THE HESPERIAN
Hl.
Americao History.
The educational changes of the last thirty
years are well illustrated in the topics as
signed for this morning's papers. Thirty
years ago, the discussion of historical topics
and historical methods was practically, if
not entirely, unknown in the United States.
Now the courses of study in nearly all our
higher educational institutions embrace a
vast group of studies of an historical nature.
In addition to pure history, political econ
omy, sociology, administration, finance, sta
tistics, and a host of other differentiated
subjects, all pursued from the historical
stand-point, are gradually crowding out
other topics, to make room for themselves.
Twenty years ago, even, such a paper as this
would probably have been an attempt to
prove that history had a right to a seat in
the charmed circle where educational ques
tions were discussed. Ten years ago, or
perhaps even less, the writer would probably
have felt compelled to devote his entire
strength to prove that American history was
not an outcast, and that it had a right to sit
at the fireside with "readhr writin and
"rithmetic. "" Now, it is unnecessary to argue
for the right, either of history in general, or
of American history, or of any of their allies,
to appear upon this platform. This means,
of course, that the historical studies have
won for themsehesa place in the educational
field. It means that their value, as a means
of mental culture, is no longer seriously dis
puted. It means, above all, that their prac
tical value, in producing good citizenship, in
advancing civilization by means of making
men more tolerant, more humane, more true
to their fellow-men, wiser in planning, and
more skillful in executing, is accepted by
those who make educational curricula. It is
no longer neccssarj' to prove that history
may be so taught as to make it a valuable
mental discipline, for it is admitted that few
studies, when properly presented, afford a
better training for memory, judgment and
Extracts from a paper on 44Somi Suggestions in
Regard to Methods of Teaching American History'
read before the State Teachers' Association, Decem
ber, 1892, by H. W. Caldwell.
imagination, while reason itself is not left
undeveloped. Its iniluence in broadening
and elevating the moral character is not
second to that of any study pursued in our
schools. Its practical value in fitting men
to fill ably and wisely all the ordinary voca
tions of life, especially those of a public
nature, is now admitted on all hands.
Thus the first contest is won. The fact
that history in its various forms is to be with
us iu our educational work, makes it neces
sary that we should advance to the next
great question connected with the subject,
viz: how it is to be presented so that the
greatest possible benefit may be secured with
the least possible waste of energy ?
In admitting that historical study in our
schools is of recent growth, it is necessarily
implied that precedent has as yet done little
to establish methods that may, without ques
tion, be adopted in teaching history. It
has the advantage, however, that it is not
hampered in its development by tradition and
time honored, yet false methods. Like all
new subjects, it is only just now passing out
of the experimental stage into one where
certainties in method prevail. Thus we are
just at the moment that makes it .ill-important
that we adopt, while we may easily, cor
rect methods. The rest of this paper will
be an attempt to contribute my little mite to
the true solution of this problem, to give
some plain suggestions in a very simple and
unambitious style in regard to methods of
teaching American history-
vr tt
The aim in teaching and studying history
should be (1) to promote intellectual develop
ment, (2) to secure ethical improvement, and
(3) to give information that may be of use in
practical life.
Now how may history be sp taught as to
accomplish these ends? First, it must be
said very emphatically, and appreciated very
thoroughly, that the teacher must have a
fairly wide acquaintance with the facts and
principles of history; and that the conditions
under which the political, social, economic,
and intellectual life of the United States haB
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