Course in l)i$(ory 
 
 For 
 
 Elementary Schools 
 
 State IFlormal Scbool 
 of Golorabo 
 
 m^^ MM'^p' 
 
 :^'H ■ 
 
 -j^PWT^ 
 
 :v'::<;T 
 
 .V^ 
 
 ■H,.-
 
 ^^
 
 A COURSE IN 
 
 HISTORY 
 
 FOR 
 
 Elementary Schools. 
 
 The 
 
 State Normal School of 
 
 Colorado. 
 
 Bulletin Series X. No. 10. 
 March 1911. 
 
 In all publications of this institution is employd the spelling recom- 
 mended by the Simplified Spelling Board. 
 
 i , if'^. , ^ ^ 
 
 : t: 1. 
 
 tiu..'"^bl
 
 CONTENTS. 
 
 PAGE 
 
 The Point of View— D. D. Hugh 3 
 
 The New Theory of History Teaching— G. R. Miller. . 9 
 
 cGrade I— Bella B. Sibley 17 
 
 'Grade H — Dora Ladd Keyes 28 
 
 Grade HI — Dora Ladd Keyes 42 
 
 Grade IV— Ethel Dullam 52 
 
 Grade V — Elizabeth Hays Kendel 57 
 
 Grade VI — Ernest Horn 62 
 
 Grade VII — Edgar D. Randolph 69 
 
 Grade VIII — Ernest Horn 84
 
 J
 
 ^ 
 
 \ip.v'j 
 
 ^ CI/. 
 
 THE POINT OF VIEW. 
 
 D. D. HUGH, 
 DEAN OE TRAINING DEPARTMENT. 
 
 Any outline of schoolwork should be based upon a 
 clearly defined conception of the educational value of the 
 subject. History has unfortunately been one of those sub- 
 jects whose worth has been least satisfactorily evaluated. 
 It has too commonly been assumed that some knowledge 
 of the history of one's own country at least is a necessary 
 part of the equipment of an educated person, without any 
 serious effort being made to determin with any adequate 
 degree of precision how this knowledge helps the indi- 
 vidual. In so far as the question has been raisd at all the 
 sufficient reply has seemd to be that a knowledge of past 
 history is necessary to enable the individual to perform 
 aright his political duties, tho a careful study of the results 
 of the work would convince any unprejudist person, I 
 think, that our history teaching judgd from this stand- 
 point has produced wofully meager returns. 
 
 But we are fast outgrowing the notion that history 
 is merely politics whether past or present. As Herbert 
 Spencer so well pointed out half a century ago, history 
 does not deal primarily with the details of wars, the ma- 
 chinations of rulers, the intrigues of court favorits, or the 
 varying fortunes of political parties. It deals rather with 
 the life of the people in all its larger social aspects. Its 
 function in the public school is to enable the individual 
 more intelligently and helpfully to participate in the social 
 life around him thru a study of our institutions, embracing
 
 4 state; normal schooIv, 
 
 in that term not merely the church and the state but also 
 commerce and industry and various other aspects of the 
 every day life of the people with all its manifold social 
 ramifications. 
 
 But assuming that history is to promote the social life 
 of the child it does not follow that in accordance with any 
 logical or chronological scheme we can at once set about 
 apportioning the material to the different grades by begin- 
 ning with the study of the earlier and less complex civili- 
 zation in the earlier years and proceeding in a systematic 
 way to a consideration of later periods in the upper 
 grades. The needs and instinctiv tendencies of the child 
 must be taken into account at each stage of his develop- 
 ment. History is not only to prepare a child for mature 
 life but to make his child-life as rich as possible. Hence 
 at each stage of his development we must pick out such 
 phases of history study as are both suitable for the growth 
 of the child at that time and at the same time capable of 
 furnishing a basis for understanding the more complex 
 problems which he will meet later. The material in other 
 words must be capable of satisfying both present and pros- 
 pectiv needs. 
 
 In accordance with this conception of history teach- 
 ing the outline that follows naturally divides itself into 
 three parts corresponding to the three periods usually 
 recognized by child-study experts as occuring in the lives 
 of school children. The first of these including grades 
 one, two, three, covers the period of the primary school; 
 the second, grades four to six, the intermediate school 
 period; and the third, grades seven and eight, the gram- 
 mar school. The work of each period it is believd, appeals
 
 GREElvEY^ COLORADO. 5 
 
 to the interests of children and is helpful for the under- 
 standing of the problems of later life. 
 
 The primary period deals with primitiv life. Many 
 reasons might be given for the choice of this material. 
 In the first place it relates to a type of life that is compara- 
 tivly simple and easily within the comprehension of chil- 
 dren of this age ; secondly the degree of manual skill re- 
 quired for the reproduction of various interesting phases 
 of this life is not beyond that possest by the children ; and 
 thirdly that type of life described is not only inherently 
 interesting but is also valuable in affording a basis for un- 
 oerstanding the more complex processes of our own civili- 
 zation. For example, the child understands better how his 
 own food and clothing is furnisht after studying the 
 methods used by primitiv people for the satisfaction of 
 these needs. It is mainly, of course, on account of its 
 value as a means of interpreting present conditions that 
 this phase of history is taught. 
 
 It is perhaps needless to call attention to the fact that 
 this work will be educational largely in the degree in 
 which the children enter into the situations described. It 
 is more important that the children live the life than that 
 they remember a series of facts relating to it. Conse- 
 quently a great deal of emfasis should be placed upon 
 representing by means of writing, drawing, clay model- 
 ing, constructiv work in wood and iron the life described. 
 This makes the history a valuable basis for the correlation 
 cf the subjects in the primary grades. Much of the read- 
 ing and language work may also be correlated with the 
 history stories. 
 
 The work selected for the intermediate grades con- 
 sists of the biografical study of individuals concernd for
 
 6 STATE NORMAL SCHOOI.^ 
 
 the most part with the discovery and colonization of 
 America. During this period the child possesses a more 
 vivid sense of historical reality. He has largely outgrown 
 the make-believe period and desires stories that are true. 
 He is not yet able, however, to appreciate the problems 
 of modern life stated in abstract form. His tendency to 
 hero worship, moreover, makes the study of striking per- 
 sonalities of absorbing interest to him if presented with 
 sufficient welth of concrete details. The individuals 
 studied during this period should, of course, represent im- 
 portant types of social life so that thru a knowledge of 
 their lives the child shall gain a clearer insight into his 
 own surroundings. 
 
 The work for this second period is introduced by a 
 study of the founding of Greeley and of the lives of its 
 pioneers. This affords an excellent opportunity for utiliz- 
 ing the knowledge acquired in the earlier grades of the 
 social activities concerned with supplying fundamental 
 human needs. The children see, for example, that the 
 Greeley pioneers were doing work similar to that of peo- 
 ple living in the earlier pastoral and agricultural periods, 
 and that the community grew in accordance with the same 
 principles of exchange of commodities and of differentia- 
 tion of labor exemplified in the more primitiv type of 
 community studied in the third grade. This work also 
 affords a splendid opportunity for laying a solid basis for 
 the understanding of some of the concepts most funda- 
 mental to the further study of history and geografy, such 
 as the development of a trade center, the need of govern- 
 ment, and the mode of its organization. The child can 
 be made to see right at home and before his eyes as it 
 were how a city grows up and what factors promote or
 
 GREEI^EY, COLORADO. 7 
 
 retard its growth. This type of study is most earnestly 
 commended to any community in the State, and enthusi- 
 astic teachers who undertake this work elsewhere will 
 doutless find as we have in Greeley many persons, such as 
 some of the pioneers of the district, who are glad to co- 
 operate with them in the work. 
 
 The history teaching in these grades as well as in the 
 earlier years requires much objectification to produce the 
 best results. It is of little value to have the child mem- 
 orize the facts unless he reproduces them in an activ, con- 
 structiv way. The teacher should gladly avail himself of 
 every opportunity for correlated manual work, for drama- 
 tizing and for utilizing illustrativ material from an art or 
 historical museum. 
 
 By the time children have reacht the grammar grades 
 they have attaind a sufficient degree of maturity to be in- 
 terested in the more abstract formulation of the problems 
 of present day life. The work of these years aims at in- 
 troducing them to these problems thru a systematic study 
 of American history as presented in a regular text-book 
 rather than by means of biografical sketches. More em- 
 fasis is placed upon the political aspects of history in these 
 grades but an effort is made thruout the course to show 
 that the political activities grow out of and are closely re- 
 lated to the social and economic conditions of the country. 
 This period as a whole covers the work usually attempted 
 in the public schools, and may be found suggestiv to teach- 
 ers who do not teach history lower than the grammar 
 grade. This course is prefaced by a brief study of the 
 conditions of European life that led up to the discovery of 
 America. 
 
 The main aim on the side of methodology in this
 
 8 STATE NORMAI. SCHOOI,^ 
 
 work is to aid the pupils to enter into the spirit of the 
 times by a vivid realization of the problems as the people 
 saw them. The children then attempt tentativ solutions 
 of these problems or at least attack the study of their 
 lessons with greater eagerness on account of having 
 definit problems to solv rather than merely being required 
 to memorize a certain number of pages of the text-book. 
 
 A list of books, partly for the teacher and pai tly for 
 the pupils, is appended to the outline for each grade. Be- 
 yond the primary grades at least it is believd that consid 
 erable reading should be done both in the regular texts 
 and in books for collateral reading. At present the need 
 of reading material for our history work is most keenly 
 felt for the work on the crusades in the fifth grade and fo.' 
 the European background in the seventh grade. Consid- 
 erable collateral reading material for these parts of the 
 course, however, has been collected and we hope in the 
 near future to be able to secure the publication of more 
 satisfactory text-books for these periods. We believe that 
 teachers will find that the list of books given will repay 
 careful perusal, and that the suggestion of some rather 
 unusual books as texts, as Spark's Expansion of the 
 American People, is worthy of careful consideration. 
 
 A number of persons have contributed to the work- 
 ing out of this course, the names of whom appear for the 
 most part at the hedings of the different chapters.
 
 GREELEY, COLORADO. 9 
 
 NEW THEORY OF HISTORY 
 TEACHING. 
 
 G. R. MILLER, PROFESSOR OE HISTORY AND SOCIOLOGY. 
 
 Human history is sufficiently old, broad, and varied 
 in its content to furnish a basis for many theories of its 
 teaching processes; but whatever our choice may be, it 
 must conform to the law of educational value. Its moral 
 content and ethical value need neither defender nor advo- 
 cate. These values are evident and recognized. 
 
 The educational utility of history has receivd a won- 
 derful impetus in the colleges and universities of Ameri- 
 ca within the past decade. In these institutions the curri- 
 culum has expanded to include almost every phase of his- 
 torical study, while sociology and economic subjects have 
 been multiplied indefinitly. Our larger institutions show 
 a constantly increasing impetus in this kind of work. 
 
 This readvent of the humanities in colleges has ex- 
 tended its impetus to the high schools, while industrial 
 history and elementary economics are growing factors 
 in the high school curriculum. Social and economic con- 
 ditions have created the new college and high school curri-. 
 cula in history and its cognate branches. The same con- 
 ditions plus modfern psychology have created the new 
 point of view of history teaching in the elementary school. 
 The impetus comes, as it has come many times before, 
 from the higher school. The elementary school is yet 
 in the process of adjustment to the new conception. 
 
 A child can interpret only such knowledge as touches 
 closely his own experience. That experience is the source 
 thru which his education must procede, and from which 
 it must come. His interests are in the immediate present,
 
 10 STATE NORMAL SCHOOL^ 
 
 ill the now. The past will appeal to him only as he can 
 discover it in his own activities, thoughts, feelings, or 
 only as his present needs and desires find expression 
 therein. The history that feeds his desires and illumin- 
 ates the present is the only legitimate history for chil- 
 dren. The child is always in direct contact with present 
 social life. It is his constant environment. He is in it 
 and of it; it is his life. He imitates it, and he becomes 
 socially efficient thru the exercise of social activities. 
 
 Social and industrial activities should be basal in all 
 history work in primary grades, and it need not be a mat- 
 ter of sp'^cial concern whether the story is developt from 
 the occupation, or the occupation is based on the story. 
 The essential and prime necessity in either case is the 
 physical activity of the child. Let the child live the ex- 
 perience, reconstruct it, vitalize it, build it anew, and it 
 becomes a part of his own physical and mental life and 
 character. It vitalizes him. Such a process is creativ. 
 
 The child life is seemingly imitativ, and character- 
 istically so; but neither psychology nor teacher will ven- 
 ture to say when the seeming imitation has become true 
 creation. The best education is wrought thru creativ pro- 
 cesses. The child's education must be a series of such 
 processes. No procedure in teaching is educational in 
 the truest sense which is not quickening the creativ power 
 of the child. Psychology recognizes the predominant imi- 
 tativ activities of young children; but it also recognizes 
 the almost imperceptible line which in the child mind and 
 life divides the imitativ activities from the truly creativ. 
 They touch, they blend, and in the earlier years they are 
 inseparable. Imitativ activities are the necessary bases 
 of creativ activities, and in the child life, they, more often
 
 GREELEY, COLORADO. II 
 
 than otherwise, are genuine creations. The child who 
 has livd thru an historical period, or story, constructing 
 and reconstructing its materials, producing and reproduc- 
 ing its thought, its feeling, its ideas, material and mental, 
 who has busied himself with both hand and brain in these 
 processes, such a child has truly brousrht events to pass, 
 has made life for himself. He has created anew human 
 thought and interest, and his work has been in the highest 
 sense educational. 
 
 This viewpoint of history teaching is a stimulus to 
 nativ imitativ and creativ power. The newer conception 
 need not and should not be interpreted as a criticism on 
 older methods, for the new concept contains all the fea- 
 tures which were possible to the older. The ethical aims 
 of history teaching are not minimized by the constructiv 
 principle, but are, on the other hand, enhanced by the 
 practis of creativ activity. 
 
 What the hand has constructed remains a vivid, 
 permanent conception, around which will cluster the life, 
 the thought, and the feeling of the history story. Con- 
 structiv activities vivify and fix the thought structure of 
 the history; constructiv processes become the center of 
 thought organization, creating unbroken thought unities 
 in the child mind — creating thus sound mental and moral 
 fiber. Thus the new point of view tends to increase, rather 
 than diminish, ethical results of history teaching. 
 
 The newer method should not be interpreted 
 as crowding out of the curricula such material 
 as has been intended to excite admiration and 
 emulation of the heroic and noble in human con- 
 duct. On the contrary, such material will re- 
 main with all its former possibilities plus the added
 
 12 STATE NORMAL SCHOOL, 
 
 living interest of dramatization or other physical activities 
 as a center around which to build and vivify the ideal 
 concept. The union of manual or other expressiv activities 
 with history does not mean at all the abolition of oral 
 expression as an adjunct of history. To accept such 
 a meaning from the theory would be to destroy one of 
 the greatest results in grade history work. History is 
 basal in education because of the nature of its content. 
 It is the story of human endevor, human successes and 
 failures. It is the story of human life, thought, and 
 emotion. Its thought-giving power and stimulating in- 
 fluence to life and activity are equald by few other sub- 
 jects in the curriculum. To divorce it from the arts of 
 oral and written expression would be to divest it of one 
 of its greatest possible accomplishments. 
 
 Oral expression thru history is a matter of prime 
 importance. The very nature of the content of history, 
 human life, natural, untrammeld, insures a freedom and 
 rediness of expression to the child, which higher literary 
 forms may not always so easily elicit. The history story 
 need not be commonplace ; but the absence in it of orna- 
 mental forms of expression tends to produce a redy, 
 free, fluent expression by the child. Oral expression 
 should accompany history in every grade of the element- 
 ary school; and no matter how many other or newer 
 forms of expression may be added, oral expression as a 
 fixt daily practis should remain. It requires a quick, 
 redy organization and arrangement of ideas. The child 
 who has become interested in the history story and workt 
 thru its incidents by means of manual constructiv work, 
 has an organized knowledge and a confidence in that 
 knowledge which will aid him immesurably in its oral
 
 GREELEY^ COLORADO. 1 3 
 
 expression. Admitting then many varied possibilities in 
 grade history teaching, let us remember that all its rela- 
 tions and possible correlations spring from the social 
 nature of its content. 
 
 Social efficiency, the appreciation of social values, is 
 largely the purpose of history teaching in all grades of 
 the elementary school. Other values are subordinate 
 Social life is always a present fact, and history teaching 
 i:-" the interpretation and illustration of this present fact. 
 All history teaching is specific sociology teaching. His- 
 tory for children should be the story of the growth of 
 society, the home, the industries, the increase of thinking 
 and of comforts thru necessity, the evolution of present 
 social life by means of intelligent necessary work, doing, 
 activity. When history is thus made an activ, dynamic 
 process in the child life, it becomes a true educativ force. 
 Thus it becomes vital, and the child lives in it and thru it. 
 It responds to and satisfies the child's social desires. It 
 makes more clear and vivid his entire thinking and doing. 
 Ir vivifies him. 
 
 The moral influence of this method of procedure 
 can scarcely be overestimated. Far from being material- 
 istic, it is rather an epitome of the development of the 
 moral character of the race. The ethical social values 
 outweigh all other results of the method. The stories of 
 human encessities, initiativ, invention, tools, construction, 
 doing; the growth of the thinking and living processes 
 is ethical in the noblest sense. 
 
 The emfasis on social life gives a proper basis for 
 biografic study. The child is a hero-worshiper, and it 
 is easy to permit the hero story to become a sensational 
 narrativ. But the social method gives the hero his proper
 
 14 STATE NORMAL SCHOOIv, 
 
 social relation, and he becomes truly a hero to the chil- 
 dren only as he contributes some impetus to social ad- 
 vancement. He is a social aid, a helper; and unless bi- 
 ografy gives this result in the child mind, it has faild 
 of its legitimate purpose. 
 
 Social evolution as a basis for elementary history 
 teaching does not at all necessitate a chronological order 
 of history periods. On the contrary, a psychological order 
 is necessary, since the purpose is social growth, rather 
 than time sequences ; the time element is subordinate. 
 The work of the elementary grades should be a series of 
 historic periods that illustrate the psychologic order of the 
 social growth of the race. Any discussion of 
 what the period should be will not alter the 
 underlying theory of this point of view. Individuals will 
 hold differing opinions in this particular. 
 
 The study of the simpler industrial processes of 
 primitiv times can be made productiv of excellent results. 
 Its appeal is thru its simplicity, and its very barrenness 
 of industrial products tends to arouse interest in the pos- 
 sible invention of such products, quickening interest and 
 stimulating constructiv thinking and physical activity. 
 But the history purpose will center around the evolution 
 of processes and not primarily on the time element. 
 
 Primitiv human activities are not confined to an- 
 thropological periods. American frontier history or 
 colonial history furnishes excellent material for inter- 
 mediate grades. The history of the evolution of the 
 American frontier is one of the most fertile fields for 
 middle and higher grade work, and it matters little 
 v/hether the type studies be chosen from the region of the 
 Rockies, the plains, the middle states, or the Atlantic
 
 GREELEY, COLORADO. 1 5 
 
 colonies. The story is always the evolution of the social 
 and industrial life of the American people; and it has been 
 this ever-recurring and ever-advancing frontier of evolu- 
 tion, always with us, touching the national life with its 
 simple, natural modes, that has created and kept us a 
 democratic people ; and it furnishes a worthy, useful cur- 
 riculum for American children. 
 
 American history is essentially industrial. It is a 
 period of rapid change and marvelous industrial growth. 
 It seems bare of resource to the superficial observer. 
 Truly it has been a story of hard conditions. It lacks 
 the pageantry of the days of chivalry. It has been a 
 struggle against nature, but human thought and labor 
 have conquerd ; and American children and American 
 life are the flower of these hard conditions. 
 
 The evolution of the frontier tract into a modern 
 city is also a romance, tense in its interests, varied in its 
 details, versatile in its problems, rich in the streams of 
 human life that merge in it, blend with it, create it and 
 recreate it. And in this story are touches of as great 
 heroism and as noble love as ever spoke from the lips of 
 troubadour or knight. 
 
 The recent new impetus to manual training, indus- 
 trial work, and to trade and vocational schools, tends to 
 strengthen the new point of view of histor)/- teaching in the 
 elementary school. "Constructiv physical activities give 
 a motor outlet for the child's expression. In primary 
 grades the demand for such motor outlet is urgent and 
 immediate. In the middle grades motor activity is still 
 demanded ; but the mere play of activity no longer directly 
 satisfies ; here the activity must accomplish more definit 
 results ; here ought to begin some facility in more special
 
 l6 STATE NORMAL SCHOOL, 
 
 constructiv processes both physical and mental." The 
 history story and the physical processes are complement- 
 ary educational means, reinforcing and strengthening 
 each other, each stimulating to the constructiv bilding of 
 life. The child traind by such method and thru history 
 based on such theory, will gain much sound, well united 
 knowledge and correlated power. 
 
 History work has been a constant impetus to physi- 
 cal, mental, and ethical growth. The hand has been skild 
 in material construction, traind in definit accomplishment. 
 Mind and hand working in unity have livd thru and re- 
 constructed periods of human life, have taught men to 
 invent and create and thus solv and work out the ques- 
 tion of social progress. The interest which the child 
 naturally takes in biografy has been given a proper so- 
 cial basis. His heroes are not isolated from the times in 
 which they livd, but are to him great men because they 
 achievd something for their fellow men. 
 
 Work by the individual has been made work for all. 
 His heroes are real because their heroism has been a 
 scrvis to humanity. He has workt out the progress of 
 peoples thru many years of time. He has followd the 
 larger and vital thoughts to definit conclusions, and has 
 thus avoided the confusion of many and unrelated scraps 
 of history. He has followd large ideas in their simple 
 developing processes, and has not dissipated time and 
 energy on unrelated materials. What he has done stands 
 en masse, united, an intellectual and moral power. He has 
 been led to recapitulate great periods of human history, 
 not because this process is imperativ in his education, 
 but because he can thus easily obtain much of the in- 
 herited mental life of the human race.
 
 bO 
 
 o 
 
 a 
 < 
 
 bO 
 
 a 
 
 '3 
 >> 
 
 Q
 
 o 
 
 1
 
 GREEIvEY, COLORADO. IJ 
 
 THE FIRST GRADE. 
 
 BELLA B. SIBLEY, TRAINING TEACHER. 
 
 We Study human nature at home and on the street, 
 but in history we study it to better advantage because 
 there we see our own motives laid bare and our own ac- 
 tions at such a distance that we can give them their true 
 value. The element of personal feeling is eliminated 
 from our conclusions. In his observation of human na- 
 ture outside of the school the child is as likely to imitate 
 the bad as the good in the conduct of others ; he may not 
 be so fortunate as to have wise help in forming his judg- 
 ments, and the effects of action are not always seen. In 
 school, the teacher has a special opportunity to lead her 
 pupils to see the relation of motivs and actions, and the 
 relation of action to results upon environment. Untraind, 
 the child may grow into that low type of humanity that 
 sees nothing beyond the narrow circle of personal inter- 
 ests; with adequate training, there is always hope that 
 he may approach that highest type which takes the whole 
 world into the round of its sympathies. 
 
 Many of the complex processes of modern life are 
 beyond the comprehension of the first grade child. At 
 this point the history of the cave man, adapted from Wa- 
 terloo's "Story of Ab", contains experiences that are suf- 
 ficiently related to his spontaneous activities to interest 
 him intensely. The literary simplicity of the story form, 
 and the dramatic action make it ideal historical material 
 for the child at this age. Care must be taken not to in-
 
 l8 STATE NORMAL SCHOOL, 
 
 troduce subject matter which is not authorized by an- 
 thropology, paleontology, and geology. The story is 
 merely a means, a dramatic device, for teaching history. 
 As it is workt out, the child lives thru the experiences of 
 the little cave boy, shares his joys and sorrows, feels the 
 consequences of his mistakes, and is delighted when he 
 succeeds. 
 
 The connection between the child's home with its 
 civilized environment and Ab's cave home is made by 
 calling up in the child's mind the sources, in so far as 
 'he is familiar with them, from which his food, clothing, 
 and shelter are obtaind. The teacher asks such questions 
 .as, Where do we get bread? (From the baker). What 
 is bread made of? (Flour). Where do we get flour? 
 This question would probably receive several answers, 
 ^because Greeley is in the midst of an agricultural district 
 and contains flour mills as well as grocery stores. Some 
 ichildren may answer. From the flour mill; others. From 
 the groceryman. Either answer is adequate for the 
 teacher's purpose. Where do we get meat? (From the 
 butcher). Where do we get milk, butter, sugar, fruit, 
 etc. ? Where do we get clothes, hats, shoes, stockings ? 
 Who bilds our houses? (The brick-mason, stone-mason, 
 carpenter, plasterer). How do we go to Denver? (On 
 the train, In an automobile, By horse and carriage). A 
 few minutes of this questioning will serve to arouse the 
 interest of the children. Then the teacher may procede 
 with her story in some such way as follows : 
 
 "I know of a little baby boy who livd where there 
 were no railroads, no automobiles, and no carriages; 
 where there was no way of going anywhere except on 
 foot. When his house was bilt, there were no carpenters,
 
 GREEIv^Y, COLORADO. IQ 
 
 no Stone-masons, no brick-masons, no painters, no plas- 
 terers, and no paper-hangers. If he did not find a place 
 already suitable for him to live in, he made it himself. 
 When his father and mother wanted food for him, there 
 were no grocerymen, no bakers, no milk men to buy it 
 from. Neither were there any farms where food was 
 produced. When he needed clothes, there were no dry 
 goods stores, no shoe shops, no hat stores. You will be 
 wondering where he got his clothes. We shall learn about 
 that presently. I want to tell you now some other things. 
 This little boy's bed was made of dry leaves. His home 
 was a big cave made of stone with a stone floor and no 
 windows, and containing only one room. Not a very 
 pretty home on the inside, but it was in the most beautiful 
 place that you can imagine, against a hillside of rocks 
 overgrown with moss and with vines over it that were 
 coverd with red berries. Great shady trees grew all 
 around, in the branches of which pretty little birds hopt 
 about, sang, twitterd, and bilt their nests. At the foot 
 cf the hill a broad, beautiful river flowd; boughs and 
 branches of trees overhung this river, making irregular 
 shadows in the clear, sparkling water. Fishes swam about 
 in this river and darted in and out of the tall grass which 
 grew at the water's edge. Here and there small islands 
 lifted their heads above the surface of the water. Paths 
 were worn from the cave to the river where the baby's 
 father and mother walkt for water. There were no ir- 
 rigating ditches, no sprinkling carts, nor any hose. It 
 raind very often and washt the trees, grass, the outside 
 of the cave, and everything clean, after which the sun 
 came out and the birds' songs floated in the moist balmy 
 air.
 
 20 STATE NORMAIv SCHOOL, 
 
 "Although the cave in which the father and mother 
 and baby Hvd, at the time of which our story tells, was 
 in such a delightful place with such beautiful surround- 
 ijjgs, there was one thing that made them afraid almost 
 all the time. Great, monster wild animals roamd all 
 thru the thick forest. These animals slept in caves and 
 dens during the day, but at night they came out into the 
 moonlight in search of food and water. Then the great 
 cave bear, the hyena and the saber-tooth tiger roard, 
 howld, and came very near the cave. This very cave in 
 which the baby livd was once the home of the cave bear. 
 It was such a large, good cave and in such a beautiful 
 place that the father decided to drive the animals out and 
 bring his own wife and baby there to live. But it was a 
 dangerous thing to do because the cave bear was so big 
 and strong that he could strike a man one blow with his 
 paw and kill him. The father wonderd and wonderd 
 how he could get the family of bears out of the cave. He 
 used to approach as near the cave as he dared, then he 
 would climb a tree and swing himself along by the 
 branches from one tree to another until he was near 
 enough to watch the very cave door. He found that the 
 bears all came out at night and left the cave empty. After 
 watching the cave for a long time and trying to think of 
 some way to drive the bears out, at last he had an idea. 
 One very dark night when the bears were out looking for 
 food he bilt a big fire in front of the cave door, then hid 
 himself in the top of a big tree and watched for the bears. 
 Soon there came the great bear over the hill walking 
 siowly, for he was tired and sleepy ; but when he saw the 
 big fire, he howld with fear and rage and ran back over 
 the cliff. Meantime the pine knots became hotter and
 
 GREELEY^ COLORADO. 21 
 
 hotter, and the flames darted up higher and higher. After 
 a httle while the big bear came back with the mother bear. 
 By this time the fire had become so much bigger that the 
 naimals were very much frightend, too frightend to 
 howl or do anything but run. Again and again they re- 
 turnd, but always as soon as they saw the fire they ran 
 away as fast as they could. At last they were so tired 
 that they went off among some thick trees and lay down 
 to sleep. The baby's father waited until the sun came up 
 bright and warm. Then he climbed down from the tree 
 and went far back from the river to the little old cave in 
 which he had been living with his wife and baby and 
 brought them to this beautiful clean cave by the river." 
 
 The above illustrates the way in which the history 
 of civilization, for such it is, is introduced and started 
 with the children. The next step is a field lesson to find 
 suitable places for making caves, also places that look 
 as if they might have been occupied by animals of any 
 kind, as well as homes of animals now living near the 
 bilding. A number of caves should actually be construct- 
 ed outdoors. So interested do the little ones become that 
 some of the mothers report back yards dug up and turnd 
 into caves. 
 
 After this manual expression and first-hand investi- 
 gation on the part of the children, which cultivate an 
 intelligent interest in their natural environment, they are 
 redy to play the history in so far as it has been given. 
 Members of the class are chosen to represent different 
 wild animals ; a part of the room is screend off for a 
 cave; someone is chosen to climb up and watch the cave 
 door ; and the children suggest ways to represent the fire. 
 At one time red paper was placed on a pile of chairs in
 
 22 STATE NORMAL SCHOOL, 
 
 front of the cave door, which renderd itself very effi- 
 cient in scaring the bear as it approacht. At this point 
 the children are prepared to think what the bears will do 
 after having been driven from home. As the work pro- 
 gresses, new problems are continually set before the chil- 
 dren, which compel them to reconstruct their experience 
 and broaden their conceptions of life. 
 
 So far we have been dealing only with the present- 
 ing of historical content and the encouraging of motor 
 response. This material servs, however, as a basis for 
 much other work. The oral language work receivs par- 
 ticular attention, (It is upon this that emphasis should 
 be placed in dealing with children of the first grade, al- 
 though this history work affords abundant material for 
 written exercises.) To this end the teacher encourages 
 the children not only to answer questions, but also to 
 narrate incidents, in connection with the story work from 
 different points of view ; for example, the story of the 
 incident is told as such and such a person would have 
 seen it. The children are encouraged to talk and to sug- 
 gest things that can be constructed by the class ; criticism 
 and suggestions for improvement upon such manual pro- 
 ductions are encouraged ; likewise questioning by the pu- 
 pils when any member of the class, or the teacher has not 
 made a clear statement. The invention of the child is 
 stimulated by having such statements and stories illus- 
 trated with chalk upon the blackboard; and at the same 
 time the child gains some ease and freedom of speech by 
 being thrown upon his own responsibility for making 
 himself understood by other members of the class and by 
 being encouraged to use new words and phrases as neces- 
 sity demands.
 
 GREELEY, COLORADO. 23 
 
 To return to the story : the capture of the cave illus- 
 trates an important point in the development of man, as 
 it denotes a step taken toward the conquest of his en- 
 vironment and toward dominion over the beasts. This 
 development, however, can best be shown by following 
 the development of the baby, which is really the develop- 
 ment of the race thru the period of the cave home. Many 
 important points of this kind are actually workt out when 
 "^ all practicable; otherwise a clear explanation is given; 
 for example: 
 
 1. The manner in which the baby was named is of 
 special interest to the children. The child's first prattle 
 in labial attempt to say something sounded to his parents 
 like "ab", "ab", "ab". The mother repeated the syllable 
 after the child; the father had laught over it; they 
 henceforth referd to their baby as "ab" until "Ab" be- 
 came his name. The father's name was "One Ear", a 
 name given to him because a wild-cat had bitten and 
 scard his ear when he was a little boy. The mother's 
 name was "Red Spot", a name given to her because she 
 had a little red spot on her shoulder. When Ab was 
 large enough to play out of doors he had a little play- 
 mate named Oak. When Oak was a baby, his mother 
 had been accustomd to leave him in a little cradle woven 
 into the branches of an oak tree in front of their cave. 
 He was named for this tree. Such factual material given 
 in interesting story form leads the children to the general- 
 ization that all people living in the stone age were named 
 from some mark, habit or idiosyncrasy. 
 
 2. Social life among the cave people is developt 
 in the story as friendship between Ab and Oak. Their
 
 24 STATE NORMAI. SCHOOI,, 
 
 mutual efforts in the invention of the trap, which in the 
 first stage was a pit, are full of interest ; and there is ac- 
 tion enough when, the pit being coverd, a young rhin- 
 oceros is captured. Through the suggestion of this inci- 
 dent the children are led to construct primitiv traps, to 
 make stone axes, and mould animals from clay. 
 
 3. The use of fire not only as a protection from 
 dangerous animals but also, gradually, its use for pur- 
 poses of cooking and even purification is emfasized. The 
 improvement in man's food and the comfort added to 
 man's home thru the introduction of fire are beyond the 
 comprehension of the most prolific imagination. Mr. 
 Geiger says : "No greater conquest has ever been made. 
 And, if we admire in genius not only superior intellectual 
 endowment but the boldness of attempting to think of 
 what has never been thought of by anyone before, it was 
 surely an act of genius when a man approacht the 
 dreaded glow, when he bore the flame before him over 
 the earth on the top of the ignited log of wood — an act 
 of daring without a prototype in the animal world, and in 
 its consequences for the development of human culture 
 truly immesurable." 
 
 4. The problem of producing fire is presented to 
 the children in connection Avith the flood which came 
 down and swept the fire from the door of Ab's cave. This 
 event is followd by the gradual invention of the fire-drill. 
 
 5. The domestication of animals is brought about 
 in connection with the development of the trap and the 
 invention of the bow and arrow. By means of the hunt, 
 the barbecue, primitiv testing of strength, primitiv games, 
 visiting the shell people and learning from them the art
 
 GREELEY, COLORADO. 25 
 
 of swimming and the industry of fishing, the development 
 of social relations among the cave people is still further 
 illustrated. In the social circle of the home the little 
 child has his part ; he likes to bild any kind of rude house 
 with blocks or sticks or stones ; in his play he carries on 
 the household industries of cooking, sewing, making. 
 Things like this which our children can do, furnish the 
 data in the light of which they can understand how other 
 people have livd and workt. To give little children the 
 history of the high stage of civilization would be folly. 
 Their own life is simple and they can be appeald to only 
 by the simple phases of other human experiences. These, 
 they may make their own by doing; and in this way the 
 industries which give them shelter, food and clothing 
 gain a significance otherwise unattainable. 
 
 6. For the sake of vivifying this life still further a 
 frieze of pictures representing cave-life and activities is 
 constructed. These pictures are drawn in colored chalk 
 crayon by the teachers upon large sheets of white water- 
 color paper. The first picture represents the baby lying 
 under the beech tree, with the cave in the distance and the 
 river flowing by; second, the mother in the tree, the 
 hyena approaching, the father in the distance; the third, 
 Ab and Oak throwing stones into the river ; the fourth, 
 the pit with the angry rhinoceros-mother and cave tiger 
 near by, and so on. These drawings as soon as completed 
 are placed above the blackboard in such a way as to form 
 a connected border, finisht at the top by a narrow mould- 
 ing of wood. 
 
 The last picture in the series above mentiond is a 
 representation of a lake-dweller's village which we use to 
 introduce the next historical subject; namely, the lake-
 
 26 state; normai, schooi,^ 
 
 dwellers. This subject is taken up in the winter term, 
 workt out on the sand table, and pictured on the black- 
 board, further emfasizing the dependence of the world 
 upon labor for food, clothing and shelter, and showing 
 the transition from stone to bronze in the making of im- 
 plements. 
 
 As space will not permit greater detail in the work 
 of the third term, a mere statement of important points 
 which are brought out in the life of the lake-dweller and 
 related to the child's experience is given. 
 
 Climate — The gradual change until it approximates 
 that of the present time. 
 
 Animals — The passing of the mammoth, the cave 
 bear and hyena; the northward migration of reindeer, 
 chamois, and allied forms; the domestication of various 
 animals which take the place of wild animals in the life 
 of man. 
 
 Home — The novelty of lake dwellings — lifted upon 
 piles and platforms out of the water, the use of draw- 
 bridges as protection from enemies ; the floor of clay and 
 gravel; the sand stone berth; the trap door thru which 
 fish were caught and refuse disposed of. 
 
 Food — Fish, wild duck, geese, swan, milk from 
 their domestic animals, wheat bred baked upon hot 
 stones, apples, pears, blackberries, raspberries, strawber- 
 ries, etc. 
 
 Clothing — Garments made of flax, bronze hair pins, 
 beads of glass and bone, ornaments of wolves' teeth, 
 bracelets and the like.
 
 GREELEY, COLORADO. 27 
 
 Industries — Fishing and hunting, the manufacture 
 of implements and weapons, the weaving of cloth upon 
 their simple loom. 
 
 Having obtaind in the winter term a constructiv 
 idea of the lake-dweller's life we take up in the spring 
 term a study of the cliff-dwellers and pueblos of our own 
 country. First, attention is given to the region in which 
 these remains are found, the canons and mesas being 
 studied with a view to their fitness for the purpose of 
 these people. Then attention is given to the materials 
 with which they bild. The children are finally encour- 
 aged to model cliff-dwellings in clay ; and the inhabitants 
 are either modeld from the same material or else cut 
 from paper. Much emfasis is placed upon expression, 
 oral and written — in drawing, bilding or acting. 
 
 BIBLIOGRAFY. 
 
 1. Dopp : The Place of Industries in Elementar}r 
 
 Education, Rand. 
 
 2. Thwing : The Primitiv Family, Lothrop. 
 
 3. Mason : Origins of Inventions, Scribner. 
 
 4. Viollet: Homes and Habitations of Man, 
 
 Scribner. 
 
 5. Joly: Man Before Metals, Appleton. 
 
 6. Taylor: Primitiv Culture, Holt. 
 
 7. Morgan : Primitiv Society, Scribner. 
 
 8. Spencer : The Evolution of the Family, Pop- 
 
 ular Science Monthly, Vol. XL 
 
 9. Dopp : Some Steps in the Evolution of Social 
 
 Education. The Elementary School 
 Teacher, Jan., 1903.
 
 28 STATE NORMAIv SCHOOL^ 
 
 SECOND GRADE. 
 
 DORA IvADD KEYES, TRAINING TEACHER. 
 
 History in the third grade of our school consists of 
 a study of pastoral and agricultural life, following the 
 study made in the second grade of the hunting and fishing 
 periods. During the first term, by means of stories, hand 
 work, and dramatization, the children enter into the in- 
 terests and activities of early Aryan life. A study of 
 ancient Hebrew pastoral and agricultural life occupies 
 the first half of the second term, followd by work on 
 kindred activities as they are now carried on in Colorado 
 and other western states. 
 
 The first two weeks of the first term, given to a 
 careful review of the "Story of Ab," are always profita- 
 ble. Each year there are a number of second graders who 
 are in the school for the first time and who know nothing 
 of Ab. As we try to make the work continually com- 
 parativ, it is very necessary that all know the leading 
 points of the story. The children who come to us from 
 the first grade of our own school now have a better per- 
 spectiv of the story, and they take great pleasure in bring- 
 ing home to the little strangers its most significant fea- 
 tures. 
 
 As we then proceed with the story of Aiva, the 
 Aryan lad, the children will realize that he represents 
 both a higher stage of civilization and one that is still pro- 
 gressing. They will learn that he enjoys a better home, 
 better clothing, and a greater variety of foods ; that he is 
 primarily a shepherd and a farmer, and only incidentally
 
 GREELEY, COLORADO. 29 
 
 a hunter, and that the activities of his household are much 
 more compHcated. They will learn, too, that with the 
 assurance of a living — an assurance that grows out of 
 the possession of grain fields, flocks and herds — comes 
 the opportunity for development of intellectual life and 
 art ; that the discovery of copper and bronze reveals new 
 possibilities of culture. The children will find that Aiva, 
 like Ab, belongs to an inventiv family. It will be seen 
 that the rebilt Aryan home is an improvement over the 
 old one in many ways. We shall also give his people 
 credit for the invention of the mill, the churn, clay tiles, 
 the plow, and the ox-cart. The spirit of the Aryan na- 
 ture-worship will be constantly imprest thru the entire 
 term's work, so that the children may realize that Aiva 
 knows what Ab only felt in a vague way — that he owes 
 life and happiness and consequently gratitude to Agni, 
 the beneficent spirit of the sun. Our aim — to have the 
 children thoroly appreciate the significance of all of these 
 new elements of culture as the work advances — justifies 
 the emfasis put on the review of Ab, the more primitiv 
 type, at the beginning of the term. 
 
 Miss Katherine E. Dopp in "The Place of Industries 
 in Elementary Education," makes a statement which is 
 very significant as it indicates how the transition from 
 the hunting to the pastoral stage was made : "Man finds 
 that by establishing sympathetic relations with the grass- 
 eating animals he can live on a smaller area than by 
 hunting them." Our first stories therefore, deal with the 
 invention of traps and the capture of small animals by the 
 women and children, the taming of the young, and the 
 use of these tame animals for food in times of scarcity, 
 a procedure which makes a decided impression on the men
 
 30 STATE NORMAL SCHOOL^ 
 
 and leads them to take up the problem of domestication. 
 
 Another quotation from the same book will serv to 
 make clear the relation between the pastoral and the ag- 
 ricultural periods and to justify us in combining the two 
 periods as we do. Miss Dopp says : "In many cases do- 
 m.estication of animals by man and cultivation of plants 
 by woman developt side by side. The complete transition 
 from the pastoral to the agricultural is made when man 
 takes it up and brings to bear on it his superior technol- 
 ogical skill developt in contests with wild animals, and 
 his greater power to specialize." The children are given 
 a hint, however, of the more strictly pastoral period, 
 which preceded Aiva's pastoral-farming existence, in the 
 stories told to Aiva by his white-haird grandfather, the 
 patriarch of the household. When this old man was a 
 little boy, he had livd in a tent and had moved about from 
 place to place, finding new pasture for the flocks. There 
 were no herds of cattle to care for, for cattle cannot en- 
 dure the hardships of nomadic life, and they do not be- 
 come an important factor in a people's life until a settld 
 stage has been reacht. Aiva's grandfather knew nothing 
 of farming. His mother knew nothing of how to spin 
 and weave the sheep's wool into cloth. But we must 
 Itave the grandfather to his reminiscences and return to 
 Aiva and the problems of his activ life. 
 
 An interesting event in connection with the early 
 part of our work is an excursion to "Stand-pipe Hill" to 
 find a suitable location for the bilding of our Aryan 
 home. There must be a suggestion of hills waving with 
 long mountain grass, of valleys of wheat and barley, of 
 ravines and noisy mountain torrents, and the house it- 
 self must be bilt against a cliff. We gather and cut
 
 GREELEY, COLORADO. 3 1 
 
 branches for the walls and chimney and choose with care 
 four stout, forkt sticks for the corner supports. No 
 nails, of course, can be used, and so plenty of clay must 
 be prepared. We take our lunches and remain on the 
 hill during the noon hour. We make observations of 
 the various things we have to eat, and decide just which 
 of them Aiva probably had as well. Then we tell riddles, 
 fairy stories ,and fables. I have never seen equald else- 
 where the natural, spontaneous story-telling with which 
 the children delight us on these occasions. After many 
 hours of faithful work after school, Aiva's house, with 
 its triangular doorway, tall chimney, thatcht roof and 
 floor mats of woven rushes, reaches completion. 
 
 The golden days of September afford us the best 
 opportunity for out-door dramatization, and so the study 
 of early rites and customs attending agricultural labors 
 is given in this month. The threshing of the grain and 
 the making of flour lead us easily into a study of activities 
 and life within the home during October. The last month 
 of the term is used for a study of Aiva's relations with 
 his sheep and his shepherd dog, and of his social relations 
 with other shepherds. As their Thanksgiving exercise 
 the children are about to plan a simple Shepherd's Shear- 
 ing Festival which will be a summary of the month's — 
 and, in a way — of the whole term's work. 
 
 The work given in September this year was prac- 
 tically the same as that which formd the basis for last 
 year's "Aryan Thanksgiving Festival." The primitiv 
 Aryan personification and worship of natural forces were 
 very closely identified with work with the soil. Tradition 
 taught that it was dangerous to disturb the earth. The 
 angry earth spirit must be propitiated and the aid of bene-
 
 32 STATE NORMAL SCHOOL, 
 
 ficiet spirits invokt. So strong was the traditional belief 
 in the earth's hostility to cultivation that we are not sur- 
 prised to find in a large number of these ancient customs 
 the element of human sacrifice. These customs, however, 
 were carefully excluded from our list, and we found that 
 we still had plenty that were genuinly historical and yet 
 unobjectionable for the children. These attitudes of 
 mind, growing out of man's early struggle with nature 
 and his attempt to utilize her forces, have had a tremend- 
 ous influence in the history of the race, and that they still 
 persist in the minds of the children of today we cannot 
 doubt. 
 
 ''Beliefs that ruled man long ago. 
 Within our actions oft-times show ; 
 
 The habits of primeval days, 
 Still close beset our modern ways; 
 And thoughts we scorn with boast- 
 ful pride. 
 Our steps, unconscious, guide." 
 
 The agricultural festival of last year, which summar- 
 ized the daily work of several weeks, was prefaced by an 
 explanation which the children composed for their visit- 
 ers : "Some people think that there never was a Thanks- 
 giving until after the Pilgrims came to this country. The 
 children in our room have been learning that many, many 
 years before the Pilgrims livd, Aiva and his Aryan peo- 
 ple in their home across the sea, rejoiced in their bountiful 
 harvest and held Thanksgiving. Our program this morn- 
 ing is in three parts. First, we shall show you how these 
 people prepared for and planted their crops. In Part II 
 you will see how the crops were made to grow. We want
 
 GRKELKY, COIvORADO. 33 
 
 };ou to be sure to understand that the rhymes in Parts I 
 and II were made by the children. In Part III we shall 
 show you how the harvest was celebrated." 
 
 In Part I the children assumed the characters of 
 Aiva's family and his clansmen. They anxiously waited 
 for the disappearance of the Pleiads before sunrise as a 
 sign that it was time to plant. Word was then sent to 
 Wise Old Man, for he alone could determin the direction 
 of the first, the sacred furrow. Following the digging 
 cf this furrow, the Wise Old Man had five persons kneel 
 in line by it; to each of these he gave seven grains of 
 wheat which were planted after seven clods of earth had 
 been thrown up high. When this solemn rite was over, 
 all of the children skipt merrily about scattering grain. 
 
 Here is a rime, illustrativ of the children's co- 
 operativ effort: 
 
 "When the twinkling Pleiads go out of sight 
 Ere morning breaks over hill and plain. 
 To the Wise Old Man Aiva takes his flight — 
 For now 'tis time to plant our grain." 
 
 Part II consisted of a variety of rythmical move- 
 ments, designd to produce effects beneficial to the crops, 
 such as tapping to secure rain, reaching and jumping as 
 high as they wisht the grain to grow, and swaying as 
 they hoped to see it sway in the glorious autumn. They 
 threw a sack of meal to stop the wild blowing of the 
 wind. 
 
 "How hungry your child at home must feel, O wind, 
 O wind, that blows so wild ! 
 
 We throw you a sack of nice yellow meal, go home 
 and feed that to your poor little child."
 
 34 STATE NORMAL SCHOOL^ 
 
 Nor did the children forget to invoke the aid of 
 Agni, the giver of hght and heat. When the children in 
 the preparation of this work had been askt what we 
 should now do to make our crops grow, one embryo 
 Greeley farmer announced that we must "irrigate and 
 cultivate" them, but another child, who was living in 
 spirit with Aiva, replied, "We must pray to Agni and 
 ask him to bless our crops." 
 
 The last part of the exercise began with the reciting 
 of an ancient Aryan "Hymn to the Demons." It was re- 
 cited in low, weird tones with appropriate actions by four 
 crouching boys who ended by scampering out of sight: 
 
 "When the corn grows, then the demons hiss ; when 
 the shoots sprout, then the demons cough ; when the stalks 
 rise, then the demons weep; when the thick ears come, 
 then the demons fly." 
 
 The preparations for the harvest procession demand- 
 ed considerable hand-work by the children. They made 
 crowns of raffia and corn tops and fastend many strings 
 of corn into heavy chains. Great armfuls of wheat were 
 brought from the country homes, and the children gath- 
 erd from our school-garden an abundance of pumpkins 
 and other vegetables. The procession ended by forming 
 in double file, and after the corn doll had been placed on 
 the sheaf of wheat and crownd, the children knelt and 
 gave Agni a prayer of thanks for their bountiful harvest. 
 The offerings were then laid at the base of the sheaf, 
 after which the children formd in couples and ended the 
 festival with a Harvest Folk-dance. 
 
 The second month brings us to a consideration of 
 activities within the home, such as bredmaking, churn-
 
 GREEIvEY, COLORADO. 35 
 
 ing, spinning, weaving, making and decorating clay 
 dishes. The children are delighted to hear how Aiva, 
 watching his mother's whirling spindle, is inspired to in- 
 vent a new toy — a top. They appreciate, also, the in- 
 troduction of a house pet, the cat, of whose arrival it is 
 said : "Its first treaty of peace and amity with man goes 
 back to those prehistoric times when men first began to 
 store up grain for the future. The cat became the de- 
 fender of the hoard." The children rejoice with Aiva. 
 when, after some pieces of copper and tin had fallen in 
 the fire and were melted together, he finds that the new 
 material, bronze, can be given an edge as sharp a.-, flint 
 and yet does not bend like copper. The advance from 
 picture writing to the use of symbols is shown in the 
 story of the great bronze horn, sacred to Agni, upon 
 which the Wise Old Man carves chariot wheels, swastikas 
 and other sun signs. The destruction of the house by 
 storm gives the children a chance to use their const^uctiv 
 imagination in suggesting various improvements for the 
 new house. In this concrete presentation of home ac- 
 tivities, we find many opportunities to bring to the chil- 
 dren an appreciation of those moral virtues that were the 
 foundation stones of the Aryan household — reverence, re- 
 spect for authority, loyalty, mutual affection and co-'>per- 
 ation. 
 
 The stories of Aiva's life as a shepherd lad contain 
 many significant elements. The children's own observa- 
 tions form the basis for the discussion of the habit'? and 
 characteristics of sheep and the care which they demand. 
 Their qualities of gentleness, trustfulness, and willingness 
 to follow their shepherd may become ideals for the shep- 
 herd boy himself, while their timidity and helplesstiess in
 
 36 STATE NORMAL SCHOOI., 
 
 times of danger make constant demands on him for fore- 
 sight, resource fuhiess, courage, and strength 
 
 In addition to this humanizing influence seen in 
 Aiva's relations with his sheep, we find new intellectual 
 social, and artistic elements entering into shepherd life. 
 It becomes necessary to learn to count, to tell time, and 
 tc study the hevenly bodies. In the circle of shepherds 
 drawn together while the flocks are drinking and resting, 
 the more intellectual forms of play are developt. Story- 
 telling, music, poetry, and the dance are given a great 
 impetus. 
 
 Play, so vital a factor in every child's life, is closely 
 linkt with the pastoral period. Such serious practical ac- 
 tivities as running, jumping, rock-throwing, stilt-walk- 
 ing, leaping and vaulting are transformd into games and 
 contests in times of recreation. The children reproduce 
 these games of old on the play-ground. 
 
 To many persons, the term "pastoral" calls up a vis- 
 ion of life of idyllic loveliness and peace, but history re- 
 veals the stern fact that the pastoral period is a period of 
 warfare. Any one at all familiar with the history of the 
 sheep and cattle industries in our western states will not 
 question the truth of this statement. Hence there is no 
 ground for fearing that our second graders, fresh from 
 Ab's strenuous and exciting experiences, will find those 
 that we have to offer tame and uninteresting. Aiva not 
 only had wild animals to attack or repel, all-night storms 
 tc encounter and mob-mad sheep to pacify and save, but 
 he plays a big part in exciting sham battles, all of which 
 experiences the children enter into thru their own dra- 
 matic play. 
 
 The term's work closes with the story of the migra-
 
 GREElvEY, COIvORADO. . 37 
 
 tion, when Aiva's people move down the great mountain 
 slopes to the rich plains of the Indus, where it is not so 
 cold and where they can always depend on having crops 
 and fine pasture. The early steps in the evolution of the 
 ox-cart are here presented. The new country and its 
 people, their conquest by the invaders, leading to the 
 beginning of serfdom and lordship, their permanent set- 
 tlement on the rich agricultural lands, the changes made 
 in the bilding of their houses, which are no longer scat- 
 terd far and wide — all of these points are briefly consid- 
 erd. The new possibilities for progress and culture here 
 hinted at will serve as a basis for the transition to the 
 history of the fourth grade — early village life. 
 
 The work of the first term, here somewhat extensiv- 
 ly discust forms a rich back-ground for the work that 
 follows, a brief description of which will suffice. The first 
 six weeks are given to Hebrew stories, all of which are 
 made to center around the personality of the shepherd 
 boy David, whose simple life spent in the faithful care of 
 his father's sheep becomes very significant in the light of 
 his future glory. His visit to Saul, his anointing by 
 Samuel, and his final crowning as king, are the main 
 events of his career to be emfasized, other stories be- 
 ing introduced in organic relation. For example, the 
 story of "The Deluge" is told to David one day when he 
 asks his older brother for an explanation of the rain-bow 
 that they behold arching the sky as they emerge from the 
 covert to which a storm had driven them ; as David and 
 his mother in their Bethlehem home watch the long line 
 of gleaners returning at sun-down, she proudly tells him 
 the story of his great grandmother, Ruth ; and after the 
 day of anointing, when David and his father hold serious
 
 38 STATE NORMAL SCHOOL, 
 
 conversation on the house-top, Jesse gives him ideals for 
 his future Hfe by telling him of great kings and leaders of 
 old. The week before Christmas the continuity of our 
 work is broken in order to give the story of the Christ- 
 Child. Altho he came hundreds of years after David 
 livd, he was born in David's Bethlehem home, and of 
 David's own line, and David himself seemd to have a 
 revelation of his coming. This work with the Bible stories 
 is completed by a study of the idealization of shepherd 
 life as found in that literary gem — the Twenty-third 
 Psalm. 
 
 One of our chief aims in teaching history would be 
 unrealized if the children faild to appreciate the truth that 
 the forces of civilization that were at work hundreds of 
 years ago are still at work, though under changed condi- 
 tions. To the thought so frequently exprest by the chil- 
 dren that "things were so very different then," must be 
 added the thought that "after all, the things we do and 
 have today had their beginnings then." Only in this way 
 can the children gain any conception of the continuity of 
 civilization and of their race-inheritance. For this rea- 
 son it seems appropriate to close our study of this his- 
 torical period with a presentation of its activities as they 
 are carried on at the present time in our region. The 
 experiences of a Chicago boy, who comes to live on a 
 Colorado sheep ranch and who later goes out on the open 
 range with a Mexican herder, supply a basis for our work. 
 As one might expect, mythical and literary elements now 
 disappear, and the study assumes a more strongly indus- 
 trial aspect. The hand-work receives special attention 
 £t this time, as a separate period is now devoted to weav- 
 ing, including the construction of looms, the invention of
 
 GREEI.EY, COLORADO. 39 
 
 shuttles, battens, stretchers and tredles, the dyeing of 
 wool, the making of designs, and the weaving of ham- 
 mocks and rugs. Here we have one of the most ideal 
 illustrations that the school affords of a course in manual 
 training, which represents a large and dignified unit and 
 one organically related to the course in history. 
 
 BIBUOGRAFY. 
 
 Dopp: Place of Industries in Elementary Educa- 
 tion, Unicersity of Chicago Press. 
 
 Andrews : Ten boys who lived on the road from 
 long ago till now, Ginn. 
 
 Scott: Organic Education, Heath. 
 
 Le Due: Habitations of Man, Osgood. 
 
 Taylor : Origin of the Aryans, Scribner. 
 
 Mason : Origin of Invention, Scribner. 
 
 Haddon: The Study of Man, Putnam. 
 
 Worsaae: Danish Arts, Chapman and Hall. 
 
 Wallaschek: Primitiv Music, Longmans. 
 
 Burdick : Magic and Husbandry, Otseningo. 
 
 Herbst: Tales and Customs of the Ancient 
 Hebrew, Flanagan. 
 
 Church : Stories from the Bible, Macmillan. 
 
 Heerman : Stories from the Hebrew, Silver. 
 
 Baldwin: Old Stories of the East, American. 
 
 Knight: The Song of Our Syrian Guest, Pilgrim. 
 
 PICTURE LIST. 
 
 A. Pastoral Life. 
 
 Brittany Sheep — Bonheur. 
 Goats on the Mountain — Bonheur. 
 Shepherd and Flock — Bonheur. 
 Shepherdess — Millet.
 
 40 STATE NORMAIv SCHOOL^ 
 
 Shepherd's Evening Song — Molitor. 
 
 Sunset Glow — Riecke. 
 
 Lost — Schenck. 
 
 Return to the Barnyard — Troyon. 
 
 A Shower — Laugee. 
 Sheep Shearing — Millet. 
 The Shepherd's Dog — Troyon. 
 Shepherd and Sheep — Jaque. 
 
 B. Agricultural Life. 
 
 Ploughing in Nivernais — Bonheur. 
 
 The Gleaners— Millet. 
 
 The Sower— Millet. 
 
 Oxen Returning from Labor — Troyon. 
 
 Return of the Gleaners — Breton. 
 
 End of Labor — Breton. 
 
 Blessing of the Harvest — Breton. 
 
 Return from the Field — Adam. 
 
 The Grass Mowers — Dupre. 
 
 Harvest Time — Breton. r 
 
 Song of the Lark — Breton. ^ 
 
 Haymaking — Dupre. 
 
 C. Home Life. 
 Girl Spinning — Millet. 
 Woman Churning — Millet. 
 A Fascinating Tale — Ronner. 
 Milking Time — Laugee. 
 The Spinners — Velasquez. 
 
 D. Old and New Testament Pictures. 
 Calling of Abraham — Dore. 
 Abraham Journeying in Canaan — Dore.
 
 GREELEY, COLORADO. 4I 
 
 Abraham Entertaining the Three Strangers — Dore. 
 
 Noah — Oppenheim. 
 
 The Rainbow— Millet. 
 
 Selling of Joseph — Schopin. 
 
 Joseph Interpreting Pharoah's Dream — Dore. 
 
 Joseph Makes Himself Known to His Brethren — 
 
 Finding of Moses — Delaroche. 
 
 Moses Receiving the Two Tables of Law — Ghiberti. 
 
 Infant Samuel — Reynolds. 
 
 Child Samuel Presented to Eli — Opie. 
 
 David Playing Before Saul — Schopin. 
 
 David and Jonathan — Dore. 
 
 David the Shepherd — Gardner. 
 
 Holy Family — Reubens. 
 
 Holy Night — Correggio. 
 
 Adoration of the Shepherds — Credi, Lorenzidi. 
 
 Sistine Madonna — Raphael. 
 
 Madonna of the Chair — Raphael. 
 
 Mother and Child — Bodenhausen. 
 
 Adoration of the Magi — Botticelli. 
 
 Adoration of the Shepherds — Gaddi. 
 
 The Good Shepherd — Murillo. 
 
 Children of the Shell— Murillo. 
 
 The Star of Bethlehem — Piglheim. 
 
 The Nativity — Hoffman. 
 
 Worship of the Wise Men — Hoffman. 
 
 The Good Shepherd — Plockhorst. 
 
 Magi on the Way to Bethlehem — Porteals. 
 
 Childhood of Jesus — Hoffman.
 
 42 STATE NORMAL SCHOOIv^ 
 
 THIRD GRADE. 
 
 DORA LADD KEYES, TRAINING TEACHER. 
 
 Purpose : To introduce the children to a more sys- 
 tematic study of community life including its more sig- 
 nificent features, such as differentiation of labor, special- 
 ized industries, exchange and transportation of commod- 
 ities, government, etc. The course aims at furnishing the 
 child with a basis for interpreting the more complex ac- 
 tivities of his own environment. 
 
 The material used consists of a story of early Ger- 
 manic village life. The work centers in the experiences 
 of Wulf, the Saxon boy, who represents a people who 
 have reacht a higher stage of social evolution than those 
 studied in the earlier grades. 
 
 A. THE STOBY. 
 
 The story as outlined for the grade by Professor 
 Miller may be considerd under the following topics : 
 
 I Wulfs Appearance and Clothing. 
 
 Wulf is tall and strong, with blue eyes, light hair 
 and a ruddy skin. Some of the children in our room sug- 
 gest in their appearance their kinship with this Saxon 
 boy. Wulf has a greater variety of clothing than had Ab 
 or Aiva. In addition to skins and woolen clothing, he 
 has linen, silk, velvet, and many beautiful ornaments 
 that his brothers of long ago would not recognize — orna- 
 ments made of gold, silver, glass, amber, and iron. 
 
 II. Natural Environment. 
 
 Wulf belongs to a German tribe which has settld 
 and bilt a villag-e of huts in the dense forest on the Rhine
 
 GREKlvDY, COLORADO. 43 
 
 River, at about the time of the Roman Conquest. Some 
 distance up the stream are the mountains in which the 
 precious iron is mined. Many miles below his village is 
 the place where the great river flows into the sea — the 
 sea that is to be so closely linkt with Wulf's adventure- 
 ous future. 
 
 The dark forest of mistletoe-coverd oaks, beeches, 
 and firs is the haunt of great bears, lynxes, wild boars, 
 and mysterious were-wolves. Rich pastures and meadows 
 surround the village. In addition to the dog, which was 
 Ab's one domestic animal and the sheep and cow, which 
 we so closely associate with Aiva, Wulf rejoices in the 
 possession of the horse. 
 
 III. Home. 
 
 Wulf's home is one of many which, placed together 
 in the center of the clearing, form the village. This home 
 presents new features of interest; e. g., the palisade sur- 
 rounding the low hut, the rune-carved door-way, the 
 wonderfully-woven tapestries, and the long feast-hall 
 with its walls coverd with shields and weapons. The 
 strength and purity of the family ties, especially the honor 
 given to women, are emfasized. 
 
 IV. Practical Activities of Village Life. 
 
 I. Agricultural Organisation. The children have 
 written in their note-books the story of what Wulf told 
 Uffen about the land as he drew a map of the village in 
 the sand and explaind it to the little war-captiv from the 
 northern forest. The explanation runs as follows : — 
 "When Elric, my grandfather, was a boy like me, all the 
 German tribes were continually moving from place to 
 place with their few flocks and herds, just as you have
 
 44 STATE NORMAL SCHOOL, 
 
 tcld me your tribe is doing now. The women did most 
 of the Httle farming that was done. 
 
 "Pretty soon the tribes stopt moving so often. 
 There were many more people than there used to be. We 
 could not spred any further south because the Roman 
 legions kept pushing our people back. So my grand- 
 father's tribe discoverd, as did all the strongest and 
 wisest tribes, that they must settle in one place and work 
 the same land over and over again. 
 
 "They cleard the forest and cultivated it. When 
 the fields gave out, they were used for grazing land, and 
 new stretches of woodland were cleard for cultivation. 
 After the first fields had lain fallow awhile they would be 
 cultivated again. 
 
 "All this land that stretches away from us in every 
 direction is ownd in common by the freemen of my vil- 
 lage. Next Wednesday, the day of Woden, the Mover, 
 you will see how all the land will be parceld out anew, 
 the men choosing by lot. Our freemen do not work the 
 fields themselvs. They make their war captives do that. 
 
 "The land is divided into three parts or marks. The 
 central part, where the houses are bilt, is the village mark. 
 The land under cultivation is the arable mark. The sur- 
 rounding woodland and pasture-land is cald the com- 
 mon mark, because all the villagers use them for their 
 cattle, sheep, and pigs. 
 
 "Run with me now to the top of that hill. Now see 
 how the gloomy forest spreds like a belt around our vil- 
 lage. It makes a boundary between us and our neighbors 
 and enemies. Do you see that great tall beech-tree on 
 which is carvd an eagle? It is our sacred mark tree.
 
 GREELEY, COLORADO. 45 
 
 Beyond it our villagers dare not go. The monsten 
 Grendel would seize us." 
 
 2. Government. Two points are to be emfasized 
 here in connection with the democratic form of govern- 
 ment that prevaild. The first is in regard to the war- 
 chief, who is elected by the freemen from their own num- 
 ber and who exerts his authority only in matters of war. 
 The war-chief is a particularly interesting figure because, 
 as we shall find in later study, he becomes the ancestor of 
 the lord of the manor. The second point of importance 
 is the Moot court, which the children compare with our 
 Greeley government. 
 
 3. Division of Labor. In Wulf's village we find 
 hunters, tanners, harness-makers, boat-makers, weavers, 
 goldsmiths, etc. Wulf himself is a worker in iron as his 
 father before him had been. This matter of Wulf's oc- 
 cupation emfasizes a fundamental difference between 
 him and his more primitiv brothers who were "J^-^ks-of- 
 all-Trades," as the children exprest it. 
 
 Much stress is laid on the discovery of the metal, 
 iron, as its relation to the division of labor is very im- 
 portant. The fact that iron is not found in the free state 
 in nature is given to the children to explain the lateness 
 of its discovery as compared with that of copper. The 
 children can only surmise as to the way in which prim- 
 itiv man made his wonderful discovery of this most valu- 
 able of all metals. It may have been thru the appearance 
 of a piece of meteoric iron, as described in "The Iron 
 Star," or thru the accidental smelting of some iron pyrites 
 which had been used for striking flint to obtain fire. 
 
 In a discussion of the causes that resulted in the di-
 
 46 STATE NORMAL SCHOOL^ 
 
 vision of labor the children workt out the following inde- 
 pendently with the exception of the fourth, in which they 
 were helpt by some facts as to the length and complexity 
 of the process of iron-working: — "a. There were so 
 many more things to do than in Ab's or Aiva's time. 
 b. There were more people to do things, c. One 
 man could do one thing so much better than another, 
 d. The discovery of metals had much to do with the di- 
 vision of labor. The process of iron-making was much 
 longer and more difficult than anything that men had 
 tried to do before. The iron-worker had to give most of 
 his time to that one thing. People who could not work 
 in iron were so anxious for the weapons that they were 
 willing to provide the iron-worker with things he needed, 
 in exchange, for the wepons." 
 
 This topic of specialization in labor suggests a large 
 field for study in the evolution of tools. 
 
 The children made a long list of the things that 
 Wulf made from iron, and another list of things he would 
 need, and thus it was imprest upon them that division of 
 labor leads to trade. 
 
 4. Trade, Travel and Transportation. Ideas of 
 trade are introduced thru stories of expeditions up and 
 down the river to barter with neighboring tribes. These 
 ideas are enlarged when, as the story progresses, Wulf 
 goes down to the mouth of the river and becomes a mem- 
 ber of Sigurd's village by the sea. He now comes into 
 touch with trade on a larger scale. He meets traders 
 who have brought gold from the Mediterranean lands, 
 silver by the trade-route of the Dnieper, and amber from 
 the north by the famous Jutland amber route. In the
 
 GREELEY, COLORADO. 47 
 
 course of time he himself sails away in a long-ship to 
 win glory and welth. He visits Norway for furs and 
 timber and brings back tin from Britain. He goes to 
 Spain and in exchange for skins of bears, silver foxes, 
 wolvs, and ermine, amber and iron he secures wonder- 
 ful Etruscan vases, Roman coins, and statuettes, silks and 
 rugs from India and spices and perfumes from far off 
 Arabia. 
 
 Trade results in a demand for more accurate stand- 
 ards of mesurements of distance, weight and currency. 
 While the subject of money is far too complicated in 
 many of its aspects for third grade children, a simple com- 
 parativ study of currency in the various stages will prove 
 interesting and valuable. We find skins to have been one 
 of the earliest forms of currency in the hunting stage, 
 also ornaments, such as shells and teeth ; sheep and cattle 
 become currency in the pastoral stage, the more durable 
 vegetable products, such as corn and wheat, in the agri- 
 cultural stage, and finally, in the age of metals, we find 
 a coin with an ox stampt on it accepted as an equivalent 
 to the value of an ox. Qualities necessary to good cur- 
 rency can be simply presented to the children. They see 
 that meat is not as good currency as skins because it is 
 too perishable; that cattle are better than corn because 
 they can carry themselvs about. In connection with this 
 quality of portability it amuses the children to hear that 
 when copper was money in Sweden merchants had to 
 carry around wheel-barrows for pocket-books. A third 
 quality that may be suggested is divisibility. Metals can 
 be melted and divided anew with little loss, but a skin 
 cut in pieces has not the same value as it had before the 
 division.
 
 48 state: NORMAIv SCHOOIv, 
 
 V. Social and Artistic Activities of Village Life. 
 
 1. Language. The Runic Alphabet is compared 
 v/ith Ab's and Aiva's method of writing, as will be more 
 fully described later. A study is made of the derivation 
 of our names for the days of the week and the cardinal 
 points, and many words in our every-day speech are 
 traced to their Saxon origin. 
 
 2. Sports and games. Wulf is fond of hunting, 
 falconry, and wrestling. He plays ball and tug-of-war. 
 He plays checkers and chess and tells riddles. A favorite 
 game of our children, "Farmer in the Dell," has been 
 traced to our ancient Teutonic origin. 
 
 3. Feasts. A feast in Sigurd's hall is described 
 with emfasis on its lavish hospitality and display, the 
 food and the manner of serving it, and the entertainment 
 supplied by the music of the harpers and the stories of 
 the saga-singers. 
 
 B. corre;IvATEd work. 
 
 1. The Making of History Books. This work was 
 done in the writing period. The interest of the children 
 1/1 the subject matter, combined with the sense of perman- 
 ence which they attacht to the making of the books, re- 
 sulted in a markt improvement in penmanship and spell- 
 ing. 
 
 2. Drazving. The children made for their books 
 drawings of the plan of the village, of Wulf's armor and 
 wepons, and of his long-ship. They made a series en- 
 titld "Story Books of Long Ago," in which they put 
 drawings illustrating Ab's method of story-telling, — pic- 
 tures engraved on stones, bones and horns. Aiva's stones
 
 O
 
 GREElvEY, COLORADO. 49 
 
 consisted of a sign-message about a hunt and sun-signs 
 engraved on a bronze horn. Wulf's method was repre- 
 sented by a doorway carvd with runes, with a copy be- 
 low of the Runic Alphabet as found in the Century Dic- 
 tionary. 
 
 3. Reading. Selections can be made from the 
 ancient sagas that will be suitable for the children to read. 
 
 4. Pantomimes. These were used as a guessing 
 game in review, e. g. "Wulf at Work in His Smithy," 
 "Carving Runes on the Door," "How Thorolf Made the 
 Iron Star Fly Into a Thousand Pieces," etc. 
 
 5. Dramatisation. Such scenes as "The Holding 
 of the Moot-Court" and "The Feast in Sigurds Hall" 
 may be dramatized. Some of the Norse myths are also 
 suitable. The dramatization of Balder, presented to the 
 third grade and the teachers without costuming or prop- 
 erties, was quite worth while. 
 
 6. Composition. The children used the writing 
 period for several days to prepare their speeches for the 
 aramatization of Balder. Part of this work was done in- 
 dividually, part as co-operativ composition and part was 
 prepared by a committee of three. 
 
 7. Stories. As there seems to be a danger of making 
 this work too factual, too general and abstract, and as 
 it is recognized that the chronicle story lacks certain 
 requirements for artistic story-telling, it was decided to 
 enrich the course by the introduction of good literary 
 material wherever possible. We create situations in Wulf's 
 life which call out the telling of these stories to him and 
 give them significance, e. g., his visit to the weaver's is
 
 50 STATE NORMAIv SCHOOIv, 
 
 made the setting for the "Legend of the Flax;" as the 
 hunters gather around their midnight fire in the forest 
 and see weird forms moving in shadows beyond, Wulf 
 hears of how Tin bound the wolf Fenris; his father 
 in the smithy tells him of the "forging of Thor's Ham- 
 mer" and the "Forging of Balmung," etc. The Norse 
 myths of the story of Siegfried are the most suggestiv 
 sources of the material. Following the story of the "Twi- 
 light of the Gods," Van Dyke's beautiful story of "The 
 First Christmas Tree," is particularly appropriate. A 
 Christmas program might be pland, using a dramatiza- 
 tion of this story. 
 
 8. Physical Training. The children may play 
 many of the games that were familiar to Wulf. Any of 
 the following German and Swedish folk-dances might be 
 workt out: Klapp Dans, Ring Dance, The Gay 
 Traveller, The Musicians, Rabbit in the Hollow, Tailor's 
 Dance, Cobbler's Jig, Weaving Dance, Shoemaker's 
 Dance, The Green Mill, The Goddesses, and Sigurdsvaket 
 (Sigurd's Song). 
 
 BIBUOGRAFY. 
 
 Gummere : Germanic Origins, Scribner. 
 
 Tacitus : Germania, Macmillan. 
 
 Kingsley : Roman and Teuton, Macmillan. 
 
 Taylor: Origin of the Aryans, Scribner. 
 
 Adams: Civilization During the Middle Ages, 
 
 Scribner. 
 Forrest: Development of Western Civilization, 
 
 University of Chicago Press. 
 Mason: Origins of Inventions, Scribner. 
 Hall, J. : Viking Tales, Rand.
 
 GREELEY, COLORADO. 5 1 
 
 Haddon, Study of Man, Putnam. 
 True : The Iron Star, Little. 
 Guerber: Myths of Northern Lands, American. 
 Mabie: Norse Stories, Dodd. 
 Morris : Sigurd, the Volsung, Little. 
 Baldwin : Story of Siegfried, Scribner. 
 Van Dyke: The First Christmas Tree, Scribner. 
 Andrews: Story of Wulf (Ten Boys), Ginn. 
 Scott: Organic Education, Heath. 
 Dopp: Place of Industries in Elementary Educa- 
 tion, University of Chicago Press. 
 Hofer : Popular Folk Games and Dances, Flanagan.
 
 52 STATE) NORMAL SCHOOIy, 
 
 FOURTH GRADE. 
 
 ETHEIv DULIvAM^ TRAINING TEACHER. 
 
 Before introducing the type of modern community 
 life as developt in the settlement of our own town of 
 Greeley, a brief summary of previous work, including 
 a comparison, is made as to the home, food, clothing, oc- 
 cupations, and community life of the different types of 
 primitiv people represented by Ab, Aiva, and Wulf, to 
 develop an appreciation of the advance while furthering 
 a comprehension of the causes and processes of change in 
 civilization. Wulf's migrations, the formation of a more 
 complex society, and the communication with the peoples 
 of continental Europe make possible the conditions for 
 understanding a simple presentation of the stories of dis- 
 covery, exploration, and settlement of our own country. 
 With the development and knowledge of desirable new 
 places for homes came the opportunity for people to 
 unite in forming communities where like ideals of home 
 life, education, and society could be fosterd. 
 
 As an introduction to the study of modern history, the 
 children of the fourth grade use the story of the founding 
 and development of Greeley. The founder of Greeley, 
 Mr. N. C. Meeker, traveling over the new portions of this 
 country as correspondent for the New York Tribune, of 
 which Horace Greeley was editor, was so delighted with 
 what he saw of Colorado that he issued a call in this 
 paper for the formation of a colony of "Temperance men, 
 ambitious to establish good society" in this territory. 
 From that time down to the present, the growth of the 
 city is followed by the children, various interesting
 
 GREElvEY, COLORADO. 53 
 
 phases of the municipal activities being workt out in de- 
 tail. 
 
 The points in the following outline are brought out 
 by the teacher's narration, by talks, stories, and anecdotes 
 by pioneers; and by visits to the Historical Museum and 
 other places of local interest. The use of pictures, maps, 
 and related discussion helps in making this work a real 
 experience in the lives of the children, while it develops 
 a keener appreciation of the privileges they share in this 
 town. It is also hoped that this work arouses in these 
 children ideals of civic righteousness and responsibility 
 for the furtherance of "good society." This outline while 
 city is followd by the children, various interesting 
 purely local in character is given to show one method of 
 developing this phase of history, — a plan which may be 
 adapted to meet the needs of other localities. 
 
 I. Reading of Mr. Meeker's Call. 
 a. Discussion as to — 
 
 I. Points considerd desirable in a location 
 for a colony. 
 People desired for membership. 
 
 Advantages of settling in a village. 
 Hardships to be expected. 
 Natural resources of the country. 
 Mr. Greeley's endorsement of the plan. 
 
 II. Meeting at Cooper Institute. 
 
 a. Officers. 
 
 b. Organization, — reasons for; plan adopted. 
 
 c. Appointment of locating committee. 
 
 1. Persons appointed. 
 
 2. Duties.
 
 54 STATE NORMAL SCHOOL, 
 
 d. Decision as to membership fee and use of fund. 
 
 III. The Work of the Locating Committee. 
 
 a. Their trip to "Spy out the land." 
 
 b. Report and authorization to select site for the 
 
 Colony. 
 
 c. View from Standpipe Hill as seen in 1870. 
 (Children make map from Mr. West's descrip- 
 tion. ) 
 
 d. Points that secured location of colony here. 
 
 e. Laying out of town and surrounding country, 
 
 by Mr. West and Mr. Cameron. (Children 
 make map.) 
 
 f. Building of ditches No. 3 and No. 2. 
 
 g. Naming of town. 
 
 IV. Story of Max Clark's Trip to Greeley. 
 
 V. Period of Disappointments and Struggles. 
 
 a. Attempt to encourage manufactures. 
 I. Building of mill power canal. 
 
 b. Story of Mr. Clark's journey for seed. 
 
 c. Need and struggle for enlargement of irrigation 
 
 ditches. 
 
 d. Attempts to secure coal and lumber in the vi- 
 
 cinity. 
 
 e. Dairy and stock association. 
 
 f. Tree planting. 
 
 g. Grasshopper plague. 
 
 h. Bilding of Colony fence, 
 i. Only saloon. 
 
 j. Struggle with Evans over county seat, 
 k. People who helped most during this period and 
 the benefits secured.
 
 GREElyEY, COLORADO. 55 
 
 VI. Mr. Meeker's Life and Work. 
 
 a. In Greeley. 
 
 b. Friendship with Horace Greeley. 
 
 c. Founding of Greeley Tribune. 
 I. Its objects and struggles, 
 
 d. Appointment to Indian Agency. 
 
 e. White River massacre. 
 
 VII. Founding and Development of the Public Schooh 
 
 and the Normal School. 
 
 VIII. Growth of Churches, Societies, Clubs. 
 
 IX. Imitations of Union Colony 
 a. Evans. 
 
 1. Comparison with Greeley. 
 
 2. Reasons for success of latter. 
 
 X. Outgrowths of Union Colony. 
 
 a. Fort Collins. 
 
 b. Colorado Springs. 
 
 c. Longmont, etc. 
 
 XI. 
 
 The Greeley of To-day. 
 
 a. 
 
 Map. 
 
 b. 
 
 Population. 
 
 c. 
 
 Modern Improvements. 
 
 d. 
 
 Industries. 
 
 e. 
 
 Occupations. 
 
 f. 
 
 Professions. 
 
 g- 
 
 Government. 
 
 h. 
 
 Farm Products.
 
 56 STATE NORMAL SCHOOL, 
 
 XII. The Greeley of the Future. 
 
 a. What improvements can be made. 
 
 b. Reasons for growth on various lines. 
 
 BIBLIOGRAFY. 
 
 Boyd: A History: Greeley and Union Colony, 
 
 The Greeley Tribune. 
 Clark: Colonial Days, Smith-Brooks, Denver. 
 Howard : Pen Pictures of the Plains, The Reed 
 
 Publishing Co., Denver. 
 Snook : Colorado History and Government, The 
 
 Herrick Book and Stationery Co., Denver.
 
 GREElvEY^ COLORADO. 57 
 
 FIFTH GRADE. 
 
 EUZABETH HAYS KENDEL, TRAINING TEACHER. 
 ERNEST HORN, PROEESSOR OF SEMINARY WORK. 
 
 The work of this grade consists in the study of ( i ) 
 the Crusades, (2) the attempt to find a new route to the 
 East, and (3) the resulting discoveries. The work of 
 this and the following grade is intended to give a con- 
 crete basis for the study of American history as well as 
 to arouse interest in various types of life that are helpful 
 to the children. 
 
 The method is biografical, the above material being 
 organized about the following characters : Richard I., 
 Marco Polo, Prince Henry the Navigator, Columbus, 
 and Magellan. 
 
 In outline the course is as follows : 
 
 EIRST TERM. 
 
 Richard I. 
 
 1. How he prepared to be a soldier. 
 
 a. This should include the study of the life in 
 the castle, and the preparation for 
 knight-hood. 
 
 2. Why he decided to aid in winning back the Holy 
 
 Land. 
 
 a. Why men went to the Holy Land. 
 
 b. Why the Crusades were preacht. 
 
 3. How he became king of England. 
 
 4. How he prepared to go on the Crusade, 
 a. Accouterments.
 
 58 STATE NORMAL SCHOOL^ 
 
 b. Calling upon his barons for aid. 
 
 c. Making alliances with other kings. 
 
 5. How the armies were united. 
 
 a. The departure. 
 
 b. Sicily. How the time was spent in making 
 
 further preparation for capturing the 
 cities held by the Turks. 
 
 6. How the voyage was made. 
 
 a. Incidentally an introduction to Mediter- 
 ranean trade. 
 
 7. How Acre was taken. (This siege is taken as 
 
 a type.) 
 
 8. How a treaty of peace was made. 
 
 9. How Richard started for home, and was taken 
 
 prisoner. 
 
 10. How he was made free. 
 
 11. How Richard met his death. 
 
 BIBLIOGRAFY. 
 
 Douglas : The Heroes of the Crusades, Lothrop. 
 
 Pyle: Men of Iron, Harper. 
 
 Abbot: History of Richard the First, Harper. 
 
 Scott: The Talisman, Merrill. 
 
 Scott: Ivanhoe, Heath. 
 
 Poole: Saladin, Putnam. 
 
 Archer and Kingsford : The Crusades, Putnam. 
 
 SECOND TERM. 
 
 Marco Polo. 
 
 1. How the World learnd Marco Polo's story. 
 
 2. Why he decided to visit the East. 
 
 3. How he reacht the empire of Kublai Khan.
 
 GREELEY^ COEORADO. 59 
 
 a. Thru the Arabian Peninsula. 
 
 b. Thru Persia and Turkestan. 
 
 4. How the khan Hvd. 
 
 a. His palace and hunting ground. 
 
 b. His court. 
 
 5. How Marco became the trusted friend of the 
 
 khan. 
 
 6. How he was sent abroad. 
 
 China. Japan. Sumatra. India. Africa. 
 
 7. Why the khan agreed to let him go home. 
 
 8. How he reacht home. 
 
 9. How he was receivd. 
 
 BIBLIOGRAFY. 
 
 Towle : Marco Polo, Lothrop. 
 
 Johnson: The World's Discoverers, Little. 
 
 Prince Henry the Navigator. 
 
 1. What his purpose was: 
 
 a. To carry Christianity to the heathen. 
 
 b. To find a way to India. 
 
 2. How he sent men out to discover for him. 
 
 3. How his work brought good results. 
 
 a. Bartholomew Diaz. 
 
 b. Vasco da Gama. 
 
 BIBEIOGRAEY. 
 
 Johnson: The World's Discoverers, Little. 
 Beazley: Prince Henry the Navigator, Putnam. 
 
 Columbus. 
 
 I. How Columbus proposed to find a new way to 
 India.
 
 60 STATE NORMAL, SCHOOI,, 
 
 2. What Other people thought of his plan. 
 
 3. How he gaind support. 
 
 4. How the expedition was fitted out. 
 
 5. How he crost the Atlantic. 
 
 6. What he found. 
 
 7. How the queen and king receivd the news. 
 
 8. How he renewd his attempt to find India. 
 
 9. How he was imprisond. 
 
 10. How he made a last attempt. 
 
 11. How he spent his old age. 
 
 BIBLIOGRAFY. 
 
 McMurray : Pioneers on Land and Sea, Macmillan. 
 Brooks : The True Story of Christopher Columbus, 
 
 Lothrop. 
 Johnson: The World's Discoverers, Little. 
 Elton: The Career of Columbus, Educational. 
 
 Magellan. 
 
 1. How Magellan became interested in the East. 
 
 a. Thru his stay in India. 
 
 b. Thru his voyage to Malacca. 
 
 2. How he pland to find a new route by going west. 
 
 3. How the passage to the Pacific was found. 
 
 a. Explorations on the coast of Brazil, and in 
 
 the South. 
 
 b. How he found and queld a mutiny. 
 
 c. The strait, 
 
 4. Why he determind to continue his voyage to 
 
 India. 
 
 5. How the crews sufferd on the voyage. 
 
 6. How the East was reacht.
 
 GREElvEY, COI.ORADO. 6l 
 
 7. How Magellan was kild. 
 
 8. How the crews reacht home. 
 
 9. How they were receivd. 
 
 BIBUOGRAFY. 
 
 McMurray : Pioneers on Land and Sea, Macmillan. 
 Johnson: The World's Discoverers, Little.
 
 62 STATE NORMAL SCHOOL, 
 
 SIXTH GRADE. 
 
 ELIZABETH HAYS KENDEL, TRAINING TEACHER. 
 ERNEST HORN^ PROFESSOR OE SEMINARY WORK. 
 
 The work of this grade consists in the study of the 
 early explorations and settlements in North America. 
 The activities of the nations in these respects are taken 
 up in the following order : Spanish, English, Dutch, and 
 French. 
 
 As in the Fifth Grade, the method is biografical, the 
 above material being groupt about the following charac- 
 ters: Cortez, DeSoto, Drake, Raliegh, Smith, Standish, 
 Hudson, LaSalle, Champlain. 
 
 Cortez. 
 
 1. How Cortez spent his boyhood. 
 
 2. How he became interested in the New World. 
 
 3. His determination to seek gold in Mexico.. 
 
 4. How he effected a landing. 
 
 a. Cozumel. 
 
 b. Tobasco. 
 
 c. Vera Cruz. 
 
 5. He hears about Montezuma. 
 
 6. How he prevented a mutiny. 
 
 7. How he reacht the City of Mexico. 
 
 a. By capturing the cities along the way. 
 
 b. By making the inhabitants his allies. 
 
 8. How he got possession of the city. 
 
 a. The description of the city. 
 
 b. Montezuma siezd.
 
 GRKEI/EY, COIvORADO. 63 
 
 9. How he defeated Narvaez. 
 
 10. How he was driven from the city. 
 
 11. How he recapturd the city. 
 
 12. How the rest of his hfe was spent. 
 
 BIBUOGRAFY. 
 
 McMurray : Pioneers on Land and Sea^ Macmillan. 
 Prescott : The Conquest of Mexico, Lippincott. 
 Abbot: History of Hernnando Cortez, Harper. 
 
 De Soto. 
 
 DeSoto is given to show that not every one who came 
 to the new world obtaind gold. His failure is thus con- 
 trasted with the success of Cortez and Pizzaro. 
 
 1. How De Soto became interested in the new 
 
 world. 
 
 2. How he prepared to find his fortune there. 
 (The equipment should be given with great de- 
 tail.) 
 
 3. What he found in Florida and vicinity. 
 
 4. How he delt with the Indians. 
 
 5. How the Mississippi River was discoverd. 
 
 6. How De Soto sought gold west of the river. 
 
 7. How De Soto died. 
 
 8. How the expedition reacht the Spanish settle- 
 
 ments. 
 
 BIBIvIOGRAPY. 
 
 McMurray: Pioneers of the Mississippi Valley, 
 
 MacMillan. 
 King: De Soto and His Men in the Land of 
 
 Florida, Macmillan.
 
 64 STATE NORMAL SCHOOL, 
 
 Sir Francis Drake. 
 
 1. His boyhood. 
 
 2. His voyage with Hawkins. 
 
 3. His second voyage to the new world. 
 
 a. Why he went. 
 
 b. How he siezd the Spanish tresure at 
 
 Nombre de Dios. 
 
 c. How he hid from the Spanish fleet. 
 
 d. How he captured Panama. 
 
 e. His return to England. 
 
 4. How Drake saild around the world, 
 a. What his purpose was. 
 
 . b. The voyage around Cape Horn. 
 
 c. He finds more tresure. 
 
 d. He visits California. 
 
 e. He rturns home by way of China and India. 
 
 f. He is knighted for his achievements. 
 
 5. How Drake, as admiral, fought the Spaniards. 
 
 6. How the rest of his life was spent. 
 
 BIBLIOGRAFY. 
 
 Johnson: The World's Discoverers, Little. 
 Frothingham: Sea Fighters from Drake to Far- 
 ragut, Scribner. 
 
 Sir Walter Raleigh. 
 
 1. His boyhood. 
 
 2. How he became interested in America. 
 
 a. The wonderful tales of the new country. 
 
 b. How he organized his colony. 
 
 3. How the colony was founded. 
 
 4. What became of the colony? 
 
 5. How Raleigh met his deth.
 
 GREELEY, COLORADO. 65 
 
 BIBLIOGRAEY. 
 
 McMurray: Pioneers on Land and Sea. 
 
 John Smith. 
 
 1. His boyhood. 
 
 2. How he fought the Turks. 
 
 3. How he became interested in America. 
 
 4. His arrest and release. 
 
 5. How the colony sufferd in the new land. 
 (The difficulties which confronted the colonists 
 
 should be given in detail, since they give 
 significance to the activities of Smith which 
 made up the rest of the story.) 
 
 6. How Smith was taken prisoner. 
 
 7. How he saved the colony. 
 
 a. By trading with the Indians. 
 
 b. By protecting the colony from the Indians. 
 
 c. By compelling all to work. 
 
 8. His injury and return to England. 
 
 9. How he described the new country. 
 
 BIBLIOGRAFY. 
 
 McMurray : Pioneers on Land and Sea, MacmiKan. 
 
 Forbes-Lindsay: John Smith, Gentleman Adven- 
 turer, Lippincott. 
 
 Ashton: The Adventures and Discoveries of Cap- 
 tain John Smith, Educational. 
 
 Miles Standish. 
 
 The method followd is still biografical. The biog- 
 rafy, however, is that of a member of a group who is 
 carried along by its movements. The problems which he
 
 66 STATE NORMAI, SCHOOIv^ 
 
 solvs are in a peculiar way its problems, and are organ- 
 ized as such below. 
 
 I. Why the Pilgrims left England for Holland. 
 
 9 
 
 lO 
 
 II 
 
 12 
 
 13 
 
 14 
 
 Why they decide to go to America. 
 
 How the voyage was made. 
 
 The first winter. 
 
 How a treaty was made with the Indians. 
 
 The return of the Mayflower, 
 
 The first Thanksgiving. 
 
 The curious declaration of war. 
 
 How food was secured for the colony. 
 
 The expansion of the colony. 
 
 How trade was carried on with the Indians. 
 
 The courtship of Miles Standish. 
 
 How the Indians were finally overcome. 
 
 The life of Standish at Duxbury. 
 
 BIBIvIOGRAFY. 
 
 Abbott: Miles Standish, Dodd. 
 
 (This book follows rather closely the material as 
 
 outlined above.) 
 Longfellow : The Courtship of Miles Standish, 
 
 Newsom. 
 
 Henry Hudson. 
 
 1. How he attempted to sail to Asia by way of the 
 
 Arctic Ocean. 
 
 2. The Dutch persuade him to seek the passage for 
 
 them. 
 
 a. He finds the northern seas blockt by ice. 
 
 b. He attempts to find a passage thru the main- 
 
 land of North America. 
 
 c. He discovers the Hudson River.
 
 GREElvEY, COLORADO. 67 
 
 (The trade and battles with the Indians 
 
 should be given in considerable detail.) 
 
 d. The English refuse to allow him to go back 
 
 to Holland. 
 
 3. His last attempt to find the North-West Passage. 
 
 a. What he accomplisht. 
 
 b. How he was set adrift in Hudson Bay. 
 
 BIBUOGRAFY. 
 
 Laut: The Conquest of the Great North- West, 
 
 Outing. 
 McMurray : Pioneers on Land and Sea. Macmillan. 
 Johnson: The World's Discoverers, Little. 
 
 Champlain. 
 
 1. Champlain sets out to explore the new world for 
 
 France. 
 a. How the winter was spent at the mouth of 
 of the St. Croix River. 
 
 2. How he explored the coast of New England. 
 
 3. How the winter at Port Royal was spent. 
 
 a. The houses and the Order of Good Times. 
 
 b. The brotherly relations with the Indians. 
 
 4. How Quebec was founded. 
 
 5. Champlain goes on the warpath against the 
 
 Iroquois. 
 
 a. The battle on Lake Champlain. 
 
 b. An attack on an Iroquois fort. 
 
 6. He explores the Ottawa River. 
 
 7. How he, with his allies, was repulst in an attack 
 
 upon a Seneca town. 
 
 8. He returns to France.
 
 68 STATE NORMAL SCHOOL, 
 
 BIBLIOGRAFY. 
 
 McMurray : Pioneers on Land and Sea, Macmillan. 
 Parkman : Pioneers of France in the New World. 
 Nelson. 
 
 La Salle. 
 
 1. How La Salle establisht a trading post in New 
 
 France. 
 
 2. The voyage of the Griffin. 
 
 3. How La Salle explored the valley of the upper 
 
 Mississippi. 
 
 4. Hennepin is sent to explore the upper Missis- 
 
 sippi. 
 
 5. How Tonte aided La Salle. 
 
 6. La Salle explores the Mississippi to its mouth. 
 
 7. The return to Canada. 
 
 8. How he pland to establish an empire in the Mis- 
 
 sissippi Valley. 
 
 9. Why his plans faild. 
 10. His death. 
 
 BIBUOGRAFY. 
 
 McMurray: The Pioneers of the Mississippi Val- 
 ley, Macmillan. 
 
 Channing and Lansing: The Story of the Great 
 Lakes, Macmillan. 
 
 Parkman : La Salle and the Discovery of the Great 
 Northwest, Nelson.
 
 GREEIvEY, COIvORADO. 69 
 
 SEVENTH GRADE. 
 
 E. D. RANDOLPH, 
 PRINCIPAE OE THE ELEMENTARY SCHOOL. 
 
 A. EUROPEAN BACKGROUND OE AMERICAN HISTORY. 
 B. ENGLISH COLONIAL HISTORY IN AMERICA. 
 
 Purpose : To give thru oral presentation and selec- 
 tive readings a large general impression of the European 
 background of American history, and upon this necessary 
 basis to construct a notion as nearly adequate as possible 
 of the expanding life of the English in America — pro- 
 ceding from the early problems of adjustment and of 
 economy thru tentativ solutions and instructiv conse- 
 quences to the more or less stable institutions and atti- 
 tudes of the colonies ; and finally to show how the colonies 
 came to entertain the wish for independence and to 
 achieve it. 
 
 A. EUROPEAN BACKGROUND OF AMERICAN HISTORY. 
 
 I. How America came to he discover d. 
 
 1. Preliminary discussion to raise a feeling of the 
 
 need for more detaild and accurate knowl- 
 edge about the question proposed. 
 
 2. The grouping of activities about the Mediter- 
 
 ranean in Ancient and Medieval times. 
 a. The determining factors in present day city 
 growth (approacht, perhaps, thru 
 the comparison of old villages with 
 young cities).
 
 70 state; normai. school, 
 
 b. Elimination of factors not pertinent to 
 
 Medieval city growth. 
 
 c. The articles of trade. 
 
 d. Sketch map of regions and cities important 
 
 in medieval trade — making clear the im- 
 portance of the Mediterranean and rais- 
 ing the question as to communications. 
 
 e. Elaboration of a sketch map to show lines 
 
 of interconnection. 
 
 f. Selectiv study of peoples thus brought into 
 
 contact — with the view of making in- 
 telligible the final rupture of the trade. 
 
 3. The beginning of trade about the Mediterranean 
 
 — Phenicians to Venetians. 
 
 4. The height of commercial prosperity. 
 
 a. Venice today — briefly. 
 
 b. Venice of old : its genesis, early trade, 
 
 growth into prominence and prosperity; 
 the basis of its prosperity; the articles of 
 trade, their distribution, the organiza- 
 tion of commercial relations with Asia; 
 the meaning of these cities to Europe; 
 hazards of the trade. 
 
 5. The succession of changes that resulted in the 
 
 shutting down of the trade with Asia, 
 
 6. The formulation of the problem raised by the 
 
 closing of the trade routes. 
 
 7. Tentativ solutions of the problem. 
 
 a. The immediate consequences of the closing 
 
 of the routes. 
 
 b. The special difficulties of the situation : tra- 
 
 ditional knowledge and beliefs, the char-
 
 GREEI^DY, COIvORADO. /I 
 
 acter of the tools at command, the pre- 
 occupations of the various nations of 
 Europe — except Spain and Portugal, 
 c. Possible ways of meeting the situation. 
 
 8. Beginnings of the actual solution — the race for 
 the Indies, Portugal east, Spain west. 
 
 a. The story of Prince Henry. 
 
 b. The bearing of his work on the problem. 
 
 c. Other Portuguese navigators to Da Gama. 
 
 d. Summary. 
 
 e. The story of Columbus. 
 
 f. The distinction of his achievement. 
 
 g. Other Spanish discoverers, to Magellan, 
 h. Summary. 
 
 i. The Atlantic as the center of the commercial 
 world. 
 
 II. How the English zvere drazvn into the same current 
 of effort with the Spanish and Portuguese. 
 
 1. Connections with the stream of effort above 
 
 traced out. 
 
 2. The story of John Cabot. 
 
 3. The significance of the voyages. 
 
 4. Why they were not followd up at once. 
 
 5. How there came to be a revival of interest in the 
 
 discovery. 
 
 a. A brief study of social life in England in the 
 
 17th Century. 
 
 b. A brief study of English commerce. 
 
 c. A formulation of the problem of the English 
 
 with its inherent financial difficulty ; how
 
 72 STATE NORMAIv SCHOOI., 
 
 the Italian cities met the difficulty ; how 
 the Portuguese and Spanish met it ; other 
 possible ways? 
 
 B. ENGUSH COEONIAIv HISTORY IN AMERICA. 
 
 I. How the English gained a foothold in America. 
 
 1. The failure of the individual enterprise plan. 
 
 a. The story of Raleigh. 
 
 b. The lesson of the failure. 
 
 2. The initiation of the commercial company plan. 
 
 a. The reasons set forth by the Virginia com- 
 
 pany touching the expediency of its ven- 
 ture. 
 
 b. Apparent advantages of the plan. 
 
 c. The company's directions to colonists. 
 
 . d. A tentativ forecasting of difficulties to be 
 met. 
 
 3. The experiment in Virginia. 
 
 a. What the land was like : coastal plain, broad 
 
 sluggish rivers ; harbors, marshes, low 
 level land canalized by streams; up- 
 stream falls, mountain wall behind; for- 
 ests, meadows, climate. 
 
 b. The problem of the English, and how they 
 
 came to fail in the beginning. 
 
 c. How the colony got on its feet. 
 
 4. How the colony became prosperous. 
 
 a. A vivid, detaild, very concrete study of the 
 growth of the tobacco industry in Vir- 
 ginia with emfasis on the corollary so- 
 cial results arising out of the peculiar re- 
 quirements of the crop and the increas-
 
 fa
 
 GREKlvEY, COIvORADO. 73 
 
 ing demand for it. 
 
 Generalizations — implicit in the data. 
 
 What qualities would a welthy planter 
 need ? 
 
 Would he be capable, brave, proud, etc? 
 
 Would the population be dense? Would 
 there be towns, good roads, manufac- 
 tures, schools, churches? What church? 
 Would the governmental function of the 
 church persist after the English fashion ? 
 
 Would there be need of further local organ- 
 ization for collecting taxes, for defense, 
 etc? 
 
 Where would Virginia get the names for 
 these officials, and how define their func- 
 tions ? 
 
 Would it be necessary to represent local 
 units in the management of public 
 affairs ? 
 
 What class would hold office ? 
 
 Would these burgesses feel themselves more 
 familiar with colonial affairs than the 
 king's officials? 
 
 What results might come out of such con- 
 ditions? (relations of governors and as- 
 semblies; incipient revolts, etc). 
 
 What economic results should one expect 
 from the agricultural practis? (need of 
 more land) How meet these? 
 
 What outlets were there for the people who 
 wisht to go further west? What prob- 
 lems would they face? What influence
 
 74 STATE NORMAL SCHOOL^ 
 
 would members from these frontier set- 
 tlements have in the assemblies? etc. 
 
 5. Other southern colonies — briefly as under the 
 
 Virginia type. 
 
 6. The English in Massachusetts. 
 
 a. What the land was like: of Virginia sub- 
 
 merged to the fall line; note the effect 
 of glaciation on soil and streams, as a 
 determinant of occupations; study com- 
 pensating features; discuss the probable 
 social results of the environment : towns, 
 manufactures. schools. agriculture, 
 roads, etc. 
 
 b. The story of the Pilgrims, 
 
 c. Why the Puritans came. 
 
 d. How these attitudes together with the 
 
 American environment developt the 
 characteristic New England social life. 
 
 e. How the colony became prosperous. 
 
 f. Other New England colonies. 
 
 g. The middle colonies. 
 
 7. The Dutch in America. 
 
 a. How the English following the line of least 
 
 geografic resistance converged upon the 
 Dutch. 
 
 b. The importance of the English acquiring 
 
 this region. 
 
 c. The consequent closer contact with the 
 
 French. 
 
 d. The characteristic features of the French 
 
 possessions in America. 
 
 e. The Indians of adjacent regions.
 
 GREElvEY^ COLORADO. 75 
 
 II. Hoiv the English gaind the land from the French. 
 I. French colonial method versus English: a study 
 
 of geografical factors as affecting progress 
 and occupations, and of national policy. 
 
 a. The absence of barriers to westward expan- 
 
 sion in the French territory, (cf. English 
 colonies). 
 
 b. Tentativ formulation of the significance of 
 
 these geografical factors followd by a 
 study of the social results of the 
 French method of utilizing the land, and 
 a weighing of values — looking toward a 
 discussion of the significance of the Eng- 
 lish victory. To aid in making the con- 
 trast, trace the English westward expan- 
 sion down the great valley and up to 
 Kentucky, showing the difficulties of the 
 movement and how the land was held in- 
 dustrially. 
 
 c. Estimate of the rivals. 
 
 d. How the conflict came about. 
 
 e. Results of the conflict — territorial and as af- 
 
 fecting the British colonial policy. 
 
 III. How the Colonics came to zvish more freedom. 
 
 I. The character of the colonists and how it de- 
 velopt further resourcefulness and inde- 
 ' pendence of spirit under the combined in- 
 
 fluences of exacting environment, compact- 
 ness of settlement, and widening economic 
 opportunity, plus political and religious 
 privileges.
 
 76 STATE NORMAL SCHOOL, 
 
 a. The laxity of the English colonial adminis- 
 
 tration up to 1763 : failure to consolidate 
 colonies; failure to enforce laws (e. g.) 
 failure to put into practis the theoretical 
 relations of governors and assemblies. 
 
 b. The consequent growth of individuality, 
 
 habits of self-reliance in crises, habits of 
 self-government, local notions of repre- 
 sentation, together with a mature and 
 partly custom.-born feeling for colonial 
 rights as over against loyalty to the Eng- 
 lish government. 
 
 IV. How the colonists came to desire independence. 
 
 I. The shock of the English reform movement as 
 a stimulus to analysis of the situation: the 
 more significant of the Jritish measures and 
 how they were receivd by the colonists. 
 
 a. Peaceful opposition. 
 
 b. Violent opposition. 
 
 V. How the colonists gaind independence. 
 
 I. What a contemporary might have thought of the 
 outlook considering: 
 
 a. The long coastline of the colonies. 
 
 b. The narrow, compactly settld seaboard. 
 
 c. The mountain wall. 
 
 d. The many streams. 
 
 e. The Indians. 
 
 f. The fighting forces of the combatants. 
 
 g. The remoteness of the colonies from Eng- 
 
 land, etc.
 
 GREELEY, COLORADO. T] 
 
 2. How the British proposed to subdue the colon- 
 
 ists. 
 
 3. How the plan workt. 
 
 4. How the Americans gaind the Northwest thru 
 
 the frontier settlement. 
 
 5. The second plan of the British and how it workt. 
 
 6. The conclusion of the war. 
 
 a. How the terms of the treaty were settld. 
 
 b. Important matters not toucht in the treaty. 
 
 c. Possible consequences of the omissions. 
 
 7. Tentativ formulation of the problems facing the 
 
 colonists. 
 To offset the vagueness of a much condenst and 
 somewhat uneven outline — to give a notion both of the 
 elaboration intended for the various topics and of the 
 method of procedure — a single subject, B H. i, b, is be- 
 low workt out somewhat in detail. 
 
 The early westward movement of the Bnglish colonists as 
 the fertil seaboard iilld up. 
 
 Assignment: Review I, 5, a-b. 
 
 Preparation : What economic results might one ex- 
 pect from this agricultural system? How 
 might the colonists meet this situation? What 
 would be the chief difficulty? How serious a 
 difficulty would this be? What do we need to 
 know about the region to understand this? 
 
 I. Problem: The nature of the Appalachian barrier. 
 
 References : Text-book in geografy — maps, descrip- 
 tions; Mill's International Geografy; Tarr and 
 McMurray, North America.
 
 78 STATE NORMAL SCHOOL, 
 
 1. General View of the mountains as a barrier: 
 
 length 1500 miles ; width 300 miles; parallel 
 ranges in the valley; formidable character 
 of the forested parts. 
 
 2. Detaild study of the barrier: the Piedmont, 
 
 Archean rock — the fall line; the Blue 
 Ridge ; the river gorges ; the wind-gaps ; the 
 decrease in height to the north. 
 
 3. Who would first be crampt for land? 
 
 II. How could the Virginians cross the barrier? 
 
 Consider the desirability of the several ways. 
 References : Text-books in geografy. 
 
 a. The James river to the New river, a way not 
 
 inviting because of its high mountains, 
 the rapids in the river, the narrow gorge 
 thru the wall of the Blue mountains. 
 
 b. The series of wind-gaps north of the James 
 
 river gorge. 
 
 c. The Potomac still further north, a way of 
 
 low mountains, rapids at the present site 
 of Washington but with navigable water 
 above to the portage into Will's Creek, 
 from which Ohio was easily reacht via 
 the Youghiogeny and the Monongahela. 
 
 III. Problem: The possible outlets for other colonies, 
 with consideration of the advantages and disad- 
 vantages of each. 
 
 References : Text-books in geografy. 
 
 a. The Potomac to the Shenondoah, which 
 opend the Great Valley.
 
 GREEI^EY, COLORADO. 79 
 
 b. The Susquehanna, a shallow circuituous way 
 
 to the Juniata or the West Branch and 
 thence to the Ohio via the Allegheny. 
 
 c. The Delaware. 
 
 d. The Hudson-Mohawk way, leading into the 
 
 Iroquois territory. 
 
 IV. Problem: The nature of the Valley beyond the 
 mountain wall. 
 
 How would the valley lead the people who came into 
 
 it? 
 References : Text-books in geografy. 
 
 1. Parallel ranges upon rich limestone soil. 
 
 2. The parts of the valley : 
 
 a. The Hudson; the Kittatinny (New Jersey, 
 
 Pennsylvania). 
 
 b. The Cumberland (Pennsylvania). 
 
 c. The Shenandoah. 
 
 d. The valley of eastern Tennessee. 
 
 V. Problem: How the first Virginians crossed the 
 mountains. 
 
 References : Cooke, Virginia. 
 
 Johnston : Audrey, ch. I. 
 
 VI. Problem: Hozv Daniel Boone became acquainted 
 with the country beyond the mountains and broke the 
 way for others. 
 
 References : Thwaites : Daniel Boone. 
 
 Use Boone as a type, suggesting the social steps in 
 occupying a country: first the trapper and hunter; then 
 the migratory hunter-farmer producing for his own needs 
 and making the scantiest improvements; then the real
 
 80 STATE NORMAL SCHOOL^ 
 
 agriculturist who is willing to appropriate what his pre- 
 decessors have done, but unwilling to face the wilds ; and 
 finally the wave of people involving an intricate social sys- 
 tem. This is, of course, material for several lessons — 
 five or six. 
 
 VII. Problem: How the Great Valley became settled. 
 
 Reference: Fiske: Old Virginia and Her Neigh- 
 bors. 
 
 1. The Scotch-Irish. 
 
 a. The cause of their coming. 
 
 b. How finding the seaboard fild, they were led 
 
 by the "lay of the land" into the Shenan- 
 doah valley and thence down to the 
 Watauga. 
 
 2. What were the conditions of life for these 
 
 pioneers ? 
 
 VIII. How the colonists livd on the frontier. 
 
 References : Sparks. The Expansion of the Ameri- 
 can People. 
 
 Fiske: Old Virginia and Her Neighbors. 
 
 Thwaites : Daniel Boone. 
 
 Cooke : Virginia. 
 
 McMurray : Pioneers of the Mississippi Valley. 
 The Watauga Settlement. 
 
 I. The Story of Robertson and Sevier (work out 
 in detail the type of frontier settlement as 
 determind by needs : the stockade, supplies : 
 the clearing, hunting, grazing, farming, 
 small farms, free labor, home industries.
 
 GREEIvEY, COLORADO. 8 1 
 
 Suggest the social result — independent self- 
 reliant spirit). 
 
 Were these settlements represented in the 
 government of the mother colony? 
 
 What would be the nature of their influence 
 there? What was their service to the peo- 
 ple behind them? Would there be need to 
 extend the frontier farther out? 
 
 IX. Problem: What outlet could the people find from 
 the series of valleys dozvn which they had to come? 
 Why was the Cumberland gap chosen f 
 References: Text-books in geografy. 
 Roosevelt: The Winning of the West. (For the 
 
 distribution of the Indians). 
 Parkman: The Conspiracy of Pontiac. (For the 
 distribution of the Indians). 
 
 X. Problem: How George Rogers Clark won rhe 
 Northwest. 
 
 Review B V, 6. 
 
 BIBUOGRAFY. SECOND TERM. 
 
 I. Teachers' References. 
 
 1. Bruce: Economic History of Virginia, Mac- 
 
 millan. 
 
 2. Weeden : Economic and Social History A 
 
 New England, Houghton. 
 
 3. Farrand : Basis of American History, Harper. 
 
 4. Tyler : England in America, Harper. 
 
 5. Fiske: Old Virginia and Her Neighbors, 
 
 Houghton. 
 
 6. Fiske : Beginnings of New England, Houghton.
 
 82 STATE NORMAL SCHOOL, 
 
 7. Coman: Industrial History of the United 
 
 States, Macmillan. 
 
 8. Doyle : English Colonies in America, Holt. 
 
 9. Brown : Genesis of the United States, Hough- 
 
 ton. 
 ID. Sparks : Expansion of the American People, 
 Scott. 
 
 11. Turner: Rise of the New West, Harper. 
 
 12. Roosevelt: Winning of the West, Putnam. 
 
 13. Van Tyne: The American Revolution, Harper. 
 
 14. Hulbert: Historic Highways, Clark. 
 
 II. Pupils' References. 
 
 1. Sparks: Expansion of the American People, 
 
 Scott. 
 
 2. Jenks : When America was New, Crowell. 
 
 3. Cooke : Stories of the Old Dominion, Harper. 
 
 4. Thorpe : History of the American People, Mc- 
 
 Clurg. 
 
 5. Hart : How Our Grandfathers Lived, Macmil- 
 
 lan. 
 
 6. Hart: Colonial Children, Macmillan. 
 
 7. Hart : Camps and Firesides of the Revolution, 
 
 Macmillan. 
 
 8. Earle : Child Life in Colonial Days, Macmillan. 
 
 9. Brigham : From Trail to Railway, Ginn. 
 
 10. Roosevelt: Episodes from Winning of the 
 
 West, Putnam. 
 
 11. Fiske: War of Independence, Houghtor. 
 
 12. Lodge: Story of the Revolution, Scribner. 
 
 13. Thwaites: Daniel Boone, Appleton.
 
 GREELEY, COI.ORADO. 83 
 
 15. Thwaites: How George Rogers Clark Won 
 the Northwest, McClurg. 
 
 bibliografy. first term. 
 
 I. Teachers' References. 
 
 1. Cheyney: European Background of American 
 
 History, Harper. 
 
 2. Fiske: Discovery of America, Vol. i., Harper. 
 
 3. Adams: Civilization During the Middle Ages, 
 
 Scribner. 
 
 4. Webster: History of Commerce, Ginn. 
 
 5. Beazley : Prince Henry, Putnam. 
 
 6. Irving: Columbus, Putnam. 
 
 7. Weare: The Cabots Discovery of America, 
 
 Lippincott. 
 
 n. Pupils' References. 
 
 1 . Haaren and Poland : Famous Men of the Mid- 
 
 dle Ages, American. 
 
 2. Morris: Historical Tales, Lippincott. 
 
 3. Towle: Marco Polo, Lothrop. 
 
 4. Brown: The Story of Our English Grand- 
 
 fathers, Public School. 
 
 5. Harding : The Story of the Middle Ages, Scott. 
 
 6. Frothingham : Fighters from Drake to Far- 
 
 ragut, Scribner. 
 
 7. Gibbins: History of Commerce in Europe, 
 
 Macmillan. 
 
 8. Elton : Career of Columbus, Educational.
 
 84 STATE NORMAL SCHOOL^ 
 
 EIGHTH GRADE. 
 
 ERNEST HORN^ PROFESSOR OF SEMINARY WORK. 
 
 The aim in this portion of the course of study is to 
 reproduce the most important problems which have arisen 
 in the development of this country, from the close of the 
 Revolution to the present time. As will be seen from the 
 outline, the principle of organization is somewhat sharply 
 contrasted with that afforded by chronology, or by the 
 sequence of the presidential administrations. The usual 
 subordination of problems to administrations is reverst. 
 
 A. HOW A NEW GOVERNMENT WAS FORMD. 
 
 This section should show the conditions arising out 
 of abandoning the British government, the problems of 
 organizing a new government, and the various steps in 
 their solution. Every problem should be felt as such by 
 the child. Much can be done toward realizing this end by 
 taking up each step in its relation to the solution of some 
 difficulty, and by embodying the efforts in such a solution, 
 in a few of the characters most prominent in the work. 
 
 I. Hoiv a provisional government was provided. 
 
 The continental congresses. The ability of the mem- 
 bers. How they organized the colonial forces. 
 
 II. How a confederation was agreed to between the states. 
 
 I. How the Articles of Confederation were adopt- 
 ed. The first recommendation, the commit- 
 tees' report, and the adoption by congress. 
 The difficulties of ratification. 
 
 i
 
 I 
 
 GREElvEY, COIvORADO. 85 
 
 2. What success the government met with. 
 
 a. In war. The difficulties of raising and equip- 
 
 ping armies, and of making treaties. 
 
 b. In peace. Commercial troubles with foren 
 
 countries, and between the states. Finan- 
 cial distress, sharp rebellion, lack of 
 funds. General disorganization. 
 
 3. The defects in the Articles of Confederation 
 
 which were responsible for these difficulties. 
 
 III. Hozv the people tried to remedy these defects. 
 
 1. In the convention at Annapolis. 
 
 2. In the convention at Philadelphia. Whom the 
 
 people sent as delegates. What some of the 
 plans submited were : The Virginia plan ; 
 Hamilton's; Patterson's. How the dis- 
 cussions centered around the Virginia plan. 
 What the chief objections to it were; by the 
 small states; by the southern states. How 
 these objections were met: (i) As to the 
 apportionment of representativs ; (2) As 
 to the control of commerce; (3) As to the 
 slave trade. How the powers, qualifica- 
 tions, terms of offis, and methods of elec- 
 tion of the various officers were determind. 
 Summary : How the defects in the Articles of 
 Confederation were remedied in the Con- 
 stitution. 
 (Note: It is urgd that considerable emfasis be 
 put upon the actual processes of compro- 
 mise by which the Constitution was made 
 possible).
 
 86 STATE NORMAL SCHOOI., 
 
 IV. How the new government was inaugurated. 
 
 The elections. The slowness of the assembling 
 at the capital. The ceremonies of inauguration. 
 
 3. How the Constitution was ratified by the states. 
 The centers of opposition. The men who 
 opposed it. The servis of the Federalist. 
 
 B. WHAT THE OUTEOOK WAS^ IN I/'Sp, EOR BILDING A 
 STRONG NATION. 
 
 This section is introduced at this point, ( i ) to show 
 that the new nation had ample resources, in their rir mess, 
 in their variety, and in their extent, to become a great na- 
 tion; and (2) to reproduce the conditions which gave rise 
 to most of the early problems which confronted the new 
 government. 
 
 I. What its extent was. 
 
 How it compared in area with the present United 
 States, and with some of the more powerful 
 European nations. 
 
 II. How it compared in population with the present 
 United States. 
 
 How the population was distributed, by sections. 
 
 in. What its natural resources gave promise of. 
 
 1. In Agriculture. The wonderful fertility of the 
 
 Mississippi Valley. The coastal plain Tht 
 Piedmont region. Grazing grounds. Farm- 
 ing implements and methods. 
 
 2. In manufacturing. The abundance of water 
 
 power and of raw materials. The difficulties
 
 GREELEY, COI.ORADO. 8/ 
 
 arising from lack of improved machinery 
 and skild labor. The jeloiis garding of 
 manufacturing methods and machinery by 
 European nations. 
 
 3. In commerce. The seaports. Material for snip 
 
 bilding. Surplus of food products and of 
 raw materials. The fur trade. The chief 
 countries with which trade was carried on. 
 
 4. In fishing. The proximity of fishing waters. The 
 
 policy of Great Britain as to fishing in Ca- 
 nadian waters. 
 
 5. In mining. The abudance of iron and of bild- 
 
 ing materials. 
 
 6. In lumbering. The location of forests. The 
 
 demand for forest products. 
 
 7. Summary: Compare in resources with some of 
 
 the European nations. 
 
 C. WHAT THE MOST IMPORTANT PROBI^EMS WHICH CON- 
 FRONTED THE NEW GOVERNMENT WERE. 
 
 I. How to provide governmental machinery. 
 
 The pupils should see that the Constitution was the 
 barest framework of a government; that the prodigious 
 task of instituting a working system of government was 
 left to the first administration. The great importance of 
 the early procedure and constitutional interpretation, as 
 precedents, should be appreciated.
 
 88 state; normaIv school^ 
 
 II. How to provide money. 
 
 1. Needs. 
 
 a. To run the government. What the chief 
 
 items of expense were. 
 
 b. To pay the dets incurd during the Revolu- 
 
 tion. Which dets should be paid. Ham- 
 ilton's arguments for paying all dets, 
 state and national, in full. How the 
 dets were to be paid. 
 
 2. Methods of raising money. 
 
 a. By a tariff on imports. The tax rate. Pro- 
 
 tection to shipping. 
 
 b. By excises. What purpose, other than to 
 
 provide money, this tax servd How 
 it was receivd. 
 .3. How the distribution of funds was made more 
 convenient. 
 
 a. By establishing a national bank. What the 
 
 arguments against it were. 
 
 b. By instituting the decimal system of coinage. 
 
 Previous money units. 
 
 III. How to deal with foren nations. 
 
 I. With England. Why, in spite of the political 
 independence of America, England still re- 
 maind socially and economically the mother 
 country. The problems arising from the 
 failure of both nations to live up to the 
 terms of the treaty of peace. (The effort to 
 get a satisfactory commercial treaty will be 
 delt with in another place; it should be 
 toucht lightly at this point)
 
 =1 
 o 
 
 a
 
 GREEI.EY, COI.ORADO. SQ 
 
 2. With France. Why France felt justified in ask- 
 
 ing aid from the United States. Why 
 Washington refused such aid. How he 
 found it difficult to lead the nation to stand 
 by him in his refusal. Why the feeling in 
 favor of France changed. 
 
 3. With Spain. Why a treaty securing the free 
 
 navigation of the Mississippi was desirable. 
 How the quarrel over the southern bound- 
 ary made such a treaty difficult. What 
 treaty was obtaind. 
 
 IV. How to aid the West. 
 
 1. The situation at the inauguration of the new 
 
 government. 
 
 a. Where the frontier line was (1789), '^Vhere 
 
 the settlements were located. How the 
 population compared with that east o^^ 
 the mountains. 
 
 b. How the people livd. Homes, culture, 
 
 amusements. 
 
 2. What their problems were. 
 
 a. How to protect themselves from the Indians. 
 Review of the encounters before and dur- 
 ing the Revolution. Complications aris- 
 ing from the refusal of the British to 
 vacate forts in the northwest territory. 
 How Wayne obtaind a treaty of peace 
 from the Indians. How the Indian wars 
 embitterd the Westerners against Eng- 
 land.
 
 90 STATS NORMAL SCHOOI.^ 
 
 b. How to gain a living. The life of the set- 
 tlers as given in the seventh grade should 
 be reviewd. ( i ) Occupations, How land 
 was obtaind. Farming, grazing, fur 
 trade. Why the settlers had to be almost 
 self-sufficient. How the sale of furs a P- 
 forded ready money for the purcl ase of 
 arms and necessary implement v (2) 
 How conditions were made ha.^der be- 
 cause of poor transportation. How tl e 
 prices of food products and manufacturd 
 articles compared with those enst c.*^ the- 
 mountains. The possible route'- for 
 transportation: up the Ohio and 
 across the mountains, the cost of shippmg 
 by this route ; by way of the Mississippi. 
 The exasperating methods of the Spanish 
 at the mouth of the river. The transfer 
 of Louisiana to France, and the refusal 
 of the right of deposit. How the diffi- 
 culty was solvd by the purchase of Lou- 
 isiana. How the new bargain was inves- 
 tigated by Lewis and Clark. 
 
 V. Hozu to achieve commercial independence. 
 
 1. The difficulties arising, during the confederation, 
 
 from state regulation. Why congress was 
 unable to get satisfactory treaties with foren 
 nations. 
 
 2. What the national government did. The protec- 
 
 tion by tonnage taxes. The monopoly of 
 the coast-wise trade. Treaties with France
 
 GREElvEY^ COLORADO. 9 1 
 
 and with Spain. Jay's treaty with England. 
 
 3. The effect of the European wars. The early 
 
 prosperity. The vindictivness of the war 
 between England and France works hard- 
 ships on American shipping. How each of 
 these countries offends. 
 
 4. How the United States tries to protect her com- 
 
 merce. 
 
 a. By peaceful means. The embargo ; its effect 
 
 on the United States and on the offend- 
 ing nations. Why it faild. 
 
 b. By war. The influence of the West in bring- 
 
 ing the war about. The lack of prepara- 
 tion on the part of the United States. 
 The fighting in the north. The 
 campaign against Washington. The 
 war on the sea. The fighting for the 
 possession of the Mississippi. How the 
 treaty of peace between France and Eng- 
 land endangerd the United States. The 
 treaty. What the war had accomplisht. 
 
 c. Post bellum treaties. 
 
 D. HOW THE NATION LOOKS TO ITS DEVELOPMENT. 
 
 I. The situation at the close of the war. 
 
 How the national feeling had grown. What Madi- 
 son did, in his message of 1815, to turn the at- 
 tention of the country to its own needs. 
 
 II. How the country expected to develop its manufac- 
 tures. 
 
 I. How the embargo and the war had turnd much 
 capital into manufacturing. The impossi-
 
 92 STATE NORMAL SCHOOL^ 
 
 bility of their products competing with the 
 foren goods, so long kept out, which now 
 flooded every market. 
 2. How these manufactures could be protected and 
 new ones encouraged. The protectiv tariff. 
 How each section regarded it. Clay's 
 American system. 
 
 HI. How better transportation was secured. 
 
 1. How the experiences of the war taught the need 
 
 for better transportation. The economic 
 demand. 
 
 2. What the national government did. The argu- 
 
 ments for national aid as given by Calhoun. 
 The Cumberland road. Why the aid of the 
 government was stopt by Madison. 
 
 3. What state and private enterprise accomplisht. 
 
 Turnpikes, canals; the Erie canal and its 
 effect on New York; the canal from Phila- 
 delphia to Pittsburg ; the Ohio canal. How 
 the usefulness of these canals was limited 
 by number and direction of the water 
 courses. How they were supplemented by 
 the railroads. The efficiency of the early 
 railroads. 
 
 IV. How the Southeast ivas renderd secure. 
 
 What the situation was. The quarrel over the bound- 
 ary. The constant trouble with the Indians, and 
 with runaway slaves. The danger of attack 
 from Florida in time of war. How Florida was 
 obtaind. The extent of the United States as 
 determind by this treaty.
 
 GREElvEY, COLORADO. 93 
 
 V. How the United States attempted to stop the en- 
 croachmcnts of European nations. 
 I. The revolt of the Spanish colonies. The weak- 
 ness of the new Republic. European ag- 
 gressions. The holy alliance. The danger 
 to the United States. How the aggressions 
 were stopt. Why the United States was 
 supported by Great Britain. 
 
 E. HOW THE NORTH AND SOUTH GREW APART. 
 
 I. The difference in methods of gaining a living, even 
 
 in colonial times. The causes for such differences. 
 Why, with the resources of the south, commerce 
 and manufacturing had not been developt. Why 
 slavery faild in the North. 
 
 II. How the national policies of protecting manufactures 
 and aiding transportation affected each section. 
 
 I. New England, and the other North Atlantic 
 States. 
 
 a,. How this section was fitted for manufactur- 
 ing. How the difficulty of obtaining 
 skilld labor and improvd machinery re- 
 tarded its development. How the em- 
 bargo and the war of 1812 turnd capital 
 into manufacturing. How skild labor 
 and better machinery were secured. How 
 the industrial revolution in Europe af- 
 fected its growth. How much the pro- 
 tectiv tariff fosterd this industry. What 
 kinds of articles were most produced.
 
 94 STATE NORMAL SCHOOL^ 
 
 How better transportation procured ad- 
 ditional markets. 
 
 b. The effect of manufacturing upon the urban 
 
 Hfe of this section. The growth of cities. 
 Social reorganization on an industrial 
 basis. 
 
 c. How more time was given to the pursuit of 
 
 culture. The beginnings of the golden 
 age in American literature. Art. 
 
 d. How men became more interested in the 
 
 welfare of others. Religious reform. 
 Horace Mann. Prison reform. More 
 humane asylums. Abolition. 
 
 2. The West. 
 
 Growth, 1800- 1 830. What conditions favord im- 
 migration from other states. Which states sent 
 the greatest number. The character of the set- 
 tlers. How the westward movement was made 
 easier because of improvd facilities for trans- 
 portation. The economic development of the 
 West. The growth of influence in national af- 
 fairs; Clay, Jackson, Harrison, Benton. The 
 culture of the section. Newspapers, schools. 
 How the interests of the West are related to the 
 South; to the North. How Missouri was ad- 
 mitted as a slave state. 
 
 3. The South. 
 
 a. Growth 1800- 1830. How its growth com- 
 pared with that of the Western and 
 North Atlantic states. How the South-
 
 GREDLEY, COLORADO. 95 
 
 west was settle!. The increast attention 
 to cotton culture. The effect of the in- 
 creast crop upon the price of cotton. How 
 the south becomes dependent upon the 
 north for manufacturd goods and food 
 supplies. The soil of the old South grows 
 impoverisht. How hard times in this 
 section resulted from the inability to 
 compete with the new slave states. 
 
 b. How the tariff affects the South. How it 
 affects the price of articles which the 
 South had to buy. How the South was 
 adapted to manufacturing ; the supply of 
 coal and iron, the water power and the 
 facilities for transportation. Why the 
 south, in spite of these advantages, did 
 not profit by the tariff. Hard times are 
 blamed on the tariff and internal im- 
 provements. How South Carolina at- 
 tempted to nullify the tariff. How the 
 interest in combating the tariff becomes 
 bound up with the interest in the exten- 
 sion of slavery. 
 
 HI, How the South struggles to extend, the North to re- 
 strict, slave territory. 
 
 I. Reasons for the attitude of each section. The 
 South needed more territory for farming, 
 and to maintain an equality in congress. The 
 North objected to extension because of the 
 institution of slavery, and because as mat-
 
 96 STATE NORMAI. SCHOOI.^ 
 
 ters stood, the control of the government 
 was sure to pass into its hands. 
 2. How new territory was added to the United 
 States. 
 
 a. How the Northeastern and Northwestern 
 
 boundaries were fixt. The disputes, how 
 they were settld. The claims of both 
 nations. Joint occupation. Fur trade. 
 Overland immigration. How the bound- 
 ary dispute was settld. Its resources. 
 
 b. How Texas was acquired. The early set- 
 
 tlements. How independence was se- 
 cured. How annexation was brought 
 about. The quarrel over the southwest- 
 ern boundary. 
 
 c. The war with Mexico. Review of the causes. 
 
 How the war began. The exploits of 
 American armies in Mexico, and in Cali- 
 fornia. The treaty of peace and the con- 
 sequent addition of territory to the 
 United States. 
 
 d. Shall the new territory be slave or free? 
 
 How the discovery of gold in California 
 settld the question for that state. How 
 the question was settld for the remain- 
 ing territory, by the compromise of 1850. 
 
 IV. How the North is re-inforced. Social and economic 
 development. 
 
 I. Immigration. The conditions in Europe which 
 causd it ; famine in Ireland, political trouble
 
 GREEI^EY^ COLORADO. 97 
 
 in Germany. Were these immigrants of a 
 desirable kind? Where they settld. How 
 they aided in the development of the North. 
 What their attitude was toward slavery. 
 Why they did not settle in the Southern 
 states. 
 
 2. Rapid development of transportation. The 
 
 growth of railroads, 1840-60. Improve- 
 ment of canal and river traffic. The tele- 
 graf. How the South developt in these re- 
 spects. 
 
 3. Increast growth of manufactures. The West he- 
 
 gins to share in this industry. The riso of 
 Western manufacturing cities. 
 
 4. The use of improved methods and machinery in 
 
 farming. The revolution in farming imple- 
 ments, 1830-60. The increast interest in 
 scientific agriculture. How much the South 
 utilized these improvements. 
 
 5. The growth of population, 1830-60. The new 
 
 West. The rapid formation of new states. 
 How much the South grew during the same 
 period. 
 
 V. How the South gains an opportunity for slave fer~ 
 ritory within the national domain. 
 
 I. The status of slavery as determind by the Mis- 
 souri Compromise of 1850. The theory of 
 squatter soverenty. How the North won 
 the race for Kansas. The Dred Scott de- 
 cision.
 
 98 STATE NORMAIv SCHOOI., 
 
 2. How the Republican party arose. The elements 
 out of which it was formd. The elections 
 of 1854 and 1856. The Lincoln-Douglas 
 debates. How Lincoln was elected Pre<5i- 
 dent. 
 
 VI. How the South seceded and was forced back into 
 the Union. 
 
 1. Why the South seceded. The arguments for the 
 
 right of secession. The process of with- 
 drawing from the Union. How the Con- 
 federate government was formd. How it 
 differd from the Federal. 
 
 2. How the South was forced back into the Union. 
 
 a. A comparison of the North and South at 
 
 the beginning of the war. Area and po- 
 sition ; population and military strength ; 
 navy; wealth and resources; foren re- 
 lations. 
 
 b. How the North ends the war : by blockade, 
 
 by securing the border states; by open- 
 ing the Mississippi ; by cutting the Con- 
 federacy in two; by defeating the army 
 of Virginia. How supplies were secured 
 and distributed to the armies. 
 
 c. How the war checkt the progress of the 
 
 country. The loss in men. The enor- 
 mous expense and destruction. The loss 
 from the concentration of effort in fight- 
 ing, to the neglect of the development of 
 the country. The comparativ loss in each
 
 GREElvEY^ COLORADO. 99 
 
 section. How the people at home livd 
 during the war. 
 
 d. What problems grew out of the war. 
 
 F. HOW THE COUNTRY RECOVERD FROM THE WAR. 
 
 I. The disbanding of the armies. The growth of 
 
 the North during the war. 
 
 II. The South. The problems arising out of the war 
 are presented as problems for the South to solv, in 
 the belief that such a presentation brings out the real 
 significance of the problems more clearly than is 
 possible if the problems are presented as problems 
 for the North to solv. The solution of these problems 
 is ment to include all efforts to the present time. 
 
 1. How the South attempted to regain prosperity. 
 
 a. Devastation causd by the war ; effects of the 
 
 blockade; loss in slaves. 
 
 b. How labor was secured. The unwillingness 
 
 of the negro to work; laws to compel 
 labor ; the opportunity of the poor white ; 
 the breaking up of the old plantations. 
 
 c. How new industries grew up. Iron, textils. 
 
 d. Opportunity in the South today. Manutac- 
 
 turing. Cheap lands. 
 
 2. How political rights were regaind. 
 
 a. Problems growing out of (i) freeing the 
 
 negro; (2) secession. 
 
 b. How the Congressional plans for reconstruc- 
 
 tion were receivd. How "carpet-bagger" 
 governments were overthrown. 
 
 c. The problem of negro suffrage today.
 
 lOO STATB NORMAL SCHOOI,^ 
 
 3. How the people have become more enlightend. 
 The enormous rate of ilHteracy at the close 
 of the war. Where the burden of taxes 
 fell. How the rate of illiteracy has decreast. 
 How the people are prepared to work ef- 
 ficiently. 
 
 G. HOW THE WEST WAS FILD UP. 
 
 I. Review of the settlements and explorations to i860. 
 
 What was knozvn of the resources and physiografy 
 of the country. 
 
 II. What the incentivs were to settle in the West. 
 {Type: Colorado). 
 
 1. Conditions in the East. 
 
 2. Mining. The homested act of 1862. 
 
 III. How the West was reacht. 
 
 1. By stage and "prairie schooner." The distance 
 
 and time taken. Difficulties of the trip. 
 Why railroads were demanded. 
 
 2. How railroads were bilt. 
 
 a. The difficulties of construction. How the 
 
 National Government aided. 
 
 b. How the railroads affected the growth of 
 
 the country. How they advertised. How 
 agriculture was encouraged. How 
 trade with the East was developt. 
 
 IV. How the Indians were delt with. 
 
 V. How the people have made a living. 
 
 I. Mining. (Colorado). The improvement of 
 methods and machinery.
 
 GREELEY, COLORADO. lOI 
 
 2, Farming. 
 
 a. Colorado. How irrigation has developt ag- 
 
 riculture. The fruit farms. Dry farm- 
 ing. 
 
 b. Oklahoma. The Northwest. The improve- 
 
 ment in methods of raising grain. 
 
 H. HOW THE UNITED STATES BECAME A WORLD POWER. 
 
 I. Territorial grozvth, i/po-i8po. 
 
 II. Review of the grozvth of influence as a world power, 
 economically and politically, to i8go. 
 
 III. Hozv insular possessions zvere secured. 
 
 1. American interests in Cuba and in Hawaii. 
 
 2. How the Cubans were treated by Spain. 
 
 3. How Spain was forced to give up Cuba and to 
 
 cede Porto Rico, Guam, and the Philippines 
 to the United States. 
 
 4. How the insular possessions are cared for. 
 
 a. Good order. The Philippine insurrection. 
 
 b. Health. What sanitary and quarantine pre- 
 
 cautions have accomplisht. 
 
 c. How the islands are being improved, indus- 
 
 trially. 
 
 d. How the people are educated. 
 
 L WHAT THE MODERN PROBLEMS ARE. 
 
 Some of these problems have been delt with under 
 the three preceding headings, F, G, and H. They will, 
 therefore, only be mentioned here.
 
 I02 STATE NORMAL SCHOOI., 
 
 I. How to improve agricultural conditions. 
 
 1. Present status. 
 
 a. How agriculture compares, in the value of 
 
 products and in the number of persons 
 engaged, with other occupations. 
 
 b. How some of the chief crops are producet-. 
 
 c. The agricultural exports of each section. 
 
 2. How agriculture has developt. 
 
 a. Growth, shown statistically, of the total pro- 
 
 duct, and of the chief crops. 
 
 b. How the growth has been aided. ( i ) By the 
 
 use of improved machinery. What im- 
 provements have been made since 1830. 
 
 (2) By the use of better methods. The 
 growth of a scientific knowledge of agri- 
 culture. How the government has aided 
 the dissemination of such knowledge. 
 
 (3) By irrigation and by dry farming. 
 
 3. What some of the agricultural problems are to- 
 
 day. Possibilities for irrigation and for dry 
 farming. The reclamation of worn out land. 
 How to get efficient labor. How to im- 
 prove the roads. How to make farm life 
 more attractiv. 
 
 II. How to develop manufacturing. 
 I. Present status. 
 
 a. How it compares, in the value of its products 
 
 and in the number of men employd, 
 with other industries. 
 
 b. What some of the chief manufactures are. 
 
 Where they are located.
 
 gre;e;i.Ey, Colorado. 103 
 
 c. How the manufactures compare with those 
 of other countries. What the chief ex- 
 ports of manufactured articles are. 
 
 2. How manufacturing has developt. 
 
 a. Growth, as shown by statistics, 1860-1900. 
 
 ( 1 ) By natural advantages : Raw ma- 
 terials, fuel, water power, transportation. 
 
 (2) By the tariff. A review of the early 
 American system. The protectiv system, 
 as advocated by the Republican party. 
 What the opponents of the system be- 
 lieve. (3) By organization. The ad- 
 vantages of corporations. The grouping 
 of related industries. The utilization of 
 by-products, 
 
 3. Manufacturing problems today. 
 
 a. How corporations are to be regulated. What 
 
 sort of tariff should be had. 
 
 b. How to improve machinery. How to pro- 
 
 cure cheap power. 
 
 c. How to develop foren markets and to secure 
 
 better transportation. 
 
 d. How the proper relation between labor and 
 
 capital can be brought about. 
 
 iU. How to improve the facilities for transportation. 
 
 I. Present status. 
 
 a. How people travel and transport goods 
 
 today. 
 
 b. How the natural and artificial facilities com- 
 
 pare with those in other countries.
 
 I04 STATE NORMAL SCHOOI., 
 
 2. How transportation facilities have developt. 
 
 a. Growth, as shown by statistics, 1840- 1 910. 
 
 b. Development of conveniences and of safety 
 
 contrivances. 
 
 c. Renewd interest in waterways. The Pan- 
 
 ama canal. 
 
 3. How the development was aided. Review of 
 
 the aid given by the state and national gov- 
 ernment, 1 840- 1 900. 
 
 4. How unjust discrimmations have been attackt. 
 
 5. The modern problems, (i) How to utilize the 
 
 waterways. What some of the proposed 
 river improvements are. (2) The question 
 of government ownership, or regulation of 
 railroads, telephones, telegraf and express. 
 (3) How to develop a merchant marine. 
 
 IV. How to conserv national resources. 
 
 1. Mining. 
 
 a. Where the chief mining regions are. 
 
 b. The enormous waste; how it can be pre- 
 
 vented. The increase of improved meth- 
 ods and machinery. 
 
 c. How to prevent fraudulent holding of min- 
 
 ing lands. 
 
 2. Forests, 
 a. The enormous demand for lumber, w(6d 
 
 pulp and other products of the fo-est. 
 The present forest area. The wasfe in 
 lumbering. 
 
 /■\
 
 GREELEY, COIvORADO. IO5 
 
 b. How the forests may be replenisht. Na- 
 tional and private forest reservs. At- 
 tention to the prevention of forest fires 
 and plant diseases. Forestry as a pro- 
 fession. 
 
 3. Unoccupied lands. Where claims may still be 
 
 taken up. How^ these can be fitted for farm- 
 ing purposes. 
 
 4. Fisheries. 
 
 a. The dangers of exhausting the fish supply. 
 
 b. How the government aids, by its hatcheries. 
 
 V. How to promote the general well being. 
 
 1. By education. 
 
 a. Present status. Illiteracy, schools, colleges. 
 
 b. Growth in education, as shown by the de- 
 
 creasing illiteracy rate, 1860-1900. 
 
 c. Rural school problems. 
 
 2. By caring for the public health. 
 
 a. Pure food law. 
 
 b. Warfare against contagious diseases. State 
 
 and private efforts to eradicate tubercu- 
 losis, yellow fever, typhoid fever. 
 
 c. Regulation of factory conditions. Child 
 
 labor laws. 
 
 VI. Problems arising out of changes in population. 
 
 I. The present population. How it is distributed; 
 sectionally, according to color and nation- 
 ality, and in rural and urban communities.
 
 I06 state; NORMAIy SCHOOIv, 
 
 2. Growth of population, 1790- 1900. 
 
 3. What some of the problems are. 
 
 a. What to do with the immigrant, (i) Where 
 
 the immigrants come from. The number 
 of each of the chief immigrant peoples. 
 What kind of people they are. (2) Why 
 these people come to America. Condi- 
 tions in Europe, opportunities in Amer- 
 ica. (3) Where they settle and how they 
 make a living. The number of foren 
 parentage in each section, and in some 
 of the chief cities. The reasons for so 
 many in manufacturing regions. 
 
 4. How immigration is to be regulated. Present 
 
 laws. Proposed laws. 
 
 b. How to help the negro. Review of what 
 
 has been done in the South. How the 
 negro can be prepared to work efficiently. 
 
 c. Problems of the city (nearest city taken as 
 
 type), (i) Growth of cities, 1790-1900. 
 Why they have grown. (2) How the peo- 
 ple are protected. Police, safety ordin- 
 ances, sanitation. (3) Public utilities. 
 How they are controld. Water, gas, 
 light, cars, tenements, parks, play- 
 grounds. 
 
 BIBLIOGRAFY. 
 
 Bogart: An Economic History of the United 
 
 States, Longmans. 
 Brigham, A. P. : Geographic Influences in Ameri- 
 can History, Ginn.
 
 GREEI.EY, COI.ORADO. lOJ 
 
 Coman : The Industrial History of the United 
 States, Macmillan. 
 
 Carnegie. Andrew : Triumphant Democracy, Scrib- 
 ner. 
 
 Dunning, W. A. : Reconstruction, Political and 
 Economic, Harper. 
 
 Shaler. N. S. :The United States of America. 2 
 Vols., Appleton. 
 
 Sparks, E. E. : The Expansion of the American 
 People, Scott. 
 
 Semple, E. C. :American History and its Geographic 
 Conditions, Houghton. 
 
 Wright: The Industrial Evolution of the United 
 States, Scribner, 
 
 Wright : An Outline of Practical Sociology, Long- 
 mans. 
 
 Andrews, E. B. : The History of the Last Quarter 
 of a Century in the United States, Scribner. 
 
 American Nation Series, Vols. 23-25 inclusive, Har- 
 per. 
 
 Brooks, E. E. : The Story of Our War with Spain, 
 Lothrop. 
 
 Grady, H. W. : The New South, Bonner. 
 
 Parsons : The Making of Colorado, Flanagan. 
 
 Peck, H. T. : Twenty Years of the Republic, Dodd. 
 
 Riis : How the Other Half Lives, Scribner. 
 
 Webster : General History of Commerce, Ginn, 
 
 Hart : Formation of the Union, Longmans. 
 
 Burgess : The Middle Period, Scribner. 
 
 American Nation Series, Vols. X-XXI, inclusive. 
 Harper. 
 
 Statistical Abstract of United States.
 
 UNIVERSITY OF CALIFORNIA AT LOS ANGELES 
 
 THE UNIVERSITY LIBRARY 
 This book is DUE on the last date stamped helow 
 
 Form L-0 
 20m-12,'39(SS80)
 
 D 
 16.2 
 C71c 
 
 Colorado. 
 
 S t ft be 00 li ege 
 
 of education, 
 A course in history 
 
 sohools. 
 
 UC SOUTHERN REGIONAL LIBRARY FACILITY 
 
 AA 001 197 
 
 34 8 
 
 D 
 16.2 
 C71c
 
 -^.. 
 
 ..^ 
 
 ■ < 
 
 
 /^ ■;:,;"< 
 
 ^., 
 
 \V 
 
 ,..^ 
 
 
 .^^ ■'■ -' 
 
 '# 
 
 #-' 
 
 
 / 
 
 );'■ 
 
 r 
 
 Hi 
 
 
 T- 
 
 i ■ ■■' 
 
 V":- ^~> 
 
 ^^