Excerpt from Supervised Study in American History
There is probably no subject in the curriculum which offers greater possibilities for the inauguration of supervised study than American History. It is generally conceded, however, that this subject frequently has been as little understood or enjoyed, by the average boy or girl, as any subject studied in our elementary or secondary schools. Several years ago, this fact became very apparent to me in my own teaching. Although the pupils in my History classes appeared to be interested, I felt the lack of real enthusiasm and pleasure which comes from a genuine interest in a subject.
After studying the situation for some time, I became thoroughly convinced that this lack of real interest was not so much the fault of the subject matter, as the manner in which this subject matter was presented. This conviction resulted in a careful investigation of all conditions which seemed to have a bearing upon the matter. It soon became evident that my pupils had no ability to do independent studying. Their only idea of study was to memorize the facts contained in the text. It never seemed to occur to them to question statements or investigate points which were not clear.
Since this class was composed of boys and girls of average intelligence, it seemed certain that their lack of enthusiasm was the result of their failure to understand what they studied.
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