MANUAL OF SUGGESTIONS FOR TEACHERS OF HISTORY
PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY
DETAILS
The course in literature and composition includes the telling by the teacher of suitable stories from the Bible, stories of primitive peoples, of child life in other lands, of famous persons and peoples; and the oral reproduction of these stories by the pupils. In this way history, literature, and composition are combined.
For Method in telling stories, consult How to Tell Stories to Children, by Sara Cone Bryant, Houghton, Mifflin Company, Boston, $1.00.
FORM I
Bible Stories:
Moses in the Bulrushes, his Childhood, the Burning Bush, the Crossing of the Red Sea, the Tables of Stone; Joseph's Boyhood Dreams, Joseph sold into Egypt, the Famine, the Visits of his Brethren; David and Goliath; Samson.
Stories of Child Life:
The Eskimo Girl, the Andean Girl, the Arabian Girl, the Little Syrian Girl, the Swiss Girl, the Chinese Girl, the African Girl, the German Girl, the Canadian Girl; the Little Red Child, the Little White Child, the Little Black Child, the Little Yellow Child, the Little Brown Child.
Consult The Seven Little Sisters, by Jane Andrews, Ginn & Co., Boston, 50c.; The Little Cousin Series, by Mary Hazelton Wade, The Page Co., Boston, 60c. each; Five Little Strangers, Julia Augusta Schwarz, American Book Co., New York; Each and All, Jane Andrews (sequel to The Seven Little Sisters), 50 cents.
Special Days:
Christmas: The Birth of Christ, the First Christmas Tree (see Appendix); Arbor Day; Constructive work suggested by St. Valentine's Day and Thanksgiving Day; Stories of these Days.
Note: Advantage should be taken of every opportunity to teach obedience to authority and respect for the property and rights of others.
FORM II
Bible Stories:
Abraham and Lot, Joshua, David and Jonathan, David and Saul, Ruth and Naomi, Daniel, Miriam and Moses, Abraham and Isaac, Boyhood of Christ, the Shipwreck of St. Paul.
Stories of Child Life:
The Aryan Boy, the Persian Boy, the Greek Boy, the Roman Boy, the Saxon Boy, the Page Boy, the English Boy, the Puritan Boy, the Canadian Boy of To-day, Child Life in Canada (a) in the early days, (b) to-day on the farm and in the city or town; occupations, games, and plays, etc.
Consult Ten Little Boys Who Lived on the Road from Long Ago till Now, by Jane Andrews, Ginn & Co., 50c.
Stories of Famous People:
Boadicea, Alfred, Harold, First Prince of Wales, Sir Francis Drake, Sir Walter Raleigh, Columbus, Cabot, Cartier, Champlain, Madeleine de Verchères, Pontiac, Brock, Laura Secord, Florence Nightingale.
Consult The Story of the British People, Thomas Nelson & Sons, Toronto, 35c. (For Florence Nightingale, see Appendix.)
Pioneer Life:
In Ancient Britain: See Second Reader, p. 109; Ontario Public School History of England, p. 10.
In Roman Britain: See The Story of The British People, pp. 18–24.
Old English Life: See Third Reader, p. 325; Ontario High School History of England, pp. 33–40.
At the Close of the French Period in Canada: See Fourth Reader, p. 65.
In Upper Canada in the "Thirties": See Fourth Reader, p. 122.
Our Forefathers: Where they lived before coming here, how they got here, hardships in travel, condition of the country at that time, how they cleared the land, their homes, their difficulties, danger from wild animals, the natives of the country, modes of travel, implements and tools, etc.
Consult Pen Pictures of Early Pioneer Life in Upper Canada, Briggs, $2.00; Ontario High School History of Canada.
Inventors:
Watt, Stephenson, Fulton, Bell, Edison, Marconi.
Civics:
Elementary lessons in local government:
(a) In cities, towns, and incorporated villages—the postmaster, (see Illustrative Lesson, p. 65), the postman and policeman; city or town hall, post-office, mail boxes, school-houses.
(b) For rural districts—postmaster, trustees, roads and bridges, rural mail delivery.
Special Days:
Empire Day, Victoria Day, Dominion Day; local occasions such as Fair Day, Election Day; review of those Days taken in Form I.
FORMS III AND IV
PRELIMINARY NOTE
Below are the topics and sub-topics of the Course in History for Forms III and IV.
In dealing with the subject in both Forms, the teacher should keep constantly in mind the chief aims suited to this stage of the pupil's development. (See pp. 16, 17.) The most vital of these is "to create and foster a liking for historical study." The teacher should make use of simple map drawing to illustrate the subject. This is especially necessary in dealing with the history of Canada. There should be much illustration by means of maps and pictures. See Educational Pamphlet No. 4, Visual Aids in the Teaching
