History in the School Curriculum

Jeffreys M. V. C. “History in Schools: The Study of Development”. (U.L.P. 1939), p. 16 f.

Happold F. C. “Vision and Craftsmanship”. (Faber 1949), p. 65 f: McNichol, H. “History, Heritage and Environment”. (Faber 1946), 32–41.

See I.A.A.M. “The Teaching of History”. (C.U.P. 1950), p. 2–6.

“The Content of Education”. (U.L.P. 1945), p. 45.

Jeffreys , op. cit., 16–17.

Collingwood R. G. “The Philosophy of History”. (Bell 1930), p. 79.

“The Future in Education”. (O.U.P. 1942), p. 20 f.

The recommended text books have been through numerous reprintings and editions without being radically altered to suit new needs.

U.N.E.S.C.O. “History, Geography and Social Studies”. A summary of school programmes in 53 countries gives the chronological method main place in the British systems, p. 101 f. McNichol op. cit., p. 50, attacks the examination system.

Rousseau in his Émile sums up the problem as follows: “By a still more ridiculous mistake they are made to study history, and history is supposed to be within their reach because it is merely a collection of facts. But what do we understand by this word facts? Is it presumed that relations which determine historical facts are easy to grasp, and that ideas are formed from them without difficulty in the minds of children … this study … gives no more pleasure than instruction”. In Payne, W. H. “Rousseau's Emile or Treatise on Education”. (London 1893), p. 75–76.

“The Aims of Education and Other Essays”. (Williams and Norgate, 1929), p. 2.

The methods are discussed in I.A.A.M. op. cit., p. 18–21. Rousseau favoured the biographical approach; see Payne, op. cit., p. 212 f.

McGeoch John “The Psychology of Human Learning”. (McMillan, 2nd edition 1953); Cole, L. E., and Bruce, W. F. “Educational Psychology”. (London 1950), passim.

“Manual of the Public Examinations Board”. (University of Adelaide), p. 57, II, 1 (b).

See Cole Bruce , op. cit., p. 471 f.

Hill C. P. “Suggestions on the Teaching of History”. (Published for U.N.E.S.C.O. by Dupont, Paris, 1953), p. 15: “the industrial city, the seaport, the farm lands each need a different sort of history syllabus, even if the differences are found only in illustrative detail.”

On what follows see Johnson H. , “Teaching of History in Elementary and Secondary Schools with application to Allied Studies” (revised edition, New York 1940), p. 87 f.

Ibid, p. 40, and Curtis J. S. Boultwood M. E. A. “A Short History of Educational Ideas” (London 1953), p. 271 and p. 90.

McNichol , op. cit., abolishes history altogether and substitutes social studies, p. 51 f.

Clarke Fred Sir . “Foundations of History Teaching”. (O.U.P. 1929), p. 6 f.

Clarke , op. cit., p. 20.

Op. cit., 45 f.