A Monthly Magazine, DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND FRANK H. KASSON and FRANK PALMER EDITORS. VOLUME XIV. BOSTON 50 BROMFIELD STREET 1894. CONTENTS. 466 408 Chemistry, Summer Courses in. Joseph Torrey, Jr. Chicago and the Congresses of Education. Frank H. Kasson Child Growth, Phenomena of George H. Hudson Classics in the College Course. College Fitting in Public Schools. Difficulties of Our Smaller Colleges. E. P. Powell Dominical Letter in Theory and Practice. Charles R. Ballard Drawing in General Education. D. R. Augsburg 310 148 45, 109, 174, 237, 305, 366, 431, 497, 559, 617 English Preparatory School. Arthur Inkersley Ethan Allen, The Sword of. John R. Weathers Examinations, Should they be Abolished? George M. Steele, LL. D. Historic Secondary Schools: Dummer Academy. Israel A. Herrick Historic Secondary Schools: Phillips Andover Academy. C. F. P. Bancroft, How Home and School Help and Hinder Each Other. W. M. Thayer 68, 142 Management of the Public School. Lewis J. Block Massachusetts Institute of Technology Courses for Teachers Myth, The Place of in Modern Education. Ella L. Guptill Native Trees and Plants for School Grounds. Ruth Raymond Pedagogics, The Study of. Thomas M. Balliet 64, 128, 192, 256, 320, 384, 448, 512, 578, 642 Plato's Writings, Chronological Order of. Professor W. S. Scarborough Shakespeare, The Friendship of. Professor Leverett N. Spring Shorthand for Schools. Henry M. Dean Shylock and Harpagon. Israel A. Herrick State University Library Work. Cleaves Bennett Strictures on Current Educational Tendencies Sunrise on the Righi. Professor Franklin B. Sawvel. Teaching History in Elementary Schools. Ethelbert D. Warfield, LL. D. EDUCATION DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND VOL. XIV. LITERATURE OF EDUCATION. SEPTEMBER, 1893. No. 1. THE TEACHING OF HISTORY IN ELEMENTARY DISCI SCHOOLS. ETHELBERT D. WARFIELD, LL D., PRESIDENT OF LAFAYETTE COLLEGE, EASTON, PA. ISCIPLINE is the great end of elementary teaching. But discipline must be directed to the highest attainable objects. Drill for drill's sake is all very well. But if drill can be made to secure mental discipline and afford elementary instruction in some useful branch, its usefulness is doubled. Historical teaching in the elementary school must then be first a drill, and secondly it should be the foundation on which to build subsequent teaching in history. In order to secure mental discipline we must endeavor to train not a single faculty but all the faculties of the mind. There is an idea abroad that the only faculty worth training is the reasoning faculty. We hear all the time the injunction: "Teach the pupil to think." No one can advocate this more strongly than I. But thought is not the only function of the brain. Least of all is it the first. We must begin by teaching facts. We must then inculcate the habit of comparison between facts and observation of the relations of facts. Having reached this point we must proceed to infer from those observed, similarities, differences and relations: the conclusions give us new concepts. And thirdly, we must train the recognitive faculty by which the child will be able to recall both the facts taught and the inferences drawn. In order to do this the will must be stimulated, by frequent drill, to command |