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Read Ebook: The History Teacher's Magazine Vol. I No. 4 December 1909 by Various
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Ebook has 418 lines and 32280 words, and 9 pages
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HISTORY SYLLABI, by Prof. Walter L. Fleming 71
TENTATIVE LIST OF SYLLABI 72
AN HISTORICAL LABORATORY, by Prof. William MacDonald 73
ORGANIZATION OF THE RECITATION, by Prof. N. M. Trenholme 74
THE STUDY OF LOCAL INDUSTRIES, by Alexander L. Pugh 76
FORMAN'S "ADVANCED CIVICS," reviewed by H. W. Edwards 77
EDITORIAL 78
THE TWENTY-FIFTH ANNIVERSARY MEETINGS 79
AMERICAN HISTORY IN THE SECONDARY SCHOOL, by Arthur M. Wolfson, Ph.D. 80
STEPHENS' "TRANSITIONAL PERIOD" 81
EUROPEAN HISTORY IN THE SECONDARY SCHOOL, by Daniel C. Knowlton, Ph.D. 82
ANCIENT HISTORY IN THE SECONDARY SCHOOL, by William Fairley, Ph.D. 84
ENGLISH HISTORY IN THE SECONDARY SCHOOL, by C. B. Newton 85
HISTORY IN THE GRADES, by Armand J. Gerson 86
REPORTS FROM THE HISTORICAL FIELD, Walter H. Cushing:
List of History Teachers' Associations; News of the Associations; Aids to Visualization; Modifications of the Report of the Committee of Seven; Directions for Written Work at Meredith College 88
CORRESPONDENCE 91
Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.
Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 8, 1879.
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The paper is one which is not merely subscribed for--it is read, and read carefully. It is printed simply, but effectively, by one of the best printers in the country. Its advertisements are well set up and stand out clearly on the page.
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The History Teacher's Magazine
PHILADELPHIA, DECEMBER, 1909.
.00 a year 15 cents a copy
History Syllabi
BY WALTER L. FLEMING, PROFESSOR OF HISTORY, LOUISIANA STATE UNIVERSITY.
A well-constructed syllabus is a useful aid to the instructor and to the student of history in high school and sometimes in college classes. A good syllabus usually contains not only an outline of the essential topics in orderly sequence with numbered divisions and indentations to indicate the value of the topics and their relation one to another, but also definite and more or less complete references to the best reading on each important subject. A complete syllabus should contain also lists of additional topics for extra work or for advanced students, with suitable references to the proper reading necessary to develop this extra work. In syllabi designed for use in high schools and the lower classes of college, references to good historical maps and atlases are usually found, as well as suggestions for map work, lists of historical pictures and other illustrative material, suggestions to teachers and to students, and "thought questions" or "problems."
Among the published syllabi designed for high school work are the following: "A History Syllabus for Secondary Schools" , arranged in four divisions--ancient history, medieval and modern history, England, and the United States--with full reference lists and estimates of the percentage value of each section of the course; "The History and Social Science Syllabus" of the New York State Education Department, a slight modification of the New England syllabus that omits the bibliographies; Leadbetter, "Outlines and Studies of Ancient, Medieval and Modern History" , based on the texts of Myers, with good outlines, a few well-selected references, and very good "studies" or "thought questions." Several publishers of history texts have issued outlines or manuals to accompany them. The best of these for school use are the "Teaching of American History," etc., published by Appleton to accompany the Twentieth Century texts. The New York State Education Department has prepared numbers of outlines on special fields of history, all of which are helpful to teachers and some of which can be used to advantage with high school and college classes. Nearly all the history syllabi for schools follow the division of the subject into periods recommended by the Committee of Seven.
Several published outlines for use in college classes are worthy of note. Among them are: Shepherd's "Syllabus of the Epochs of History," used in the first year work at Columbia University; the two outlines used for the same purpose at Dartmouth College; Munro and Sellery's "Syllabus of Medieval History," and Ames's "American Colonial History" ; Sheldon's "Teachers' Manuals" ; the Columbia University Extension Syllabi, especially those prepared by Professors Shepherd, Shotwell and Beard; and the University of Chicago Extension Syllabi, which are very useful for short periods. All of these outlines can be procured through the book dealers, while many others privately printed can also be obtained. For nearly every competent instructor in history in the colleges and universities has found that in some part of his work there is no proper guide, and to supply the lack has constructed a syllabus.
The general use in high schools of good syllabi such as the New York or the New England outlines with their useful suggestions as to essentials, proportions and methods tends to raise standards, to make uniform the quantity and quality of history work, and to cause the adoption of good methods of teaching.
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