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Thesis (M.A.)—University of Nebraska—Lincoln, 1933. Department of Secondary Education.


Copyright 1933, the author. Used by permission.


This abstract discusses the importance of history courses in secondary education.The aims of history courses, methods of teaching history, the course of study, and qualification of history teachers are all examined.To do so, the reports of nine committees were analyzed.

In the judgment of the committees, the most important qualifications for teachers of history are knowledge of subject-matter, training in the methods of teaching history, and interest in the subject.

After analysis of the committee reports, the following trends were found:

1. The ultimate aim in the teaching of history is the development of civic attitudes, appreciations, ideals, and habits rather than mere facts.

2.History students should be taught to think for themselves, not what the teacher thinks.

3.Past history, in order to make it real to the pupils, should be connected with present history.

4.History and the other Social Studies, in relation to Latin and Mathematics, are being given a relatively more important place in the recommendations concerning the curriculum than formerly.

5.History in high school as an individual subject has been given relatively less emphasis since 1916.

6.There must be a stronger emphasis placed upon foreign relations.

7.Maps, charts, pictures, and reference books are necessary tools in the teaching of history.

8.Teachers who expect to teach history and other social studies should make definite preparation in subject-matter and methods.

9.Teachers of history should have such personal qualities as the capacity to awaken enthusiasm, sympathy, open-mindedness, sound judgment, vivid imagination, and aptitude.

Advisor:H. C. Koch