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Volume 2
March 1907
Number 2
UNIVERSITY OF ILLINOIS
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HISTORY IN THE GRADES
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1. Course of Study.
2. Methods of Instruction.
3. Bibliography.
Published Quarterly by the Lewiston State Norma! School at
Lewiston, Idaho.
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Entered «• second-class matter, August 5, 1905, at the Postoffice at Lewiston, Idaho, under Adt of Congress
of July 16, 1894.
Digitized by the Internet Archive
in 2017 with funding from
University of Illinois Urbana-Champaign Alternates
https://archive.org/details/historyingradesOOtalk
STATE CAPITOL BUILDING, BOISE, IDAHO.
HISTORY IN THE GRADES
1. Course of Study
2. Methods of Instruction
3. Bibliography
UNIVERSITY OF ILLINOIS
PRESIDENT’S OFFICE.
HENRY L. TALKINGTON
Department of American History and Civics
Lewiston State Normal School
PREFACE.
in no department of learning has greater advancement been
made during the last few years than in the department of
history. There are histories of the world, histories of nations,
histories of great movements and great events, and histories
of men, all well written and by the ablest scholars. In the
course of study, and the credit allowed for the work done, col-
leges and universities make the subject of history co-ordinate
with other branches and some of the strongest men in these insti-
tutions are those in charge of this work. The secondary schools,
too, give history equal rank with other studies, but outside of
the city schools the grades have not shared in the great ad-
vantages resulting from the advancement in historical scholar-
ship.
In the course of study prescribed for the grades in the public
schools of a state it will be seen that while at least twelve to
fifteen per cent of the child’s time is given to the study of read-
ing, language or arithmetic, only five to six per cent is given to
the study of history. Though in other subjects the child is
abundantly supplied with books suitable to his grade, in history
practically all of the work is done with one or two books. The
desire to improve the grade work in history is quite general and
there are hundreds of good books on this subject, but it has not
been clear what should be taught in the different grades, where
the proper books may be obtained, or how the work is to be pre-
sented. This pamphlet has been prepared with a view of help-
ing along these lines, and the work is divided into three parts.
Part T. deals with the course of study for grade work in
history, showing what the leading schools of Europe are do-
ing and what the committees appointed in the United States
to investigate the subject have recommended for the work in
each of the grades.
Part IT. deals with methods of instruction, calling at-
tention to the most important points in the presentation of this
subject,
Part III. is a bibliography, with books arranged according
to the grades. 1
It must be kept in mind, however, that there can be no
final classification of books exactly suitable to all schools. The
children of the fourth grade of one school may have had more
history, or may be better prepared for a certain book than the
children of the seventh grade of another school. The teacher
should test the book and see whether it is the proper one for
the grade in which she desires to use it. In this work no book,
map, or picture is recommended which has not been examined,
and no method is advocated which has not been tested by the
the author.
If the collection and classification of this material and its
adaptation to the grades shall aid in any way the schools of
Idaho, the author will feel abundantly repaid.
HENRY L. TALKINGTON.
Lewiston, Idaho, April 16, 1907.
COURSE
History in
Grade
Age
German Gymnasium
I
6
II
7
III
8
IV
9
Mythology
Classical and
German
V
10
Mythology
Classical and
German
VI
1 1
Greek History
correlated with
Geography
Roman
VII
12
Mediaeval
VIII
1
13
TIME— I.
2.
3.
4.
German schools
French schools *
Committee of te
Proposed Cours
COURSE OF STUD YJN HISTORY FOR THE GRADES.
History in the Schools of
Reports of Committees on Study of History in the United States
Grade
Age
German Gymnasium
French Lycees
Ten
Seven
Eight
Proposed Course
I
6
11
7
III
8
Biography
Stories
Greek, Roman
English, Ameri-
can, Norwegian
Stories
Greek and
Roman, English
and American
Norwegian
IV
9
Mythology
Classical and
German
Biography
(French)
Biography
Greek, Roman
German, French
English, Ameri-
can
V
10
Mythology
Classical and
German
Biography
(French)
Biography and
Mythology
Greek and
Roman History
to 800 A. D.
American History
Discoveries
1492-1600
Greek History
Roman History
VI
11
Greek History
correlated with
Geography
The Orient
Biography and
Mythology
Mediaeval and
Modern History
from 800 to
present
Settlements
1600-1763
Mediaeval
Modern
VII
12
Roman
Greece
American
History
English History
1763-1825
Covering North
and South
America
European discov-
erers and explor-
ers of America
U. S. History to
1825
VIII
13
Mediaeval
Rome
Greek and
Roman History
American History
1825-1907
Trace industrial
and political de-
velopment and
expansion
U. S. History
from 1825
Civics
TIME-1.
2 .
3.
4.
German schools give three hours per week throughout entire course.
French schools give one and one-half hours, except last year, when it is two to four hours per week.
Committee of ten recommended three forty-minute periods per week.
Proposed Course gives same time allowed all regular studies.
COURSE OF STUDY.
“Before a child is ready to study history he should
simply become familiar with its elements, in biographies,
stories, pictures and objects.”
In planning a course of study for the grades, it should be
kept in mind that eighty-five per cent of the children never
reach the High School ; that work in history as in other sub-
jects, must be adapted to the child’s intellectual condition; that
history should be given as much time and as serious considera*
tion as any other branch of study in the course; that “helps”
are as necessary in this work as in any other ; that the subject
may and should be correlated with the other branches and that
local conditions determine the amount and character of the work
that can be done.
The value of grade work in history is at least five fold.
1. The Worth of the Facts Obtained — All human prog-
ress is made by adding to what has already been accomplished,
hence the importance of knowing the pa'st.
2. The Intellectual Discipline Gained — The child should
not only remember, but interpret what he reads, or to put it in
another way, he is more likely to remember it if he understands
what he reads.
3. Acquaintance with Boohs and Skill in Their Use — The
pupil should be taught to help himself by showing him how
and where to find certain kinds of information.
4. The Value in the Formation of Character — The char-
acter of the child is determined by the standards which he
adopts in moulding it, therefore, it is necessary to set before
him right ideals and to arouse within him a laudable ambition.
5. The Awakening of an Interest for Future Work — Con-
tinued growth is possible only where the child is sufficiently in-
terested to continue his work.
Just what the course of study shall embrace, however, ’
must be determined bv the ideal towards which the teacher is
working and the actual conditions' of his school. The city, the
town and the rural school all differ in the number of their
teachers, size of libraries, and the time that may he given to
any one subject. Regardless of conditions, United States His-
tory should be made the principal subject in the course of study
in history for the grades, and all the work should be adapted to
the child’s intellectual development. The diagram on pages
1 and 5 shows what is being done and what is recommended by
those best prepared to speak on this subject, and every school
'vill be safe in adpating these recommendations to its own
conditions.
Third Grade.
The work of this grade should deal largely with the home
life of a people.
1. The domestication of the dog, the horse, the sheep,
the cow.
2. Growing of vegetables, the cultivation, harvesting and
threshing of grain.
3. Kinds of animals hunted and methods of fishing.
4. Metals, kinds, how mined and prepared for use.
■V Clothing, of what made.
6. Farming implements and household utensils.
7. Means of travel, both on land and water.
8. Kinds of money and methods of trade.
9. Government, the family, the clan and the tribe.
The character side of this work may be done by the
teacher reading or telling stories of the heroic Greek, the brave
Roman, the hardy adventurous pioneers of America or the
chivalrous Knights of the Middle Ages. The child should be
encouraged, and to some extent be required fo repeat orally
what is told him, or he may reproduce it in his language work
in written form. '
Fourth Grade.
At this time the child, intellectually, is in the heroic age.
He likes action, contests, “hair-breadth” escapes, men and wo-
men who accomplish something. The human element appeals
most strongly to him, hence the work should be largely biograph-
ical, representing men and women of high character and prim-
itive life.
The Spaniards were for the most part cruel. Cortez and
Pizarro slew their thousands and their lives and work form
an exciting story, but they do not represent the kind of ideals
that should be set before children. Webster and Calhoun were
grand men, but the grandeur of their lives is not of a kind that
can be understood or appreciated by children ; but men like
John Smith, Roger Williams, William Penn, John Winthrop,
James Oglethorpe, Washington, Samuel Adams, Boone, Lewis
and Clark, Whitman, Fremont, Lincoln, Roosevelt, and many
other men, both American and European, will furnish plenty
of material for work in this grade. The warrior, the orator,
the scientist, the scholar, the statesman, the reformer, may all
be passed by for reasons that are apparent. While character
and the cultivation of a taste for reading are the main things
sought in this work, many others are gained incidentally.
1. The hardships of the early, colonists are clearly set
forth in the lives of John Smith and John Winthrop.
2. Washington represents plantation life and the aristoc-
racy of the South.
3. Samuel Adams is a good representative of town govern-
ment in New England.
4. William Penn well illustrates religious toleration and
the banishment of Roger Williams shows a lack of it.
5. The condition of the debtor and the poor generally, is
brought out in . the life of Oglethorpe.
6. Boone, Lewis and Clark, Fremont show the difficulties
and the value of the work of the explorer.
7. The possibilities of the poor and the duties of the rich
are set forth in the lives of men like Lincoln and Roosevelt.
. . . The • presentation ' of this work falls ■ into three general
parts. .... ... . ...... ‘ . . \
1 Given Orally by the Teacher — The teacher should
have her work so carefully planned that she can give it in parts
that are complete in themselves. Suppose it is the life of Boone,
ene can think of his clothing, his arms for defense, his food, his
manner of travel, incidents when a prisoner of the Indian, etc.
2. One or more of these topics may be used, giving
the children an opportunity to ask questions and to discuss what
is presented.
3. Reproduction by the children in a written exercise
should follow, and when necessary be repeated until the child
can give from memory the main facts in the story.
Fifth Grade. *
In the third and fourth grades the child has learned much
cf the lives of the Indians, Early Europeans, the Colonists, and
the Pioneers of America. What they ate and wore, the kind
of houses and how they were built, manner of travel, roads,
etc. Their churches, schools and local governments, in short,
( verything that a child would learn because of meeting with it
in his daily life. . He is now prepared to study that phase
of the life of the Greek and the Roman corresponding to what is
already known to him. His work thus far has been largely bio-
graphical, and biography should still be prominent, but the
lives of nations in their early history may be treated chronolo-
gicaly, omitting the more difficult parts. Grecian and Roman
history are both rich in material adapted to this grade of work.
Greece — 1. The Legendary period.
2. The founding and growth of its cities.
3. Their conflict with Persia.
4. The development of the cities of Athens, Sparta
and Thebes.
5. The Schools, Oracles, Architecture, Noted Build-
ings.
ffi The Olympian Games.
7. Famous Men.
8. Walled Cities and means of protection.
9. Alexander the Great and his work.
Roman History may be treated in much the same way as
that of Greece.
Sixth Grade.
♦ yi
The child has in the fifth grade acquired some of the ele-
mentary facts in the lives of the Greeks and the Romans.
In the regular “Migration of the Races, ” the next nation to be
considered is:
The Ancient Germans —
1. Early life, including location of the people.
2. Manners and customs.
3. Wanderings through Eastern and Southern Europe.
4. Conflicts with the Romans and other Western
people.
5. The rise of the Franks, their war with the Mo-
hanredans and the establishment of their empire
under Charlemange.
6. A brief study of Feudalism and the Crusades.
7. Life in the Village, the castle and the Monastery.
8. Some of the more simple facts in the Hundred
Years’ War.
9. The Reformation, the Puritan Revolution.
10. The political conditions of France and Spain.
11. The great commercial activity and interest in the
subject of navigation.
12. The intellectual awakening and social unrest in
Europe.
These are some of the subjects that must be partially
understood before one is prepared for the study of United
States history.
The discovery, exploration and settlement of America was
done by two great historic races. The Romanic, represented by
the Spanish and the French, and the Teutonic, represented
by the English. A clear understanding of these people and
their work cannot be gained unless they are studied in their
own country, or to put it as Miss Salmon has so well expressed
it: “United States History alone is history detached from its
natural foundations — European history. It is history sus-
pended in mid-air.”
The last half of this year should be devoted largely to
the study of the Spanish, the French and the English ex-
plorers, tracing the routes taken and noting the motive bj
which they are actuated, whether it be wealth, adventure, evan
gelization of the Indians, or in search of homes.
Much attention should be given to the geography of the
country explored, as the future claims of these nations arc
based upon the work done by their explorers; their object had
‘much to do with their relation to the Indians. The Spaniard,
who sought the precious metals, became a mere “prospector”
and hence traveled much. The Frenchman was a fur trader
and a religious enthusiast, so he lived with the Indian. He and
they became mutually helpful, while the Englishman wanted
onlv a home or the Indian’s land and hunting ground.
Seventh Grade.
The English Colonies
1. The object.
2. Place of settlement.
3. Form of government.
4. Schools and churches.
5. Indian wars and civil rebellion.
6. The lives and the work of leading men.
7. Social customs, occupations and industries.
The Inter-Colonial Wars.
1. King William’s.
2. King George’s.
3. Queen Anne’s.
4. French and Indian.
In these wars the fighting was chiefly around five strat-
egic points:
1. Fort Duquesne, which controlled the Ohio river.
and was the key to the Northwest.
2. Niagara controlled the fur trade in Northwestern
Canada, and the route to Albany, N. Y.
3. Quebec controlled the St. Laurence river, and
one of the most strongly fortified places in America.
4. Crown Point and Ticonderoga controlled the route
from the Colonies to Canada.
5. Louisburg and Acadia the key to the Northeastern
part of Canada and the Gulf of St. Lawrence.
The American Revolution — The Campaigns in and Around :
1. Boston.
2. New York.
3. Philadelphia.
4. Saratoga.
5. Charleston.
6. Yorktown.
Wars should be studied with reference to causes, plans,
campaigns, leaders and results. Only place and causal rela-
tions of battles should be noticed. Lexington, Bunker Hill, Dor-
chester Lleights, are all incidents in driving the British out
of Boston, and it is of minor importance whether these bat-
tles occurred in the same or different vears.
Confederation and Constitution, 1781-1789.
1. The Formation of the Articles of Confederation.
2. The reason for their failure.
3. The causes leading up to the formation and the
adoption of the Constitution.
The Development of Nationality, 1Y89-1830.
1. The Adjustment of the States to the Nation.
2. The Supreme Court by its decisions shows the true
' meaning of the Constitution.
3. Commercial Supremacy gained in the war of
1812.
4. Gained national recognition.
5. Established, manufactories.
6. The Settlement of the West.
7. Internal Improvements.
The work not only in its beginning hut throughout should
he supplemented with the study of European history. The
Jay Treaty, the Alien and Sedition Laws, the War with the
Algerian Pirates, and the War waged for years on our Com-
merce by England and France can not be understood unless
the student is more or less familiar with the conditions existing
in Europe at the time these troubles occurred.
Eighth Grade.
United States History , 1830-1907.
1. Internal improvements, routes, trails, canals, riv-
ers and railroads.
2. History and extension of slavery.
3. Kinds of industry, growth of manufactories.
4. Protection and free trad* 3
5. The rise, growth and work of political parties,
the spoils system and civil service reform.
0. The Civil and Mexican Wars, causes, campaigns
and results.
7. Keconstruction, methods of.
8. The growth of the educational system of the
United States.
9. Social conditions, humanitarian reform and
charitable institutions.
10. Great, inventions and their influence on social and
industrial conditions.
11. Economic issues.
12. Foreign affairs.
13. The Pise and Control of Corporations.
The student should he taught to make free use of supple-
mentary books. A good dictionary of United States History
ip very helpful. So are other text books on the same subject.
Considerable map work should be done, and the teacher should
not feel chained down by the ordinary chronological admin-
istration method of treating the subject. In whose administra-
tion the first United States Bank was chartered or the Wil-
mot Proviso introduced is not of so much importance as to
understand what these things were.
Eighth Grade Civics.
There are many important things a child should learn
before he is ready to take up a work on Civil Government
suitable for Normal or High Schools.
1. His rights and duties as a member of a family,
school, church, society or club of any kind.
2. Schools, how governed and supported, privileges
of teachers and pupils.
3. Cities, classes, manner of government, officers of,
and how elected.
4. Township or Precinct Government, administered
by what officers t
5. County, officers of, how elected and the duties
of each.
6. State, its resources, institutions and government,
the three departments, Legislative, Executive Ju-
dicial, and how they are administered.
7. The National Government should be treated brief-
ly in the same manner as the government of
the State.
Methods of Instruction.
In a pamphlet like this where the space is so limited,
r, one but the most general principles of instruction can be no-
ticed. It must always be kept in mind that “what to teach” is
of infinitely more importance than “how to teach,” in other
words, that “matter always comes before method.” When a
teacher knows his subject and understands the intellectual
condition of the child before him methods will largely take care
of themselves.
Classification of Historical Facts.
1. Social — Meaning the customs and relations of dif-
ferent members of the family. The Puritan family differed
from the family on a plantation in the South, and the family life
of both of these differed from the family life of the English, the
German, the Roman or Greek , yet there are certain elements
common to all, as for instance, the relation of the parent to child,
husband to wife, one family to another.
2. Industrial — In the development of civilization the
human race passes through certain phases of industrial progress.
The barbarian or savage who depends upon hunting,, fishing and
wild fruits for his living; the herdsman who depends upon his
herds for his maintenance ; the agriculturist who tills the soil ;
the manufacturer who invents and manufactures ma-
chines. Every nation may, to some extent, represent
•all these phases of life, yet one or the other will pre-
dominate. The American Indian in his early history was re-
garded as a savage. The Hebrews depended upon their herds.
The American people until within a few .years were occupied
largely in agricultural pursuits, while the English have long
been considered a commercial or manufacturing people.
3. Religious — Every people has some form of religion,
and if the manner of worship is in any way controlled by the
congregation or the state, it is spoken of as a church. Articles
of belief, methods of government and manner of worship are
some of the things to be studied.
4. Educational — Those /things that pertain to schools
meaning kinds, methods of government, source of support, who
attend, kinds of books, school buildings, furniture, etc., news-
papers, magazines, lyceums, libraries, and anything else that
pertains to the intellectual advancment of the people.
5. Political — Political questions deal with kinds of gov-
ernment and methods of administering them. England is a
monarchy, France a republic, Switzerland largely a democracy,
rnd the United States a Federal republic. The questions that
arise in the administration of thes governments are termed po-
litical, as for example: The tariff, free coinage of silver, im-
provements of rivers and harbors, regulation of corporate pow-
■r or the sale of liquor. In speaking of government in the
United States, it may be national, state, county, city or munici-
pal, township or precinct, and school district.
6. Ethical — Those facts that have to do with with honesty,
lira very, courage, patriotism, unselfishness, loyalty, fairness,
justice, peace, duty, heroism, self-sacrifice, faith in a Supreme
Being, punishment for wrong doing, and reward for the doing
tf right.
Except the last, these facts should be presented in the
the order named. Ethical facts may and should be presented
whereeyer there is an opportunity.
Phases of History Teaching.
Prof. Mace in his “Method in History,” points out three
well defined phases in the the teaching of elementary history,
corresponding to the intellectual development of the child.
1. Sense History — Sense history is that acquired through
the senses. The child sees the occupations of those around him
{•nd the product of their labor, the kinds of animals and their
uses, the relation of parent and child, how trade is carried on,
church services conducted, local government administered, and
many other things that will be of value to him when he comes to
consider the manners, customs, habits, and conditions of a peo-
ple whom he does not know. This work should be done in the
third and fourth grades and in the grades below, if any history
work is done. It should be largely oral, as the voice and
facial expressions of the teacher mean much more to the child
than the printed page; it affords the teacher a better oppor-
tunity to watch the children and see if they understand what is
being said and for the child to ask questions and make com-
ments. A large use should be made of pictures that the child
may see as far as possible, what is being described. However
vividly the teacher may present a thing a word picture is never
so real or forceful as the picture. The child should be encour-
aged to describe things read about and to tell what he knows.
It will not only aid in fixing them in his mind, but he acquires
a vocabulary and practice in the use of words. If it be asked
“What history shall be studied in these grades V 9 “Shall it be the
early history of the human race, that of the English people,
Colonial life, or the early struggles of the pioneers in the com-
munity in which he lives ?” The answer is that it does not make
much difference so long as it is sense history, that is history that
deals Avith the home, the family life.
2. Representative History is that phase of history that
enables a pupil to understand Avhat he cannot gain through the
senses, from its likeness to that which he has gained in this man-
ner. School will always suggest to him teacher, pupils, books,
etc; the church will represent minister, congregation, place and
manner of Avorship ; the farm a v i 1 1 call to mind the animals,
implements and products of the farm; war will mean guns, sol-
diers, generals.
This will represent the work of the fifth and sixth
grades, and both Europe and America are drawn upon
for material. The founding and development of nations is
much the same regardless of the time or locality of the nation.
The early life of the people on the seven hills of Rome did not
differ very greatly from that of the early settler in Massachus-
etts. In both cases there is a union of families because of com-
mon interests and for mutual protection. The life of the prim-
itive people in the forests of Germany did not differ much from
that lived by the pioneers in the forests of America, and the
deeds of daring, loyalty and heroism are much the same in all
ages and in all countries, and may he understood by the child.
There must be something in the experience of the child corre-
sponding to the object presented for his consideration. An En-
glish lord, a French count, or a Spanish castle is pretty hard for
an American child to understand, because there is nothing of
the kind in his country.
3. Reflective History — Reflective history, as the name
would indicate, is only another way of saying that thought
should predominate in this phase of the work. Cause and ef-
fect, plan and purpose, connection, results, reasoning, in short,
interpreting what is read. This embraces the work of the sev-
enth and eighth grades. The first year and a half should be
devoted to the study of American history, and the last half year
t( civics, state and national.
While* there can be no hard and fast classification of histor-
ical work into the three phases mentioned, yet these three
thoughts should predominate and in the order named, as they
correspond to the psychological development of the child, and
the material for his work should be arranged accordingly.
Time.
For the teacher who has many classes, or the school that
already has a full course, the question of time is a serious one,
when the introduction of new subjects is mentioned. Rut there
i • always a time for that which is most important. Let the sub-
ject be alternated, correlated with, or substituted for, other sub-
lects. For reading, read history, for some geography, study his-
torical geographv, in language work use some historical inci-
dent, instead of using so much time for number work or arith-
metic, devote some of it the study of history. Two or three reci-
tations per Aveek throughout a child’s entire school life, devoted
to this sub ject, will mean much, not only in what is actually done
but in showing the child what may he done. If in the lower
grades, all cannot have books, the teacher can read one hook to
all. If she lias not time to finish a book she can read enough so
that the child becomes interested and he will finish it.
Text Book.
A good text hook is indispensable, there is a definiteness
about it that is very helpful to both teacher and pupil. In school
a child should and usually does do wliat he is told, again the
teacher and the child work along the same lines. As
the name indicates, the teacher should know more than is found
in any one text book, he must he constantly collecting new
materil, know where it belongs, and what to do with it
The subject should be so presented that the pupil will continual-
ly see new fields beyond and desire to explore them.
The Recitation.
The object of the recitation like that in other subjects is to
test the pupil to see that he has mastered the work assigned, and
the ordinary topical method will be generally used. While most
of the work is done by this method, written recitations are quite
helpful in the upper grades. Ask questions that will require
short answers, take two-thirds of the time ordinarily assigned to
the recitation with the questions and then call on different mem-
bers of the class for answers, allowing them to read from their
papers. This work may be confined to general questions or the
development of some topic, when by a series of questions, every-
thing the student has ever had on the subject may be called for.
Reviews should be frequent, and may, like the recitation, be
oral or written. Instead of learning the facts of history as one
learns the multiplication table, they should be learned with a
view ultimately of making each a part, of the whole of some sub
ject. Facts by themseles in history have no meaning.
Supplementary Reading.
From the very nature of the case, a one-volume book on any
subject can give but a brief account of those things described.
The child, on the other hand, because he has so little general
knowledge or power to - reason, needs full accounts, both that he-
rnay understand and be interested. The teacher of arithmetic
gives supplementary problems until she is certain that the child
understands the principles involved, and for the same reason
supplementary work is given in the other subjects.
American independence, like the great rivers of the coun-
try, had many sources; but the head spring which colored all
the streams was the “Navigation Act” (Bancroft.) The same
thing might be said of Slavery in connection with the Civil
War. It, is the duty of the teacher to see that the pupil has the
opportunity and explores the many tributaries that go to make
up any great stream of thought. It gives breadth and depth to
it that nothing else will and lends an interest to the work that
nothing else can. Members of the class ought to be encouraged
to bring books containing other accounts of whatever they may
be reading. The teacher should be as much interested in culti-
vating a taste for reading and the habit of research as in
any other feature of the child’s work
The Library.
Closely allied to supplementary reading is the use of the li-
brary. Nothing acquired in school is worth more to the student
than the ability to work by himself. The progress he makes in
school will depend, to some extent, rmon his teacher, but his
growth after leaving school will depend upon his individual ef-
forts. In the use of one book, memory is the chief factor in his
work, but when he begins the use of many books where the same
subject is presented in different ways by different authors, he
begins to to think for himself. Anything like research work is
imnossible with one book where there is a plain statement of
plain facts with no attempt at explanation. Again he learns how
to do constructive work, how to take bare facts and interpret
them in their connection with the other facts. He investigates,
Ihinks. arrives at a conclusion. By this means his memory
work becomes easier, it is “constructive.” He learns where
things are and how to find them and hence does not have to
lemember them.
Geography.
The geography taught in connection with historv will come
under the following heads :
1. Descriptive - — The mere location of places, used in con-
nection with the study of wars, location of settlements and the
tracing of the routes taken by the people in moving from ono
'place to another.
2. Political — Which shows the boundaries of state and
nations, the territory gained by treaties or otherwise, what was
included in the Northwest Territory, the seceding, neutral or
ioyal states in the Civil War.
3. Commercial — Which includes the sea routes, rivers,
roads and the highways generally, along which coifimerce
moves.
4. Physical — Which determines why the people at one
place are farmers, at another fishermen, miners, manufacturers
or engaged in commerce. Why one kind of labor is desired a t
one place and another eleswhere.
Descripive Geography should he taught wherever history is
taught, but the other three kinds belong only to the reflective
period of the study. Maps are indispensable and when possible
they should represent most prominently those things desired to
be seen. For instance, a map showing rivers, roads, boundary
lines, mountains and many other things will not give a student
a very clear idea of the Oregon Trail or the boundaries of the
Louisiana Purchase. Far better for the teacher to get blank
maps with only rivers, mountains and boundaries and color
them to show what is desired, and if possible let each student
have corresponding maps of note book size, which he can use in
the same way the teacher uses the larger maps. The Atkinson-
Mentzer maps are very satisfactory for the note book and the
McKinley maps for wall maps. Both have all the rivers, state
boundaries, etc., already drawn so the teacher and student, have
nothing to do but to color the map, locate the places or trace the
routes desired. This kind of work fixes, as nothing else can, the
facts in the mind of the child.
Pictures.
The child does not always get the correct idea from the print-
ed page, he may be deficient in imaginative power, or he may
not understand the language used, even though it gives a per-
fect “pen picture.” But when a picture is placed before a class,
all members may understand and understand alike. The tools,
implements and household utensils of the pioneers or of prim-
itive man, cannot be understood well, if at all, by mere descrip-
tions, but from a picture a child will gain the idea at once. Then
there is an intensity, a concentration about seeing a thing that
cannot be gained by merely describing it. Tn addition to this,
reprints of noted works of art may be obtained that have much
value from an artistic standpoint, and the teacher should make
much use of these aids in her work.
Examinations.
Examinations become less and less a necessity for the reg-
ular and faithful student, yet thc^ are often required before
he is allowed to pass to another grade. In case of an ex-
amination a student should have a term review when the whole
subject may be hurriedly gone over, as it will always be to some
extent a memory test, an opportunity therefore should be given
to refresh the memory, and then too, reveiewing for a test is by
no means a waste of time as facts are fixed in mind and a com-
prehensive view of the subject is gained. But the examination
should never be held over students as a “whip” to get them to do
iheir work, such a motive rarely does any good and often does
nucli harm to the faithful, vet it may be nervous, sensitive child.
The student should always feel that his daily standing
as well as his ability to pass an examination will determine
whether he does or does not “pass” in any subject.
THIRD GRADE.
Text Books.
Stories of Colonial Children, by Mara L. Pratt; Educa-
tional Publshing Co., Boston; price 75 cents.
“A History Reader for Elementary Schools.” hv L. L. W.
Wilson, Ph. D. ; Macmillan Co., Hew York; price 60 cents.
“American History Stories,” Yol. 2, by Mara L. Pratt;
Educational Publishing Co., Boston, Chicago ; price 40 cents.
“ America’s Story for America’s Children,” Yol. 1, by Mara
L. Pratt; D. C. Heath & Co., Boston; price 50 cents.
Supplementary.
“Ten Boys of Long Ago,” by Jane Andrews; Ginn & Co.,
( ’hicago ; price 60 cents.
“Stories of Great Men,” Yol. 1, by Mara L. Pratt; Educa-
tional Publishing Co., Chicago; price 50 cents.
“Stories of American Pioneers,” by Mara L. Pratt ; Ed-
cational Publishing Co., Chicago ; price 40 cents.
Teacher’s Books.
“American Inventions and Inventors,” by Mowry; Silver,
Burdett & Co., Chicago; price 65 cents.
“The Early Cave Men,” by X. E. Dopp ; McClurg, Chica-
go ; price 45 cents.
“The Tree Dwellers,” by K. E. Dopp; McClurg, Chicago;
price 45 cents.
FOURTH GRADE.
Text Books.
“American History Stories,” Yol. 4, by Mara L. Pratt;
Educational Publishing Co., Chicago; price 40 cents.
“American History Stories,” Yol. 3, by Mara L. Pratt;
Educational Publishing Co., Chicago; price 40 cents .
“Stories of Columbus,” by Mara L. Pratt ;. Educational
Publishing Co., Chicago ; price 60 cents.
“De Soto, Marquette, and La Salle, : ” by Mara L. Pratt;
Educational Publishing Co., Chicago,; price 60 cents.
Supplementary.
“Stories of Ohio/’ by Anna Lovering; Educational Pub-
lishing Co., Chicago; price 50 cents.
“Short Stories from American History,” by Blaisdell &
Ball; Ginn & Co., Chicago; price 65 cents.
“Stories of Massachusetts,” by Mar'a L. Pratt ; Education-
al Publishing Co., Chicago ; price 60 cents.
“America’s Story for America’s Children,” Yol. 2, by
Mara L. Pratt; D. C. Heath & Co., Boston; price 50 cents.
“Colonial Chaildren,” by A. B. Hart; Macmillan & Co.,
Chicago; price 40 cents.
FIFTH GRADE.
Text Books.
“Pizarro,” by Mara L. Pratt; Educational Publishing Co.,
Chicago; price 5Q ce n ts.
“Cortez and Montezuma,” by Mara L. Pratt; Educational
Publishing Co., Chicago ; price 50 cents.
“Greek Gods, Heroes and Men,” by Harding; Scott, Fores-
rnan & Co., Chicago ; price 50 cents.
“The City of the Seven Hills,” by Llarding; Scott, Eores-
man & Co., Chicago ; price 50 cents.
Supplementary.
“The Great West,” by Mara L. Pratt; Educational Pub-
lishing Co., Chicago; price 50 cents.
“America’s Story for America’s Children,” Yol. 2, by
Mara L. Pratt; D. C. Heath & Co., Chicago; price 50 cents.
SIXTH GRADE.
Text Books.
“The Story of the Middle Ages,” by Harding; Scott,
Eoresman & Co., Chicago; price 60 cents.
“Makers of American History,” by Chandler & Chitwood ;
Silver, Burdett & Co., Chicago ; price 60 cents.
“First Steps in the History of Our Country.”
Supplementary.
“American History in’ Literature/’ by Lane & Hill ; Ginn
<k Co., Chicago.
“Stories from English History/’ by A. L Church; Mac
millan & Co., Chicago; price $1.25.
Carpenter’s Geographical Readers; American Book Co.,
Chicago ; price 60 cents.
‘ 'The Ox Team on the Old Oregon Trail/’ by E Meeker ;
E. Meeker, Indianapolis ; price 60 cents.
“Short Stories of English History,” by Blaisdell; Ginn <fc
Co., Chicago ; price 40 cents.
“America’s Story for America’s Children,” by Mara L.
Pratt; I). C. Heath & Co., Chicago; price 60 cents.
SEVENTH GRADE.
Text Books.
“A Llistory of the United States for Beginners,” by Pow-
ell; Macmillan Co., New York; price 65 cents.
“An Elementary History of the United States,” by A. C.
Thomas; 1). 0. Heath & Co., Chicago; price 60 cents.
“A Short History of the United States,” by Scudder; Shel-
don & Co., Chicago ; price 60 cents.
Supplementary.
“Stories from English History,” by A. »L Church; Mac-
millan & Co., Chicago; price $1.25.
“Pioneer Stories of the Mississippi Valley,” hy C. Mc-
Murry; Macmillan & Co., Chicago; price 40 cents,
“Pioneer on Land and Sea,” by C. McMurry; Macmillan
Co., Chicago ; price 40 cents.
“Pioneers of the Rocky Mountains and the West,” by C.
McMurry; Macmillan & Co., Chicago ; price 40 cents
“Camps and Fireside of the Revolution,” by A. B. Hart;
Macmillan Co., Chicago; price 50 cents.
“The Western United States Geographical Reader,” by
Fairbanks; D. C. Heath & Co.* Chicago; price 60 cents.
“Side Lights on American History,” Vol. 1, by Elson ;
Macmillan & Co., Chicago; price 75 cents.
“Hero Stories from American History,” by Blaisdell &
Ball ; Ginn & Co., Chicago; price 60 cents.
“How Our Grandfathers Lived/’ by A. B. Hart ; Macmil-
lan, Chicago ; price 60 cents.
Teacher’s Books.
“Epochs of American History/’ by E. S. Ellis; A. Flan-
agan, Chicago ; price 50 cents.
“Louisiana Purchase,” by R. H. Hitchcock; Ginn & Co.,
Chicago ; price 60 cents.
EIGHTH GRADE.
Text Books.
“A Short History of the United States, by Channing;
Macmillan Co., Chicago; price 90 cents.
“Essentials of United States History,” by Mowry; Silver,
Burdett Co., Chicago.
“History of the United States,” by Davidson; Scott, Fores-
inan & Co., Chicago ; price 80 cents.
“A History of the United States,” by Allen C. Thomas ;
D. C. Heath & Co., Boston; price $1.00.
“Leading Facts of American History,” by 1). L. Mont-
gomery; Ginn & Co., Chicago; price $1.00.
“The Making of the American Xation,” by J. R. Red-
way; Silver, Burdett & Co., Chicago.
Supplementary.
“English History Told by English Poets,” by Bales Co-
man ; Macmillan Co., Chicago ; price 60 cents.
“Sidelights on American History,” Vol. 2, bv El
son; Macmillan Co., Chicago; price 75 cents.
“Romance of the Civil War,” by A. B. Hart; Macmillan
Co., Chicago; price 60 cents.
Teacher’s Books.
“History for Graded and District Schools,” by Kemp;
Ginn & Co., Chicago; price $1.00.
“Studies in United States History,” by Riggs ; Ginn &
Co., Chicago; price 60 cents.
EIGHTH GRADE CIVICS.
Text Books.
“State Constitution and School Laws of Idaho,” by Talk-
ington; $1.25; by mail, $1.35,
“The American Citizen,” by Dole; D. C. Heath k Co.,
Chicago; price 80 cents.
“Civil Government in the United States,” by J. E. Fisk;
Houghton, Miflin k Co., Chicago; price $1.00.
“Our Government,” by Macy ; Ginn k Co., Chicago ; price
75 cents.
“School Civics,” by F. D. Boynton; Ginn k Co., Chicago;
price $1.00.
“Government, Its Origin, Growth and Form in the United
States,” by Lansing k Jones; Silver, Burdett k Co., Chicago;
price $1.05.
Supplementary.
“How the People Buie,” by Iloxie; Silver, Burdett k Co.,
Chicago ; price 40 cents.
“A Primer of Political Economy,” by Wood; Macmillan
Co., Chicago; price 40 cents.
“The Young American,” by Judson; Maynard, Merril k
Co. ; price 45 cents.
Teacher’s Books.
“Method in History,” by Mace; Ginn k Co., Chicago.
“Guide to American History,” by Channing k Hart; Ginn
k Co., Chicago; price, $2.00.
“Topical Studies in American History,” by Allen; Mac-
millan Co., Chicago.
“The Teaching of History and Civics/ by Henry F.
Bourne, Longmans, Green k Co., Chicago; price $1.50.
“How to Study and Teach History,” by Hinsdale ; D. Ap-
pleton k Co., Chicago; price $1.50 .
“The Meaning of History,” by Frederic Harrison; Mac-
millan Co., Chicago; price $1.00.
“The Place of Industries in the Elementary Education,”
by K. E. Dopp; University of Chicago Press; price $1.00.
“Special Method in History,” by McMurry; Macmillan
Co., Chicago; price 75 cents.
“Report of the Committee of Seven on the Study of History
in Schools, ; Macmillan Co., Chicago.
“Course of Study for the Eight Grades,” by McMurry;
Macmillan Co., Chicago.
“Course of Study in Geography,” by McMurry; Univer-
sity of Chicago Press; price 25 cents.
The prices of hooks have been taken from the United States
Catalog, “Books in Print.’’
Lists of many other hooks of equal merit and on the same
subject might be given.
John W. Graham & Co.
707-709-711 Sprague Avenue---708-710-712 First Avenue
SPOKANE, WASH.
Largest School Supply House
in the Northwest
Acme Automatic
School Desks
Are Guaranteed for 20 years
They are superior to any other desk
made, being the most compact, simplest,
most comfortable and of best mechanical
construction.
Our Combination Adjustable Desks
are absolutely perfect and can be readily
adjusted to suit children of all ages.
Let us quote you lowest prices on either
single or double desks. We know you
can do better at this house, and we can
make immediate shipments.
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innim
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Alki Sectional
Bookcases
Grow with your library
This combination (above cut) in finely
finished antique oak--- each section 32
inches long with a depth of 8 inches:
Top $ 2.00
Second section, 9 1-2 inches high _ 3.15
Third section, 9 1 -2 inches high _ - 3.15
Fourth section, 1 1 inches high . _ , 3.45
Base 2.00
Total _ _ _ _ $1375
School Libraries
supplied at lowest prices.
Special catalogues and library lists on
application.
Send for our complete School Furnishing Catalog
giving descriptive matter on Desks, Globes, Maps, Charts, Blackboard,
Crayons, Dusters, Clocks, Bells, Flags, and auditorium Seating.
SOME STRONG HISTORIES
The Making of the American Nation, by Jacques
W. Redwav, F. R. G. S ! $1.00
' Essentials of United States History, by William
A. Mowry, Ph. H., and Blanche S. Mowry .90
First Steps in* the History of Our Country, by
W. A. Mowry Ph. I)., and A. M. Mowry, A. M. ... .60
First Steps in the History of England. .70
Marcus Whitman and the Early Hays of Oregon,
by William A. Mowry 1.50
The Territorial Growth of the United States,
by William A. Mowry 1.50
A Text Book of American History, by William
E. Chancellor 1.00
Historical Charts of the United States, with tri-
pod supporter, by Townsend MacCoun, A. M.
Twenty-six accurate, instructive maps in col-
ors, 38x40 inches 15.00
Historical Geography, Charts of Europe, Ancient and
( dassieul ( with supporter) $1 5.00
Historical Geography Charts of Europe, Mediaeval
and Modern, with supporter 15.00
SUPPLEMENTARY HISTORICAL READERS
America's Great Men and Their Deeds Series
American Heroes and Heroism, by William A.
Mowry and Arthur May Mowry 60
American Inventions and Inventors, by William
A. Mowry and Arthur May Mowry .65
American Pioneers, by William A. Mowry and
Blanch S. Mowry 65
STORIES OF HEROES.
Heroes of Chivalry, bv Louis Maitland 50
Wandering Heroes, by Lillian L. Price .50
Heroes of Myth, by Lillian L. Price and Charles B.
Gilbert 50
STORIES OF COLONY AND NATION
Lads and Laassies of Other Hays, Lillian L. Price 54
The War for Independence, by E. T. Tomlinson... .54
The War of 1812, by E. T. Tomlinson .54
Full information concerning these valuable books gladly sent to any address
upon request. Books for all grades, from the kmdergarden to the university.
SILVER, BURDETT & COMPANY
New York Boston Chicago San Francisco
Lewiston Pri alii? a ill Binding Co.
D URING- the past year we have been conducting a
Book Bindery in Lewiston under the name of the
Lewiston Blank Book Company. Our business
has been so flattering as to warrant us in installing a first
class printing office in connection. The first of the
printing material is now being placed in position, and
when our large presses arrive we will have in Lewiston
the most complete binding and printing plant in the
Inland Empire. We earnestly solicit your order for
first class printing and binding.
Lewiston Printing and Binding Company
Successors to Lewiston Blank Book Company
120 New Sixth Street LEWISTON, IDAHO
Are You Using Them in Your School?
THE PERRY PICTURES
They open up a new field of interest and of beauty to the children.
S1STINE MADONNA
(The One-Cent pictures are 5 to 7 times
this size.)
Half-Cent Size 3x3 1-2. For history, lan-
guage, composition, etc.
ONE-CENT SIZE 5 1-2x8 inches. One
Cent each for 23 or more; 1 20 for $ 1 .00.
Postpaid. Assorted as desired.
Two-Cent Size 7x9. All in the sepia
tone. 13 for 25 cents.
Two-Cent Size Birds, Animals, etc, in
natural colors. Two cents each for 13 or
more; $1.75 per hundred.
Five-Cent Size 10x12. Gems of art. 5
for 25 cents; 1 1 for 50 cents; 23 for $ 1 .00.
Send $1 for 23. Many new subjects.
Large Pictures for Schoolroom Deco-
ration 22x28 inches, for framing. Every
school should have them. 8 for $5.00.
Catalogue of 1,000 miniature illustrations
and 3 pictures for two 2-cent stamps.
THE PERRY PICTURES CO.
Box 310, Malden, Mass.
AWARDED FOUR GOLD MEDALS.
Do not accept inferior imitations, if you want the
genuine Perry Pictures.
T EACHERS looking for Supplementary Material
along Historical lines will do well to consider
the following list of books published by Ginn
& Company:
Price Grades
Andrews’ Ten Boys 50 4-6
Hero Stories From American History,
Blaisdell & Ball 50 4-6
Story of American History, (Blaisdell) 60 4-6
Stories From English History (Blaisdell) 40 4-6
Heroes of Middle West (Catherwood) 50 4-6
Church’s Stories of the Old World 50 4-6
Washington and His Country (Fiske-Irv-
ing .60 7-8
Franklin’s Autobiography, 40 6-S
Two Great Retreats in History (Retreat
from Moscow and Retreat of Ten Thou-
sand 50 8-12
Lamb’s Adventures of Ulysses 30 4-10
Martineau’s Peasant and Prince (a Story
of French Revolution) 40 7-12
Plutarch’s Lives 45 9-12
Fassett’s Colonial Life in Few Hampshire... .60 6-8
How the United States Became a Fat ion
(Fiske) .50 7-12
Legends of King Arthur and His Court .50 6-8
Hitchcock’s Louisiana Purchase, (contains
story of Lewis and Clark 60 8-12
Lawler’s Columbus and Magellan .40 4-7
Shaw’s Stories of Ancient Greeks .60 5-8
Old Indian Legends .50 5-8
Brigham’s Geographic Influences in Ameri-
can History, $1.25 8-12
Davis’ l nder Six Flags (story of Texas) 50 7-8
Address correspondence to
M. GANTZ, Agent
4539 Brooklyn Avenue ■ SEATTLE, WASHINGTON
The Macmillan
Company
Leading High School Text Books
Tarr’s New Physical Geography
Schultze’s Elementary Algebra
Schnltze and Sevenoak’s Plane and Solid Geometry
Botsford’s Ancient History for Beginners
Huntington’s Elementary English Composition
Carpenter’s New Rlietoric-English Composition
Mitchill and Carpenter’s Exposition in Class Room
Practice.
Channing’s Students’ History -of the Enitcd States
Macmillan’s Pocket Classics
'(More Than a Hundred Numbers)
Books for the Grades
Sloan’s Primary Readers
A Series of Two Phonic Readers
Baker and Carpenter. Language Readers
Each reader has some dominating interest in its
subject matter. A series of six hooks to furnish basic
reading matter and language work through the first six
grades.
The Modern English Course
A Complete Course for the Grades in Two Books.
By Henry P. Emerson, Superintendent of Schools,
Buffalo, N. Y., and Ida C. Bender, Supervisor of Pri-
mary Grades, Buffalo, N. Y.
The Tarr and McMurrv Geographies
No geographies have so secured and held the interest
of children. Used in many states and large cities.
CORRESPONDENCE CORDIALLY INVITED
The Macmillan Company
Box 269, Berkeley, California.
Ivanhoe Historical
Note Books
Part I, To accompany United States History.
Part II, To accompany General History.
Part III, To accompany Ancient History.
Part IV, To accompany Mediaeval and Modern History.
Part V, To accompany English History.
Price of each, 30 cents.
More than 3,000 schools endorse these books by using
them. They give the pupils something to do with their
hands. They provide outline maps, directions to the teach-
ers and pupils and space for notes. You should be ac-
quainted with them.
Historical Maps
Atkinson- Mentzer Historical Maps, 16 maps 40x45 inches,
per set $20.00. The State University at Moscow has
just added a set of thes maps. They should be in every
grammar school teaching U. S. History. Sent on approval
to superintendents.
Talisman Historical Maps, 47 maps 8x10 1-2 inches, per
hundred, $1.00. These maps are for note book work
and are printed on drawing paper. A list of the maps will
be sent on application.
Do You Know?
The Art Literature Primer 30c
Book I 30c
Book II 40c
Book III (in press) __ 40c
“ Folk Lore Primer 30c
“ “ “ Book I 30c
“ Childhood of Ji-Shib Jenks (grades 4-7) 60c
“ Bee People, Morley (grades 4-8) 50c
Little Mitchell, “ “ “ 50c
Nestlings of Forest and Marsh (First Series), Wheelock
(grades 4-8) 45c
Lady Lee and other Animal Stories, Ensign (grades 4-8) _ 50c
; --r ^ \7JT -Z3Vr. J <*& && * . .Vt-fa- Jtgj It WRf
Atkinson, Mentzer & Grover ^
CHICAGO Publishers “ BOSTON
STATE CONSTITUTION AND SCHOOL
LAWS OF IDAHO
The sale of <k The State Constitution and School Laws of
Idaho, issued by Prof. Talkington less than a year ago, has
abundantly demonstrated that there is a field for such a work,
and that this book fills that field.
It is strongly endorsed by the state and countv school sup-
erintendents, as well as leading educators, has been introduced
as a regular text book in both of the Normals and in some of
the leading High Schools, and has been purchased by hundreds
of teachers throughout the state — one book dealer having sold
about one hundred copies in his county alone during the last
eight months.
The State Constitution is treated section by section, just
as the United States Constitution in an ordinary civil govern-
ment, while the topical method is adopted in the treatment of
the school laws. Both subjects are fully indexed and will be
found very helpful to the student, the teacher, the applicant for -
a certificate the school official or to any one interested in the re-
sources and institutions of the state.
The book comprises something over 200 pages, is bound
in cloth, copiously illustrated with cuts of the chief buildings
of all the state institutions, as well as those of its leading re-
sources and industries.
The price is $1.25 net, ten cents being added for postage,
and may be had by addressing the author at Lewiston, Idaho,
or any book dealer in the state.
STATE NORMAL SCHOOL, LEWISTON, IDAHO.
UNIVERSITY OF ILLINOIS
'
PRESIDENT’S OFFICE.
UNIVERSITY OF ILLINOIS-UnBANA