ind. Univ. 1912. Bulletin Vol. 10. No. 9. Wayland, J. W. How to Teach American History. Macmillan. 1914. See also — Branom, M. E. Project Method in Teaching (Chapter XIII). Badger. 1919. Freeman, F. N. Psychology of Common Branches (Chapter VII). Houghton. 1916. Wilson, H. B., and Wilson, G. M. Motivation of School Work (Chapter VII). Houghton. 1916. Historical Outlook (magazine). McKinley Publishing Company, Phila. 7. Practice. The practice should include the making of plans to develop with the use of history readers a project for showing how some European or American group solved the problems of their time; a project for showing of how great value to the race are men and women with high ideals of citizenship; a project showing the participation of some locality in a national movement; and a project designed to give children an understanding of some problem of the present day. These will include plans for supervising study and outside investigation; for the analysis of material gathered; for conducting socialized recitation; and supervising dramatization and construction work. For practice in Grades IV to VI see Practice for Grades I to III. 8. Criticism. See criticism for Grades I to III. 'V