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STUDY GUIDE 7
1. Types of Muscle Tissues
Match the types of muscle tissues with the words and phrases.
1) Skeletal 2) Smooth 3) Cardiac
1, 3 Striated 2 Walls of blood vessels
2, 3 Single nucleus 3 Heart muscle
2, 3 Involuntary 2 Walls of digestive tract
3 Intercalated disks 1 Skeletal muscles
3 Branching network 1 Easily fatigued

2. Structure of Skeletal Muscle

Write the terms that match the statements in the spaces at the right.
1) A bundle of fibers enveloped by connective tissue. Fasciculus
2) Binds all fasciculi together. Fibrous connective tissue
3) Connective tissue covering entire muscle. Deep fascia
4) Cordlike attachment of a muscle. Tendon
5) Sheetlike attachment of a muscle. Aponeurosis
6) Plasma membrane of muscle cell. Sarcolemma
7) Cytoplasm of a muscle cell. Sarcoplasm
8) Threadlike contractile elements. Myofibrils
9) Thinner protein filaments in myofibrils. Actin
10) Thicker protein filaments in myofibrils. Myosin
11) Portion of a myofibril between Z lines. Sarcomere
12) Light and dark bands on myofibrils. Striations
13) Attachment of motor axon to sarcolemma. Neuromuscular junction
14) Depression in sarcolemma receiving axon tip. Synaptic cleft
15) Motor neuron and its attached muscle fibers. Motor unit

3. Physiology of Muscle Contraction

a. Write the words that complete the sentences in the spaces at the right.
The axon tip of an activated motor neuron releases
1 into the 2 _ where it binds to receptors 1) Acetylcholine

on the 3_. The impulse is carried into the muscle fiber 2) Synaptic cleft

by 4 , causing the release of Ca++ from the _5__. Ca++ 3) Sarcolemma

binds with troponin in thin myofilaments 4) T tubules

causing 6 to shift, exposing the myosin-binding 5) Sarcoplasmic reticulum

sites on _7 molecules. Cross-bridges of 8 attach 6) Tropomyosin

to the binding sites, and a power stroke pulls thin 7) Actin

myofilaments and the attached 9 toward 8) Myosin

the center of the sarcomere. This process is rapidly 9) Z lines_________________________________

repeated until _10__ is complete.

75
10) Contraction___________________________
 b. Write the terms that match the statements in the spaces provided.
1) Decomposes acetylcholine. Cholinesterase
2) Combines with oxygen to store small amounts
of oxygen in muscle cells. Myoglobin
3) Phase of cellular respiration that requires oxygen. Aerobic
4) Products of pyruvic acid breakdown when
adequate oxygen is present. C02, H20, energy
5) Acid formed from pyruvic acid when adequate
oxygen is not available. Lactic acid
6) Provides direct energy for muscle contraction. ATP
7) Process releasing energy from nutrients in cells. Cellular respiration
8) Chemical whose accumulation produces an
oxygen debt. Lactic acid
9) Released from creatine phosphate to quickly
re-form ATP. High energy phosphate
c. Write the terms that match the statements in the spaces at the right.
1) Smallest stimulus causing a contraction. Minimal or threshold
2) Activation of a muscle fiber causes a
(all-or-none, graded) contraction. All-or-none
3) Primary cause of fatigue. Lactic acid
4) Type of contractions observed in whole
muscles (all-or-none, graded). Graded
5) Smallest stimulus that activates all motor
units of a muscle. Maximal
6) Activation of an increasing number of motor
units in a series of contractions. Recruitment
7) Controls the number of motor units that are
activated. Nervous system
8) State of constant, partial contraction. Muscle tone
9) State of constant, complete contraction. Tetanus

4. Actions of Skeletal Muscles

a. Write the terms that match the statements in the spaces provided.
1) Fixed end of a muscle. 0rigin
2) Movable end of a muscle. Insertion
3) Muscles opposing agonists. Antagonists
b. Write the names of the muscles that match the actions.
1) Closes and puckers lips. 0rbicularis oris
2) Pulls angle of mouth upwards. Zygomaticus
3) Helps masseter raise the mandible. Temporalis
4) Compresses cheeks. Buccinator
5) Pair of neck muscles that flex head. Sternocleidomastoid

76
 6) Pair of neck muscles that extend head. Splenius capitus
7) Innermost muscle of abdominal wall. Transversus abdominis
8) Raises ribs during inspiration. External intercostals
9) Elevates clavicle and scapula. Trapezius
10) Draws scapula downward and anteriorly. Serratus anterior
11) Adducts and draws humerus across chest. Pectoralis major
12) Sheetlike muscle of lower back that adducts
and extends humerus. Latissimus dorsi
13) Abducts, flexes, and extends humerus. Deltoid
14) Rotates humerus laterally. Infraspinatus
15) Assists deltoid in abducting humerus. Supraspinatus
16) Assists latissimus dorsi. Teres major
17) Assists biceps brachii (two muscles). Brachialis
Brachioradialis
18) Extends forearm. Triceps brachii
19) Flexes and rotates forearm laterally. Biceps brachii
20) Flexes and abducts wrist. Flexor carpi radialis
21) Flexes and adducts wrist. Flexor carpi ulnaris
22) Extends fingers. Extensor digitorum
23) Extends and adducts wrist. Extensor carpi ulnaris
24) Extends and abducts wrist. Extensor carpi radialis longus
25) Adducts, flexes, and rotates thigh laterally
(two muscles). Adductor longus
Adductor magnus
26) Abducts and rotates thigh medially. Gluteus medius
27) Extends and rotates thigh laterally. Gluteus maximus
28) Flexes and abducts thigh. Tensor fasciae latae
29) Flexes thigh only (two muscles). Iliacus
Psoas major
30) Flexes leg and thigh. Sartorius
31) Flexes leg and adducts thigh. Gracilis
32) Group of four muscles that extend leg. Quadriceps femoris
33) Three muscles that flex the leg and extend
the thigh. Biceps femoris
Semitendinosus
Semimembranosus
34) Dorsiflexes and inverts foot. Tibialis anterior
35) Flexes leg and plantar flexes foot. Gastrocnemius
36) Extends toes and dorsiflexes and everts foot. Extensor digitorum longus
37) Plantar flexes and everts foot. Peroneus longus

77
 5. Major Skeletal Muscles
Label the muscles and associated structures in the following diagrams by writing the names of the labeled
parts in the spaces provided. After labeling, color-code the muscles to help you to distinguish them.
Head and Neck
1 1) Epicranial aponeurosis
2
2) Frontalis
4
3) Occipitalis
3
8 4) Epicranius
5) Masseter
9
6) Splenius capitus
10
7) Sternocleidomastoid
8) Temporalis
9) Orbicularilis oculi
5
11
10) Zygomaticus
6
11) Buccinator
7 12
12) Orbicularis oris
13) Platysma
13

8
1

2 9

3
Anterior Trunk
10
1) Sternocleidomastoid
2) Pectoralis minor
4
3) Internal intercostal
4) Serratus anterior
5 11 5) Rectus abdominus
6) Internal oblique
6 12 7) Transversus abdominus
8) Trapezius
7
13 9) Deltoid
10) Pectoralis major
11) Linea alba
12) External oblique
13) Aponeurosis of external oblique

78
 Posterior Trunk
1) ___
Trapezius
2) ___
Deltiod
3) ___
Latissimus dorsi
4 4) ___
Levator scapuli
1
5) ___
Supraspinatus
5
6
6) ___
Infraspinatus
2 7) ___
7
Teres minor
8 8) ___
Teres major
9) ___
Rhomboideus major

9
3

Anterior Forearm
1 1) Biceps brachii

2 2) Brachialis
3) Brachioradialis
4) Extensor carpi radialis longus
5) Flexor carpi radialis
3 6) Palmerus longus
4
7) Flexor carpi ulnaris

79
Posterior Forearm
1) Triceps brachii
2) Brachioradialis
1
3) Extensor carpi radialis longus
4) Flexor carpi ulnaris
2
5) Extensor digitorum
6) Extensor carpi ulnaris 3

5
6

2 Anterior Thigh
1) Psoas major
3 2) Iliacus
3) Tensor fasciae latae
7 4) Sartorius Rectus
5) femoris Vastus
4
8
6) lateralis Adductor
5 9 7) longus Adductor
6 8) magnus Gracilis
10
9) Vastus medialis
10)

80
Posterior Thigh
1) Adductor magnus
2) Gracilis
3) Semiteudinosus 6

4) Semimembranosus
5) Gastrocnemius 7
6) Gluteus medius
7) Gluteus maximus 1

8) Biceps femoris
2

3
8

2 6

3 Anterior Leg
7
1) Peroneus longusnus
2) Tibialis anterior
3) Extensor digitorum longus
4) Patella
5) Patellar ligament
6) Gastrocnemius
7) Soleus

81
Lateral Leg
1) Biceps femoris 1 6
2) Gastrocnemius
3) Soleus
4) Peroneus longus
5) Calcaneal tendon
6) Vastus lateralis
2
7) Tibialis anterior
8) Extensor digitorum longus 3
7
4
8

6. Disorders of the Muscle System

Write the names of the disorders in the spaces provided.
1) Inflammation of connective tissues of muscles. Fibrositis
2) Involuntary, tetanic contraction of a muscle. Cramp
3) Antibodies attach to acetylcholine receptors,
preventing normal stimulation of muscles. Myasthenia gravis
4) Inflammation of muscle tissue. Myositis
5) A pulled muscle. Strain Fibrosis
6) Abnormal increase of fibrous connective tissue
in a muscle. Poliomyelitis
7) Viral disease that destroys motor neurons and
paralyzes skeletal muscles. Muscular dystrophy
8) Group of diseases characterized by the progressive
degeneration of muscles. Botulism
9) A bacterial disease that prevents the release of Tetanus
acetylcholine from axon tips.
10) A bacterial disease commonly called “lockjaw.” Spasms
11) Sudden, involuntary weak contractions of a
muscle or group of muscles.

82
7. Clinical Applications
a. The accumulation of lactic acid can make muscles sore. Would heat or cold applications be best to al-
leviate the soreness? Heat Explain. Heat increases blood flow to the affected area which speeds up
removal of waste products.
b. While playing tennis, Jim had a sudden pain on the back of his left thigh. Was this a sprain or a
strain? A strain. What muscles were probably involved? Biceps femoris, semi-
membranosus & semitendinosus
c. Tom has been working out to build up his muscles. At the microscopic level, how does a muscle in-
crease in size and strength? Heavy exercise increases the number of myofibrils in muscle fibers (cells).

83
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 c. Stories connected with anniversaries, birthdays, Thanksgiving,
Christmas.
d. Stories from the Bible.
e. Stories of primitive life.
f. Stories of inventions.
g. Stories from local history.
h. Various studies of a geographical or sociological character.
i. Several or all of these types of material may be represented in a single
program.
j. Some schools carry this kind of work into higher grades.
2. The Intermediate Stage—Fifth and Sixth Years.
a. Beginnings of textbook instruction.
b. More attention to chronological order and geological setting.
c. Subject: ancient history, the Middle Ages, English history, American
history. Chief emphasis on American history.
d. Material usually biographical.
e. Some schools begin this stage of work in the fourth year.
3. The Last Two Years.
a. Subject usually the United States.
b. The subject often divided.
1. Colonial period for the seventh year.
2. Later period for the eighth year.
c. Some schools have English history in the seventh year.
d. Civics frequently combined with history, especially in the eighth year.
e. Occasionally some Greek and Roman or general European history in one
or both of these years.
4. The Program proposed by the Committee of Eight.
First grade: Indian life. Explanation of holidays.
Second grade: Indian life. Holidays. Local history.
Third grade: Heroes of other times. Holidays.
Fourth grade: Historical scenes and persons in American history, colonial period.
Fifth grade: Historical scenes and persons in American history continued. Great
industries of the present.
Sixth grade: European background of American history.
 Seventh grade: American history to the Revolution. European background
continued.
Eighth grade: The United States since the Revolution. Great events in European
history.
References: Bourne, Teaching of History and Civics, pp. 72-74, 106-114, 353-
365. Reports of Committees: Committee of Ten, pp. 163, 177-181; of Fifteen, pp.
62-67; of Twelve, pp. 171, 174-175; of Seven, pp. 162-172; of Eight, pp. 1-91;
Salmon, in Year Book, Society for Scientific Study of Education, 1902, pp. 31-60.
McMurry, Special Method in History, pp. 18-33, 238-268. Kemp, Outline of Method
in History, pp. 133-263. Elementary School Record, Vol. I, No. 8, pp. 199-216.
Rice, History and Literature, pp. 27-74. Magnusson, in New York Teachers
Monographs, March, 1903, pp. 90-97. Greene, History in the Kindergarten.
Warfield, in Education, Vol. XIV, pp. 1-5. Gordy and Twitchell, Pathfinder in
American History, Part I, pp. 43-50; Part II, pp. 5-20. Proceedings, National
Education Association, 1892, pp. 310-316; 1905, pp. 304-308, 360-370; 1897, pp.
58-67. Payne, Elementary School Curricula, pp. 22, 24-39, 50.

V. General Methods of Instruction

1. The Preparatory Period—the First Three or Four Years.

a. Presentation of material usually oral.
1. Reading the story.
2. Telling the story.
3. Developing the story by questions.
4. Pointing the moral.
b. The children’s part in the lesson.
1. Telling the story.
2. Writing the story.
3. Solving problems suggested by the story.
c. Stories of the preparatory period may be so managed as to form a real
basis for later history—training in putting things together, in seeing
simple relations, in developing a sense of continuity.
2. The Intermediate Stage—the Fifth and Sixth Years.
a. Some oral presentation along the lines indicated for the preparatory
period.
b. The general tendency toward textbook work.
1. Regular lessons assigned and recited.
2. The lesson read with the class during the history period.
 c. Character of the textbooks.
1. Rarely the work of historical experts.
2. Aim to tell a story rather than history.
3. Accuracy a minor consideration.
4. Show little sense of historical proportion.
5. Their merit is that children can understand them.
6. Some recent books conceived in a more serious spirit and much better
as history.
d. The use of maps, pictures, and other special aids to visualization
increasing. Still much to be desired.
3. The Last Two Years.
a. Textbook work becomes more formal.
b. Types of textbook recitations.
1. “Hearing” the lesson.
a. Teacher announces the heading of paragraph or opening words of
sentence.
b. Pupil carries the story forward until relieved by “next.”
c. A test of memory.
2. The question and answer method.
a. Teachers’ questions suggest analysis of text.
b. Short answers by pupil.
c. Memory test prominent.
3. A good general plan.
a. Teacher announces topic.
b. Pupil tells what he knows about it.
c. Corrections, additions, and questions by other members of class.
d. Corrections and additions by teacher.
e. Questions by teacher designed to apply what has been learned.
1. Comparison with other topics previously studied.
2. Comparison with conditions in the present.
c. The use of two or more textbooks.
1. The pupil prepares his lesson from two or more different books.
2. Different pupils have different books.
3. Aim to bring out difference in point of view or in statement of facts with
a view to making pupils think.
d. Outside reading.
1. Other textbooks.
 2. Poems and novels.
3. Some references to standard histories and to simpler primary sources.
e. Notebooks.
1. Making and keeping outlines.
2. Reports of outside reading.
3. Reports of class discussions.
f. The use of maps, pictures, and other special aids increasing.
g. Character of the textbooks.
1. A number of recent books written by competent students of history.
2. Reasonably good as history.
3. Inferior to more elementary books as apparatus for teaching.
4. Responsibility for the “whole story” tends to reduce textbooks to
outlines and tempts to generalizations which are largely
meaningless to children.
5. The class recitation thus in danger of becoming an exercise in mere
words.
References: Bryant, How to Tell Stories to Children, pp. 13-21, 83-109.
McMurry, Special Method in History, pp. 50-85. Hinsdale, How to Study and Teach
History, pp. 53-66. Bourne, Teaching of History and Civics, pp. 148-168. Gordy
and Twitchell, Pathfinder in American History. Foltz, zur Methode des
Geschichtsunterrichts, pp. 174-216. Teachers College Record, November, 1908,
pp. 26-32.

VI. The Biographical Approach to History

1. What the Biographical Method is.

a. The study of individual men and women as individuals.
b. The study of individual men and women as representatives of
movements, periods, social groups.
c. The persons selected for study usually great or famous.
2. Reasons for Prevalence of the Method.
a. Offers units that are simple, concrete, interesting.
b. Satisfies ethical demands made upon historical instruction.
c. German experience a potent example.
d. Supported by “great man theory” of history.
1. “The history of what man has accomplished in this world is at bottom
the history of the great men who have worked here.”—Carlyle.
 2. “Great men sum up and represent humanity.”—Renan.
3. The Kinds of Persons that interest Children.
a. Men of primitive instincts—cave-men, Indians.
b. Men who “did things”—especially brigands, pirates, adventurers,
generals, kings.
c. These types fully exploited in books for children. Possibly cause as well
as effect of children’s tastes.
d. Relatively few tests of children’s attitude toward scholars, writers, artists.
4. General Criticism.
a. Personal element essential to school history.
b. Events can to some extent be grouped about individuals.
c. But “great man theory” not well applied.
1. Persons selected for study often not representative. May be
exceptional. Often at best merely picturesque.
2. Historical characters often distorted for moral ends.
3. Doubtful anecdotes used to excess.
d. The “great man theory” not generally accepted by historians.
e. Individuals often more easily grouped about events than events about
individuals.
f. The general tendency of the biographical method is to leave a series of
disconnected impressions.
References: Kemp, Outline of Method in History, pp. 264-295. Hinsdale, How
to Study and Teach History, pp. 30-31, 44-45. Bourne, Teaching of History and
Civics, pp. 18-20, 86, 356. Mace, Method in History, pp. 289-294. Lawless, in
Nineteenth Century, Vol. L, pp. 790-798. Bernheim, in Neue Bahnen, Vol. X, pp.
338-342.

VII. The Social and Economic Point of View

1. Great Men not excluded, but the “Masses” included.

2. Emphasis upon Social and Economic Conditions,—
Occupations, industries, inventions, commerce, manners and customs,
education, amusements, food, dress, upon whatever serves to illustrate the
common life.
3. The Point of Departure.
 a. The daily life and material environment of the community in which the
school is situated.
b. The development of some special invention, trade, art, industry, related to
the immediate neighborhood.
c. The constructive activities of children—sewing, weaving, cooking, making
furniture.
d. Local history.
4. Application to History in General.
a. Limited by the nature of the material available.
b. Difficult to arrange a connected narrative.
c. German experience—Biedermann’s Kulturbilder. The conditions of
German life at selected stages described, compared, and
contrasted.
5. A Growing Recognition of the General Point of View.
a. Influence of democratic ideals.
b. Industrial education an important factor in securing change of emphasis.
c. An enlarged view of history.
1. Carlyle’s protest against the older historians.
2. Macaulay’s theory of history.
3. The work of John Richard Green.
4. McMaster’s People of the United States.
d. The economic interpretation of history.
e. Material supplied by Documentary History of American Industrial Society,
10 volumes, to be published, 1909-1910.
References: Dopp, Place of Industries in Education, pp. 97-260. Rice, in Year
Book, Society for Scientific Study of Education, 1903, pp. 9-14. Wood, Report on
Teaching History, pp. 11-17. Lamprecht, What is History? pp. 3-35. Dodd, in
Popular Science Monthly, Vol. LXIII, pp. 418-424. Seligman, Economic
Interpretation of History. Biedermann, Geschichtsunterricht ... nach
Kulturgeschichtlicher Methode, pp. 5-45. Bernheim, in Neue Bahnen, Vol. X, pp.
285-300.

VIII. Making the Past Real

1. Where the Textbooks Fail.

a. Reading matter usually insufficient for clear images of material aspects of
the past or for definite impressions of past mental states.
 b. Within certain limits definiteness and simplicity secured by brevity of
statement.
c. But the principle of making a thing elementary by not saying much about
it carried too far.
d. Stories inherently simple often expanded; those inherently difficult often
abridged. School history would be more intelligible if the conditions
were reversed.
2. Special Aids to Visualization.
a. Material remains in vicinity of school. Visits to historic places.
b. Casts, models, pictures, visualization charts, maps.
c. The stereoscope, lantern, and other similar apparatus. Moving pictures.
d. Illustrations in textbooks.
e. Historical albums.
3. “Living the Past.”
a. Exaggerated views illustrated by demand that pupil “identify himself
completely with the thought, passion and resolution of the time”
under consideration.
1. Such a demand scarcely met by the most expert historians.
2. Realism of this type not attainable by children and not even desirable.
b. Some impression of how men thought and felt essential.
c. Special aids.
1. A man’s own words expressed in letters, diaries, personal
reminiscences, speeches, state papers.
a. Value varies with character of person and circumstances of
utterance.
b. Words often no clue to real sentiments of author.
2. Characteristic stories and anecdotes.
3. Dramatization of history.
a. Plays composed by children. May be based on good historical
material.
b. Ready-made plays less effective.
c. Historical pageants.
d. Historical drama of the professional stage.
4. Imaginary letters, diaries, speeches, prepared by pupils. Answering the
questions: “How should I have felt?” “What should I have said or
done?”
5. Historical poems and novels.
 a. Value for history easily exaggerated.
b. A distinction to be made between those that ate contemporary with
scenes represented and those that are merely later attempts at
reconstruction.
c. General use in school due in part to tradition which so long made
history a mere branch of literature, in part to more general
acquaintance with this kind of material than with material more
distinctly historical.
6. Material supplied by detailed histories.
References: Teachers College Record, November, 1908, pp. 12-25. Wilson,
Mere Literature, pp. 161-186. Crothers, Gentle Reader, pp. 167-200. Stephens, in
California University Chronicle, Vol. VI, pp. 159-168; French Revolution, Vol. II, p.
361. Matthews, in Forum, Vol. XXIV, pp. 79-91. Langlois and Seignobos,
Introduction to the Study of History, pp. 215-225, 301, 319, note. Seignobos,
L’Histoire dans l’Enseignement secondaire, pp. 15-19.

IX. Time and Place Relations

1. Time Sense in Children.

a. Rudimentary at age of entering school. “Yesterday,” “last week,” “last
month,” have a meaning. “One hundred years ago” has not.
b. The sense develops slowly. Even children of twelve or thirteen often
measure short periods of time vaguely.
c. From this an argument advanced against dating any events in distant
past for children. Can mean only “a long time ago.”
d. The difficulty in part removed by objective assistance—chart, rolls,
knotted cords, and other devices.
e. Dates properly introduced at least as early as the fifth year.
2. Dates to be remembered.
a. Famous events.
b. Important events.
c. A few in each year fixed as a permanent possession.
d. Evidence at present of recovery from extreme reaction against learning
dates.
3. The Place Relation.
a. The way prepared by geography.
b. Maps to be introduced as soon as children have learned to read them.
 c. Two kinds of historical geography.
1. Contemporary maps.
2. Modern maps.
d. School history should show how events were influenced by geographic
conditions. Natural features of the earth determine in great part:
1. Climate, productions, physical development, employments, habits.
2. Facilities for commerce.
3. Advantages for military and naval defense or aggression.
4. Intellectual tendencies, but to a less extent.
e. Place relation to be fixed under same conditions as time relation.
References: Hinsdale, How to Study and Teach History, pp. 75-100; 111-126.
Vaughan, in Contemporary Review, Vol. V, pp. 29-49. Turner, in Year Book,
Herbart Society, 1899, pp. 7-41. Semple, American History and its Geographic
Conditions. Brigham, Geographic Influence in American History Report, New
England History Teachers’ Association, 1907.

X. School History and the Historical Method

1. History for School Purposes usually treated as a Body of Assured

Knowledge.
a. The problem of elementary instruction held to be interpretation and not
criticism.
b. Controversial matters omitted so far as possible.
c. Little to indicate varying degrees of probability in historical facts.
d. Uncertainties covered by dogmatism of textbooks.
2. Raising the Question of How we know.
a. Makes for more intelligent view of history.
b. Often adds to interest in the subject.
c. Affords material for exercise of reasoning power.
d. Directly related to everyday problems.
e. The question usually excluded from elementary history on ground of the
difficulties involved.
3. A Simple Approach suggested.
a. When anything has happened we may know about it because:
1. We were present when it happened—direct observation.
2. Some one has told us—oral tradition.
 3. We have read about it—written or printed tradition.
4. We have seen a picture of it—pictorial tradition.
b. In how many ways may we know
1. That John was absent from school yesterday?
2. That Lincoln delivered an address at Gettysburg in 1863?
3. That the “Mayflower” crossed the Atlantic in 1620?
c. Which is the best way to know about a thing that has happened? Is that
way always possible? Why? How do we get most of our
knowledge of things that have happened?
d. Application to material remains.
In how many ways may we know about
1. The spelling-books of our grandfathers?
2. The bows and arrows used by Indians?
3. The house that George Washington lived in at Mount Vernon?
4. Some Simple Illustrations of Problems connected with Historical
Method.
a. The story of how the Egyptians found out that they were not the oldest
people in the world. Herodotus, Book II, chapter 2.
1. How did Herodotus know?
2. Is the story true?
b. Petrarch’s troubles in getting books copied. Robinson and Rolfe,
Petrarch, p. 28.
c. The adventures of the manuscript of Bradford’s History of Plymouth
Plantation. Introduction to edition published by the State of
Massachusetts.
d. The boundary provisions of a colonial charter. Teachers College Record,
November, 1908, pp. 40-43.
5. Such Exercises necessarily Limited in Number.
References: Teachers College Record, November, 1908, pp. 33-44. Historical
Sources in Schools, Report to New England History Teachers’ Association, pp. 1-
17. Bourne, Teaching of History and Civics, pp. 169-187.

XI. Historical Reading for Children

1. Books designed especially for Children.

a. Principles of grading not well defined.
b. Many books needlessly inaccurate.
 c. Literary style often bad.
d. Some unnecessary “writing down” to children.
2. The Use of Standard Histories.
a. Availability of historical works for school purposes not in inverse ratio to
size and scientific value.
1. Treatment of special topics often simpler and more concrete than
treatment of same topics in textbooks.
2. Many passages in detailed histories and biographies of special interest
to children.
a. Some of these can be read by children.
b. Some can be read to children.
c. A factor in cultivating taste for history.
d. Talks about writers of important works stimulate interest in the
works.
3. Real obstacles to more general use.
a. Cost of standard histories.
b. Lack of acquaintance with such works on the part of elementary
teachers.
4. Much good material available in abridgments and volumes of extracts.
3. Teaching Children how to use Books.
a. Indexes and tables of contents.
b. Attention to marginal references and footnotes.
c. Special questions to give facility in finding and using books.
d. The number of books need not be large.
4. Management of Collateral Reading.
a. Class divisions.
b. Special library periods.
c. Books used outside of library periods.
d. Books taken home.
e. References to be exact.
f. References to be posted in library.
g. Pupil’s record of readings.
1. Full name of author.
2. Full title of book.
3. Publishers, place, and date of publication.
4. Number of pages read.
 5. Personal impression.
References: Andrews, Gambrill and Tall, Bibliography of History for Schools
and Libraries; Report of the Committee of Eight; Teachers College Record,
November, 1908, pp. 45-50. Parsons in Educational Review, Vol. XXIII, pp. 400-
406. McMurry, Special Method in History, pp. 271-291. Rice, History and
Literature, pp. 167-187. Mace, Method in History, pp. 309-311. Gordy and
Twitchell, Pathfinder in American History, Part I, pp. 101-102; Part II, pp. 235-251.
Sullivan, in Metropolitan Teacher, November, 1904, pp. 193-198.
 INDEX

Accuracy in practice, 46, 98.

Adenoids, signs of, 141.
Adjustment, types of, 32, 33, 34.
Aim in inductive lesson, 55.
Aim of education, 1.
Allen, W. H., quoted, 141.
Application, 63.
Appreciation and emotion, 80.
In relation to study, 87, 88.
Lesson for, 78-84.
Other than that involving the æsthetic emotions, 82, 83, 84.
Power of, 79.
Assignments, 172.
Association, importance of in recall, 101.
Attention, types of, 35.
Means of holding, 45.

Bagley, W. C., referred to, 164.

Baldwin, W. A., referred to, 135.

Cautions concerning the inductive lesson, 63, 64, 65.

Class Management, 157.
As a means, 158.
As an end, 159.
Comparison and abstraction, 59.
Concrete work, 57.
Constructiveness, 17.
Contagious and infectious diseases, 140.
Contribution by children to discussion, 134.
Coöperation, illustrations of, 132, 133.
Of parents, 136, 142.
Course of Study, 232.
Making of, 233.
Creative work, 81.
Criticism of teachers’ work, 225.
Criticism, types of, 225, 226.
Cubberley, E. P., referred to, 252.
Curiosity, 20.

Daily program, 161.

Data, collection of by children, 88, 89, 90.
Deductive lesson, 70.
Demonstration, 229.
Dewey, John, quoted, 26.
Referred to, 65.
Direct instruction in morals, 150.
Discussion by pupils, 131.
Drill lesson, 41.

Earhart, Lida B., referred to, 87.

Eliot, Charles W., referred to, 64.
Elliott, E. C., referred to, 252.
Emulation, 19.
Examination lesson, 101.
Examinations, 228.
As measure of teachers’ work, 104.
Best type of, 103, 104.
Excursions, 58.
Experience of children, 14.
Reconstructed, 32.
Experimentation by teachers, 254.
Experts, children as, 64.
Expression slovenly, 111.

Formal discipline, 235.

Generalization, 62.
Group instruction, 162.

Habit formation, 43.

Habits, teaching children how to form, 97.
Heating and ventilating, 140.
Heck, W. H., referred to, 235.
Heredity, 27.
Hygiene and morality, 149.

Ideals, 9.
Illustrative material, 171.
Imitation, 18.
Independent work, 9, 13.
Indirect instruction in morals, 150.
Individual and society, 2.
Individual differences, 239.
Individual instruction, 163.
Individualistic attitude, 111.
Inductive lesson, the, 51.
Industrial arts, 236.
Opportunity in, for coöperation, 132.
Inference, 75.
Instincts, 15-24.
Institutes, 230.
Intellectual education, 5.
Interest, and effort, 24, 25, 26, 27.
As an end, 8.
Interpreter, teacher as, 81.

Jackman, W. S., referred to, 137.

James, William, quoted, 6.
Judgments, tentative, 67, 90.

Language, in relation to reasoning, 61-62.

Vague, 111.
Leisure, training for, 6.
Lesson Plans, 167.
Deductive lesson in arithmetic, 181.
Deductive lesson in geography, 197.
For a drill lesson, 180.
For appreciation, 202, 212.
In arithmetic, 177.
In history, 183.
In nature study, 195.
On irrigation, 175.
Reasons for, 167, 168.
Lighting schoolrooms, 139.

McMurry, C. A. and F. M., referred to, 54.

McMurry, F. M., quoted, 7.
Referred to, 87, 169.
And Smith, D. E., referred to, 103.
Measuring results in education, 247.
Memorization, 92, 93.
By wholes, 93, 94, 95.
Moral-social education, 5.
Moral training, 145.
Motives, 42, 130, 136, 236, 237, 238.

Notes and annotating, 89.

Objective work, 57.
Observations, 58.
Organization of material, 168, 169.
Outline prepared by pupils, 108.
Ownership, 21.

Physical condition and morality, 149.

Physical education, 5.
Physical welfare of children, 139.
Play, 16.
Preparatory step, 51-56.
Presentation, 56.
Principles in deductive lesson, 74.
Problems, 118.
Children’s, 53, 169.
In deductive lesson, 74.
In recitation lesson, 108.
Pugnacity, 20.
Punishments, 154.
Pupil participation in school government, 160.
Pyle, W. H., and Snyder, J. C., quoted, 94.

Questioning, 114.
Direct, 114.
Alternative, 114.
Suggestive, 115.
Large scope, 116.
Planning, 116.
Novelty of form, 117.
Technique of, 119, 120.
By children, 130, 131.
Questions, pivotal, 170.
Preparation of, 171.
Pupils, 120.
Recitation lesson, the, 107.
Reflection, 72, 91.
Repetition, 44.
Responsibility, increased, of school, 146.
Review for perspective, 102.
Review lesson, 101.
Review, purpose of, 101.
Rugh, C. E., quoted, 153.
Russell, Jas. E., referred to, 235.

Scales or units of measurement, 253.

School exhibits, 226.
School, the, its functions, 12.
Scientific work in education, 249.
Scott, C. A., referred to, 137.
Seat work, 164.
Smith, D. E., and McMurry, F. M., referred to, 103.
Snyder, J. C., and Pyle, W. H., quoted, 94.
Social instinct, 22.
Social phases of the recitation, 129.
Standards in education, 105.
Stevenson’s Bed in Summer, quoted, 94, 95.
Stone, C. W., quoted, 255.
Referred to, 105.
Study lesson, the, 86-99.
Study, methods of, in relation to methods of teaching, 86-91.
Summaries, in plans, 171.
Supervision, the teacher in relation to, 224.
Supplementing the textbook, 110.
Suzzallo, Henry, referred to, 61.
Teacher, influence of, 154.
Teachers’ meetings, 229.
Technique involved in creation related to appreciation, 79.
Textbooks, use of, 108-109.
Thinking in relation to memorization, 94.
Thorndike, E. L., referred to, 27, 28, 105, 235, 252.
Titchener, referred to, 35.
Topical outlines, 102.
Topical recitation, 107.
Types, teaching by, 66.

Verification, 75, 97.

The habit of, 92.
Visiting, school, 227.
Vocational education, 5.

Wonder, 23.

Printed in the United States of America.

 FOOTNOTES:

[1] James, Talks to Teachers, p. 66.

[2] F. M. McMurry, “Advisable Omissions from the Elementary
Curriculum,” Ed. Rev., May, 1904.
[3] Dewey, Interest in Relation to Will, p. 12.
[4] Thorndike, Principles of Teaching, Chapter V.
[5] For statistics and further argument concerning individual
difference, see Thorndike, Educational Psychology, Chapter VIII.
[6] For this classification of attention, see Titchener, Primer of
Psychology, Chapter V.
[7] McMurry, Method of the Recitation, Chapter VI.
[8] Suzzallo, in California Education, June, 1906.
[9] For a full discussion of this point, see Eliot, Educational
Reform, the essay on “The Function of Education in a Democratic
Society.”
[10] See Dewey, “The Relation of Theory to Practice in the
Education of Teachers,” The Third Year Book of the National
Society for the Scientific Study of Education.
[11] For a discussion of this and other aspects of the problem, see
Earhart, Teaching Children to Study; McMurry, How to Study, and
Teaching How to Study.
[12] W. H. Pyle and J. C. Snyder, “The Most Economical Unit for
Committing to Memory,” Journal of Educational Psychology, Vol.
II, pp. 133-142.
[13] D. E. Smith and F. M. McMurry, “Mathematics in the
Elementary School,” Teachers College Record, Vol. IV, No. 2; D.