Directions for History Papers

Directions for History Papers.

Preparatory Department.

I. Do not crowd the top of the page or begin to write before the first ruled line.

II. The first page should contain:—

A. The subject of the paper.

B. Books consulted.

1. These should be arranged alphabetically with a line between each reference giving:—
Author. Book. Pages read.

2. The student will need to read many more pages than she intends to write in order to get enough good material for the paper.

III. The second page should contain an outline of the paper, with important points in large topics and minor points in sub-topics.

A. Leave a line between each large topic.

B. Have each sub-topic indented and equally distant from the margin.

IV. Try to know your subject so that you will be able to express yourself with ease.

A. Write a brief paragraph of introduction.

B. Get your facts from books, but tell them in your own words.

C. Give most space to what is most important.

V. After writing your paper, add definite references in the margin to the sources from which you gained your material, giving author, title of book underlined, and pages cited.

Directions for History Notebooks

Directions for History Note-Books.

I. All history students must use loose leaf note-books.

II. All notes in and out of class must be taken in ink. Do not take notes with pencil and then copy—it wastes time! The book is for use.

III. Outline your work.

A. Put the heading of each new chapter at the top of a fresh sheet and begin each distinct subject on a new page.

B. Leave a margin of an inch and a half, and indent each paragraph one inch more.

C. Leave a line between each large topic and allow several lines after each subject for note-taking in the class.

IV. Take most of your notes in “abstract” form. Take only important points in exact words, and then use quotation marks.

A. When taking “reading notes,” put in the margin author, title of book underlined, and pages cited.

B. When quoting from a compiled “source book” give the real author and work from which the extract is taken, then the “source book” and pages.

C. Every history student should be familiar with Perry’s “A Punctuation Primer, with Notes on the Preparation of Manuscript.” Am. Book Co. Thirty cents.

Note.—Pages 24-47 and 73-93 required.

Proportion of time to be spent in note-taking:—
Preparatory Courses, one-third of the time.
College Courses, one-half of the time.

Note.—This does not apply to specially-prepared history papers.

Methods of Primary Instruction

Methods of Primary Instruction.

1. Oral presentation. These stories should be given by the teacher in a simple, animated style, adapted to the mental status of the child. They should abound in narration rather than description. Children like action. During the first two years they should be related rather than read.

2. Illustrations. Frequent use should be made of blackboard illustrations. Printed pictures, objects, etc., should also be used.

3. Construction. Children should do constructive work along lines suggested by the lessons—draw pictures, make log houses, bows, arrows, wigwams, etc.

4. Reproduction. The stories should be frequently repeated by the pupil until they are thoroughly mastered. They should also be reproduced in written form as soon as the child is sufficiently advanced.

5. Note books. The children should copy their stories after they have been corrected into their history note books. Neatness should be emphasized.

6. Memory work. The children should memorize historical poems and brief extracts from historical literature, which are thoroughly comprehensible to them.

7. Reading. The children should be encouraged to acquire new facts for themselves from books that are easily comprehensible to them.

8. Reviews. There should be frequent reviews. These exercises should be varied as much as possible and should be often held at unexpected times. Call on different members of the class to tell of their favorite characters; give characteristic incidents not already related, in the life of a person, and let the children guess who it is; let them guess what certain pictures represent, etc.

9. Rewards. The child should be occasionally rewarded with something to read about his favorite character. Reward the mind, but do not permit it to be surfeited.

10. Problems. In the latter part of the primary course special attention should be given to historical problems. See McMurry’s “Special Method in History,” pp. 66-74.

Directions for Special College History Papers

Directions for Special College History Papers.

I. Make a bibliography of your subject on cards and arrange by authors alphabetically, indicating source and secondary material.

A. Make as complete a list of available material as possible before taking any notes.

B. Copy this later with annotations, leaving a line between each reference, and hand in with paper.

II. In taking notes keep in mind what you will use.

A. Follow directions for note-book work.

B. Put notes at the end of the paper.

III. Before writing, look over a copy of the “American Historical Review” for form.

IV. Make an outline of what you are to write, leaving a line between each large topic. Hand this in with completed paper.

V. In writing, try to know your subject so that you will be able to express yourself with ease.

VI. Be careful for margins and paragraphs. Write on one side of the sheet only.

VII. Leave the last four lines on each page for footnotes.

Note.—In writing footnotes, skip one line and use the last three. Make the references as definite as in note-book work. Number your footnotes from “1” on each new page.

VIII. Use ruled paper and fasten all your work together with a brass fastener.

Suggestions on Primary History

Suggestions on Primary History.

1. Have the purpose and outline of the story well in hand before presenting it, and let your presentation be independent of the book. The outline of your story should be very carefully prepared.

2. Avoid complex details. Tell story vividly. “The educational value of these stories does not depend upon literal accuracy.”

3. The sequence of events and their relations are more important than dates. “A long time ago” means more to a child than 1492.

4. Lay special stress on ethical teaching; cut down wars and military campaigns as much as possible.

5. Go slowly. Haste is a poor policy. A teacher may sometimes devote weeks to a single character to advantage. Do not cram facts indiscriminately into children’s minds.

6. Do not repeat stories to the same children from year to year.