Calvin Olin Davis

“ Seek for principles of unity and diversity in interpreting the events.
10. Make use of time-wholes, space-wholes, and organic-wholes, but avoid making artificial divisions.
11. Guide the pupils, but do not dictate their reactions.
12. Make the study stimulate the intellect, the emotions, the will.
13. Force the pupils to think for themselves—to analyze, compare, reason, judge, and apply.
14. Show that all history,—battles, institutions, constitutions, etc.,—are the result of conflicts of ideas, emotions, ideals, and wills. ”

“ The worst possible form of education is an abortive education—one that falls back on some mysterious disciplinary claim for its justification—as if there were any true discipline in failing to master a subject. ”

“ Does the teacher so conduct the class work that the "practical values" of history are realized?
28. Does the class really appear to enjoy the work? What evidences have you of this?
29. Does the class feel that the recitation period is a delight or a bore? What evidences have you that this is so?
30. Which phases of the work receive the greatest emphasis: (a) acquisition of facts, (b) mental training, (c) moral training, (d) arousing interest in independent historical study, (e) development of patriotism and public spirit, or (f) power of judging men? ”

“ Does the teacher encourage the weighing of motives and actions with reference to their righteousness? Do you approve of this practice?
19. Does the teacher seek to have the students "be like" noble characters in history? What can you say for and against this practice?
20. Ought the teacher to strive consciously to use history to develop ethical ideas in pupils?
21. How does history exert a religious influence on its students?
22. Does history "inspire a love of truth" to any different degree than does any other subject of study? ”

“ Does the teacher really guide and lead, or does she carry most of the burden?
12. Do the pupils coöperate as a team—each seeking to contribute his portion freely and all aiming to attain a definite goal?
13. Does the recitation take on the spirit of comradeship, i.e., of courteous and familiar discussion?
14. Is the lesson enlivened by means of anecdotes, illustrations, stories, dramatic postures, readings, etc.?
15. Is the history lesson correlated with geography, English, foreign language study, science, manual training, and other school studies? ”

“ Are pupils in the classes observed expected to think for themselves? Are they encouraged to express their personal reactions to the facts presented?
35. What guiding principle should a high school teacher or textbook writer set for himself in selecting from the infinite mass of data recorded the material to be used in the high school, (a) that which reveals the development of personal liberty—political, religious, economic; (b) that which reveals the development of democratic institutions ”

“ The "natural man" was his ideal man. Montesquieu, in The Spirit of the Laws, sought to show that events in history are but the manifestation of spiritual law, as revealed in conditions of climate, geography, soil, natural resources, racial temperament, etc. ”

“ Herder sought to show that all events are but the manifestation of a deity striving to work out an ideal universe. Hence all events must be judged by the standards of the time and country in which they appear, i.e., be judged by the characteristics of the age and people affected. ”

“ Does the teacher seem to enjoy clean, harmless jokes and amusing incidents with her pupils?
36. Is everybody "into the game" all the time?
37. Is the aim of the recitation kept constantly before the class?
38. Is there steady progress toward it?
39. Does the teacher praise discriminatingly the good efforts of the pupils?
40. Is the teacher at all times a friend of the pupils?
41. Is a definite, clear summary of the significant points of the lesson made by the teacher at the close of the period?
42. Are important generalizations formed, and valid principles deduced? ”

“ It gives habits of analyzing the aims and motives of men, and the means they employ to attain their ends, i.e., it gives insight into character and hence makes social adjustment easier.
(b) It develops tolerance for the opinions, convictions, and ideals of others, and tends to prevent hard, dogmatic, and uncompromising judgments and attitudes.
(c) It gives appreciation of the civic and political institutions of to-day—their origin, development, and purposes—and hence teaches the rights and obligations that are inherent in citizenship. ”

“ Does the teacher employ any but the large organizing questions while carrying on the review?
10. Are review questions of the kind that will confront the pupils in real life?
XIX. The Lesson in Civics.
1. Does instruction in civics occupy a separate period or separate term in the history work?
2. Is a special textbook used?
3. How much time is devoted to civics?
4. On what phase of civics is emphasis laid—national, state, or local?
5. Is the civics instruction closely correlated with history?
6. Is it vitalized by visits to contemporary governmental institutions? ”

“ The outlines herewith presented have grown out of the necessities of a course conducted by the writer in the training of teachers in the University of Michigan. The course has been styled "Methods and High School Observations in History." It has been open only to seniors and graduate students who have specialized in history and who expect to teach that subject in high schools. The work has consisted of one class meeting per week for eighteen weeks, and of twenty hour-observations of history teaching in the Ann Arbor High School. ”

“ It implants ideals of personal character by disclosing the personal qualities and moral accomplishments of men and women who have, in large ways, affected history, and who have in consequence received lasting honor and renown. ”

“ Is the work in Advanced Civics presented in a separate course, or is it correlated and interwoven with the work in U. S. History?
11. What arguments can you give for and against the practice?
12. What is the scope and aim of each of the courses Of history you have observed?
XII. The History Teacher's Preparation and Equipment.
1. Has the teacher the kind of personality you could wish for yourself?
2. Is her voice melodious and pleasing?
3. Has she winsome manners?
4. Is she sympathetic with her students?
5. Does she show distinctive qualities of leadership? ”

“ Do you approve of this distribution of emphasis?
31. Which of the following aims should the teaching of history in the high school emphasize, viz., (a) giving to youths the knowledge and power for the right interpretation of the civilizations of the past, (b) assisting youths to an understanding of the development and significance of present-day civilizations and aiding them to adjust themselves to these civilizations ”

“ Does the assignment include a "review" of previous work? How much?
18. Does the assignment stress dates too much?
19. Is the assignment made with enthusiasm and interest, and does it thus at once strike a responsive chord in the pupils?
XVI. The Study Lesson.
1. Are pupils encouraged to follow a definite daily schedule in studying their lessons? Do you advise this?
2. Is there supervised study in the school?
3. What is the nature of the supervision given in such a period?
4. Judging from results, have the pupils made good use of their study periods? ”

“ VII. Values and Aims of History.
1. Psychological.
(a) It develops the power of constructive imagination through the visualizing of scenes, events, and characters, and the effort to put oneself back into the past.
(b) It trains the reasoning faculty through the necessity of analyzing data, seeking causes and effects, and following historical development wherever it may lead. ”

“ Historical Study in America.
(a) History was taught incidentally by professors of philosophy in most of the universities from their founding.
(b) Yale had a professorship of ecclesiastical history in 1778–1795.
(c) Harvard established the first professorship in history (in the general sense of the term) in 1839, Jared Sparks being the first incumbent.
(d) Columbia University and the University of Michigan established chairs of history in 1857.
(e) Yale established a chair of history in 1865. ”

“ Pre-Renaissance Period: Incidental historical study made in connection with the study of biography and literature.
2. Renaissance Period: Historical studies pursued as auxiliary to the interpretation of the classics.
3. Post-Renaissance Period in Europe.
(a) Heraldry and local, contemporary historical incidents and events taught in Ritterakedemien after 1648.
(b) In Germany, the systematic study of history in schools really dates from about 1806, though an independent status was given history in the universities (particularly in Göttingen) in the 18th century. ”

“ It inspires patriotism "through arousing noble emotions that revolve about inherited responsibilities." ["A study of the times that tried men's souls tends to form souls that are capable of enduring trial."—Hinsdale.] ”

“ If they shall prove of service to his colleagues and their students elsewhere, his aim and purpose will be fully met.
Calvin Olin Davis
University of Michigan
April, 1914
THE CONTENTS
A GUIDE TO METHODS AND OBSERVATION IN HISTORY STUDIES IN HIGH SCHOOL OBSERVATION
I. Definitions.
1. History is the science of the development of men in their activity as social beings.—Bernheim.
2. History is the biography of a political society or commonwealth.—Arnold.
3. History is the story of man living in social relations in the world.—-Hinsdale. ”