The Teaching of History — Ernest C Hartwell

This monograph will make no attempt to analyze the personality of the ideal teacher It is assumed that the teacher of history has an adequate preparation to teach his subject that he is in good health and that his usefulness is unimpaired by discontent with his work or cynicism about the world It is presupposed that he understands the wisdom of correlating in his instruction the geography social progress and economic development of the people which his class are studying He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear fluent and accurate expression only to relax the effort when the student comes into the history class He knows that the precision logic and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations Let us go so far as to assume a teacher who is both pedagogical and practical scholarly without being musty imbued with a love for his subject and yet familiar with actual human experience

This monograph will make no attempt to analyze the personality of the ideal teacher It is assumed that the teacher of history has an adequate preparation to teach his subject that he is in good health and that his usefulness is unimpaired by discontent with his work or cynicism about the world It is presupposed that he understands the wisdom of correlating in his instruction the geography social progress and economic development of the people which his class are studying He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear fluent and accurate expression only to relax the effort when the student comes into the history class He knows that the precision logic and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations Let us go so far as to assume a teacher who is both pedagogical and practical scholarly without being musty imbued with a love for his subject and yet familiar with actual human experience

This monograph will make no attempt to analyze the personality of the ideal teacher It is assumed that the teacher of history has an adequate preparation to teach his subject that he is in good health and that his usefulness is unimpaired by discontent with his work or cynicism about the world It is presupposed that he understands the wisdom of correlating in his instruction the geography social progress and economic development of the people which his class are studying He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear fluent and accurate expression only to relax the effort when the student comes into the history class He knows that the precision logic and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations Let us go so far as to assume a teacher who is both pedagogical and practical scholarly without being musty imbued with a love for his subject and yet familiar with actual human experience