The Teaching of History By: E. C. (Ernest Clark) Hartwell (1883-1964)
The Teaching of History by E. C. (Ernest Clark) Hartwell is an insightful and transformative book that delves into the realm of history education. Hartwell brings years of experience and expertise to the table, offering valuable insights into how history should be taught to resonate with students and ignite a genuine passion for the subject. One of the most compelling aspects of this book is Hartwell's emphasis on the importance of engaging students in historical thinking. He highlights the need for educators to move away from the traditional memorization of facts and dates, and instead, encourage critical thinking, analysis, and interpretation. By doing so, students not only gain a deeper understanding of history but also develop valuable skills that can be applied across various disciplines. Hartwell's writing style is clear and concise, making complex theories and concepts easily accessible to both educators and general readers. His arguments are well-supported, drawing on extensive research and examples from his own classroom experiences. The author's expertise shines through every page, creating a sense of credibility and trustworthiness in his suggestions for effective history education. Another key strength of The Teaching of History is Hartwell's recognition of the need for inclusion and diversification within historical narratives. He emphasizes the importance of representing diverse voices and perspectives, challenging the traditional Eurocentric approach often found in history curricula. By incorporating a range of perspectives, educators can enable students to develop a more holistic understanding of the past and its implications on the present. However, one minor criticism of the book may be its occasional lack of specific strategies or examples for implementing the suggested changes in history education. While Hartwell extensively discusses the need for change, some readers may have appreciated more practical guidance on how to translate these ideas into the classroom. Overall, The Teaching of History is a must-read for educators, curriculum developers, and anyone with an interest in history education. Hartwell's insightful perspectives, emphasis on critical thinking, and call for inclusivity make this book a valuable resource in redefining and improving the way history is taught. With its compelling arguments and practical advice, The Teaching of History has the potential to revolutionize history education and create a more engaging and enriching learning experience for students. First Page: THE TEACHING OF HISTORY by ERNEST C. HARTWELL, M.A. Superintendent of Schools, Petoskey, Mich. Riverside Educational Monographs Edited by Henry Suzzallo Professor of the Philosophy of Education Teachers College, Columbia University Houghton Mifflin Company Boston, New York and Chicago The Riverside Press Cambridge 1913 CONTENTS EDITOR'S INTRODUCTION I. SOME PRELIMINARY CONSIDERATIONS II. HOW TO BEGIN THE COURSE III. THE ASSIGNMENT OF THE LESSON IV. THE METHOD OF THE RECITATION V. VARIOUS MODES OF REVIEW VI. THE USE OF WRITTEN REPORTS VII. EXAMINATIONS AS TESTS OF PROGRESS OUTLINE EDITOR'S INTRODUCTION This volume is offered as a guide to history teachers of the high school and the upper grammar grades. It is directly concerned with the teaching methods to be employed in the history period. The author assumes the limiting conditions that surround classroom instruction of the present day; he also takes for granted the teacher's sympathy with modern aims in history instruction. All discussions of purpose and content are therefore subordinated to a clear presentation of the details of effective teaching technique. The reader into whose hands this volume falls will be deeply interested in the ideals of teaching implied in the concrete suggestions given in the following pages, for after all the value of any system of special methods rests, not merely on its apparent and immediate psychological effectiveness, but also on the social purposes which it is devised to serve... Continue reading book >>

The Teaching of History By: E. C. (Ernest Clark) Hartwell (1883-1964)

The Teaching of History by E. C. (Ernest Clark) Hartwell is an insightful and transformative book that delves into the realm of history education. Hartwell brings years of experience and expertise to the table, offering valuable insights into how history should be taught to resonate with students and ignite a genuine passion for the subject.

One of the most compelling aspects of this book is Hartwell's emphasis on the importance of engaging students in historical thinking. He highlights the need for educators to move away from the traditional memorization of facts and dates, and instead, encourage critical thinking, analysis, and interpretation. By doing so, students not only gain a deeper understanding of history but also develop valuable skills that can be applied across various disciplines.

Hartwell's writing style is clear and concise, making complex theories and concepts easily accessible to both educators and general readers. His arguments are well-supported, drawing on extensive research and examples from his own classroom experiences. The author's expertise shines through every page, creating a sense of credibility and trustworthiness in his suggestions for effective history education.

Another key strength of The Teaching of History is Hartwell's recognition of the need for inclusion and diversification within historical narratives. He emphasizes the importance of representing diverse voices and perspectives, challenging the traditional Eurocentric approach often found in history curricula. By incorporating a range of perspectives, educators can enable students to develop a more holistic understanding of the past and its implications on the present.

However, one minor criticism of the book may be its occasional lack of specific strategies or examples for implementing the suggested changes in history education. While Hartwell extensively discusses the need for change, some readers may have appreciated more practical guidance on how to translate these ideas into the classroom.

Overall, The Teaching of History is a must-read for educators, curriculum developers, and anyone with an interest in history education. Hartwell's insightful perspectives, emphasis on critical thinking, and call for inclusivity make this book a valuable resource in redefining and improving the way history is taught. With its compelling arguments and practical advice, The Teaching of History has the potential to revolutionize history education and create a more engaging and enriching learning experience for students.

First Page:

THE TEACHING OF HISTORY

ERNEST C. HARTWELL, M.A.

Superintendent of Schools, Petoskey, Mich.

Riverside Educational Monographs Edited by Henry Suzzallo Professor of the Philosophy of Education Teachers College, Columbia University

Houghton Mifflin Company Boston, New York and Chicago The Riverside Press Cambridge

1913

CONTENTS

EDITOR'S INTRODUCTION

I. SOME PRELIMINARY CONSIDERATIONS

II. HOW TO BEGIN THE COURSE

III. THE ASSIGNMENT OF THE LESSON

IV. THE METHOD OF THE RECITATION

V. VARIOUS MODES OF REVIEW

VI. THE USE OF WRITTEN REPORTS

VII. EXAMINATIONS AS TESTS OF PROGRESS

OUTLINE

EDITOR'S INTRODUCTION

This volume is offered as a guide to history teachers of the high school and the upper grammar grades. It is directly concerned with the teaching methods to be employed in the history period. The author assumes the limiting conditions that surround classroom instruction of the present day; he also takes for granted the teacher's sympathy with modern aims in history instruction. All discussions of purpose and content are therefore subordinated to a clear presentation of the details of effective teaching technique.

The reader into whose hands this volume falls will be deeply interested in the ideals of teaching implied in the concrete suggestions given in the following pages, for after all the value of any system of special methods rests, not merely on its apparent and immediate psychological effectiveness, but also on the social purposes which it is devised to serve... Continue reading book >>

This book is in genre
History

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