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The Teaching of History
This book was converted from its physical edition to the digital format by a community of volunteers. You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.
55 pages, Kindle Edition
Published May 16, 2012
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Displaying 1 - 5 of 5 reviews
November 17, 2022
Published in 1913 but still so relevant for today! This book focuses on teaching history, geography, reasoning, writing, note-taking and library skills to 13-18 year old students. From how to question students thoughtfully, to setting high but reasonable expectations, this book is truly timeless in its advice. It also happens to be a max 1 hour read.
August 12, 2017
I was surprised to find how many pedagogical practices outlined by Mr. Hartwell more than a century ago are being passed off as "new" practices today. I loved following the logic of Mr. Hartwell. The comparison of culture and practice were delightfully engaging.
August 24, 2025
Good source for teaching dense subjects
November 12, 2025
Quick read and refresher book for teachers!
February 10, 2015
Interesting book for multiple reasons. First, Hartwell's take on education and history is fairly well thought through. Second, Hartwell's book on history is of historical interest. How different schools were at the beginning of the 20th century! Quick easy read.
Some of my favorite quotes:
There are from one hundred and eighty to two hundred recitation periods of forty-five minutes each, minus the holidays, opening exercises, athletic mass meetings, and other respites, in which to teach a thousand years of ancient history, twenty centuries of English history, or the story of our own people. The age of the student will be from thirteen to eighteen. His judgment is immature; his knowledge of books, small; his interest, far from zealous. He will have three other subjects to prepare and his time is limited. Also, he is a citizen of the Republic and by his vote will shortly influence, for good or ill, the destinies of the nation. (p.5)
One curse of high school history teaching is the tendency of young teachers trained in college history classes to assign more work than the student can honestly do or the teacher properly correct. (p. 10) [AMAZINGLY TRUE]
But to keep a class quiet, to retain their attention, to amuse and entertain, is far from making history vital. If the recitation is to be really vital, the students must do most of the talking, the criticizing, and the questioning. There can be none of these worth while without proper preparation. (13) [COULDN'T AGREE MORE]
Some of my favorite quotes:
There are from one hundred and eighty to two hundred recitation periods of forty-five minutes each, minus the holidays, opening exercises, athletic mass meetings, and other respites, in which to teach a thousand years of ancient history, twenty centuries of English history, or the story of our own people. The age of the student will be from thirteen to eighteen. His judgment is immature; his knowledge of books, small; his interest, far from zealous. He will have three other subjects to prepare and his time is limited. Also, he is a citizen of the Republic and by his vote will shortly influence, for good or ill, the destinies of the nation. (p.5)
One curse of high school history teaching is the tendency of young teachers trained in college history classes to assign more work than the student can honestly do or the teacher properly correct. (p. 10) [AMAZINGLY TRUE]
But to keep a class quiet, to retain their attention, to amuse and entertain, is far from making history vital. If the recitation is to be really vital, the students must do most of the talking, the criticizing, and the questioning. There can be none of these worth while without proper preparation. (13) [COULDN'T AGREE MORE]
Displaying 1 - 5 of 5 reviews