﻿HISTOKY STUDY IN THE ELEMENTARY SCHOOLS 27 



To give a more definite idea of what the above cities publish, a 

 brief description of an account of early New Haven follows. This 

 material is published in the course of study in history for this city. 

 Source material is given on the founding and settlement of New 

 Haven, the laying out of the town, the purchase of land, the first 

 election, Governor Eaton, the first meeting house and early church 

 going, founding of Yale College, planting of elms, adornment of 

 the Green and Grove Street Cemetery, James Hillhouse, William 

 Lyon's idea of sidewalks, David Austin, General David Wooster, 

 the first schoolmaster, oldest dwelling, funeral customs, the bell 

 ringer, the chimney sweep, the stocks, New Haven trade, names 

 of the streets, the regicides, trouble with the Quakers, and King 

 Philip's War. The main facts are given relating to the above 

 topics. With material like this, teachers are no doubt able to do 

 local history work of an excellent quality. Such examples are cer- 

 tainly worth following by cities that wish to do effective work in 

 this field. 



Suggested Changes in the Course in History. The changes 

 suggested in the cours-es of study are indicative of the unrest that 

 exists, and also of the direction the movement for better courses of 

 study in history is taking. Eighty-seven of the returns leave 

 this part of the questionnaire unanswered; this may or may not 

 mean that they are satisfied with the present course. Thirty-two 

 say that they wish no change at the present ; sixteen are trying new 

 courses ; and five testify to liking the course as it now exists. The 

 changes suggested by the dissatisfied ones have been grouped under 

 thirteen headings, as shown below. The numbers in parentheses 

 indicate the number desiring that particular change. 



1. Civics: Give more time to local civics (4) ; teach civics in 

 connection with American history (2) ; put a course in civics in 

 the eighth grade (2) ; introduce one term in civics (1) ; more civics 

 (3) ; systematic work in civics in all grades (3) ; give some good 

 work in civics (1). Total, 16, 



2. Local history: Put in stories of pioneer life, also what 

 farmer boys and girls have done (1) ; have nothing but local history 

 in the first and second grades (1) ; select books for lower grades 

 dealing with home life (1) ; more local history (10). Total, 13. 



3. American liistory: More systematic connection between 

 American history and contemporaneous and related European his- 

 tory (2) ; study United States Constitution at the beginning of the 



