Art in Relation to History Author(s): John Duncan Source: The Elementary School Teacher and Course of Study, Vol. 2, No. 6 (Feb., 1902), pp. 420-426 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/992252 . Accessed: 21/05/2014 22:58 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The Elementary School Teacher and Course of Study. http://www.jstor.org This content downloaded from 193.104.110.124 on Wed, 21 May 2014 22:58:44 PM All use subject to JSTOR Terms and Conditions
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Art in Relation to HistoryAuthor(s): John DuncanSource: The Elementary School Teacher and Course of Study, Vol. 2, No. 6 (Feb., 1902), pp.420-426Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/992252 .
Accessed: 21/05/2014 22:58
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp
.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].
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4. Plans relating to study of woods : (a) strength of oak, ash, etc.; (b) strength depending on length; (c) strength depending on size.
5. Plans on the teaching of plants and leaves: (a) plants on a certain
area; (b) leaves of a certain tree; (c) leaves of different trees. 6. Plans based on measurements in class-room: (a) sizes, heights, desks,
tables; (b) blackboards, etc.; (c) drawing of floor plans. 7. Plans on study of trees: (a) sizes, heights ; (b) angle of limbs; (c) those
which shed their leaves. 8. Plans on topics connected with the motion of the sun: (a) daily
changes; observe the sunny spots in the room; (b) sun as a time-keeper; (c) sun's motion along the meridian from day to day; (d) among the stars.
9. Plans on the study of insects: (a) butterflies, beetles, etc.; (b) colors; (c) habits and habitat.
io. Plans for the study of soil : (a) soil studied with reference to the use to which it is to be put; (b) with reference to the proportion of various kinds of soil.
i I. Plans on experimental work, such as suggested in Elementary Experi- ments in Observational Astronomy.
I 2. Plans for teaching heating, ventilation; for studying foods, cookery, etc.
13. Number outline of each plan must be summarized: (a) for each grade; (b) with reference to number outcome; (c) with reference to operations to be
learned; to applications. 14. Criticism and improvement of plans: (a) as to form; (b) as to extent;
(c) as to completeness; (d) as to-adaptability to purpose stated in the plan. 15. Reports on the teaching of the plans: (a) discussion as to further
improvement; (b) was the development of the subject clear, correct, and rational ? (c) criticisms of critic teachers.
16. Wherein did your teaching benefit the children intellectually? Morally? Physically?
17. What reason have you for believing that you really taught what you
attempted ? (a) Test of interest; (b) of pupil's ability to use what is supposed to have been taught; (c) what other tests can you apply to your own work ?
ART IN RELATION TO HISTORY.
JOHN DUNCAN.
WHILE much of our art work-most of it we might say- together with our teaching of history, rises directly out of the students' experiences and in response to immediate practical needs, we also draw upon the past for inspiration and guidance in higher and apparently remoter concerns. We deal with the
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history of bygone times, not only for the practical lessons we learn from the older civilizations of Greece and Rome and mediaeval Europe, but for its spiritual teaching as well. The science of those days may be a theme for jest, and many of their arts outworn and exceeded by later happier times, but the best ideals they set before themselves and strove to realize
through their science, and to embody in their art, will remain with us-the Egyptians' abiding sense of overshadowing spiritual powers; the Greeks' controlled passion for the beauty and the
dignity of life; the Romans' love of manly courage and of fair
play; mediaeval chivalry and purity and self-renunciation. These race ideals are, I say, crystallized in the art of these people, if we could read it aright-the Greek ideal in the conception of
Apollo and Athena; mediaeval chivalry in St. George, the "very perfect gentle knight," champion of the weak and oppressed, and defender of the faith; purity and love in the Virgin mother; and complete abnegation of self in Christ crucified.
To inspire their own lives with these aspirations we would have the students study these arts and re-express those ideals in their own way and with their own commentaries.
The danger of going over into sentimentality which work of this sort might generate will not arise if opportunities are afforded as channels for these enthusiasms in genuine service in the other social activities of the school and community, in the doing of things for others. We must develop the life of the school at both ends, by widening the range of the pupil's sym- pathies as well as by offering chances for material service-this is the business of the fine arts as that is of the industrial and domestic arts.
MODELING AND DESIGN.
The work in this course will center around the work in the grades, and is intended to help the students of the training class in their practice. The students are grouped according to the grade in which they are practicing, and they will deal with the problems in design that come up in that grade. These problems are as follows:
First grade: Fairy stories; the planning of a'playhouse. Second grade : Shepherd life ; embroidery. Third grade: Occupations of the farm ; domestic animals.
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Fourth grade: Transportation; prehension of food among animals. Fifth grade : Scenes from colonial history; design for embroidered table-
cover. Sixth grade: Greek life ; decoration of kindergarten. Seventh grade: Mediaeval history; illumination.
Eighth grade : Frontier life.
SPEECH, ORAL READING, AND DRAMATIC ART.
MARTHA FLEMING.
FEBRUARY is memorial month, made great by the birth of two illustrious Americans, Washington and Lincoln. There are wise
teachings for all Americans in the lives of these men, and a
large opportunity is given for presenting to the children the high ideals of character, of citizenship, and statesmanship exemplified in their lives. Their names come to stand more and more for all that we, as a nation, revere in private life, and for all that we reverence and honor in public life.
Born nearly a century apart, under widely different circum-
stances, into an environment with almost opposite traditions,
they yet possess in common those qualities of heart and mind
which men of all nations and all times delight to honor. That this may be the better appreciated by the children we
shall bring into close contact and sharp contrast the conditions of their birth, their childhood, boyhood, young manhood, and
public life; then show in a vital way-in a way that will appeal to
the children-how each of these men displayed, in his particu- lar environment, his native bent of character; how he adapted himself to this environment, and thus generated power to impress and move his fellow-men, and acquired fitness and strength to
meet and solve the large problems of his times. The pupils will
live with them as boys and learn to know them as real boys, full
of life and fun, brave, honest, truthful, loving boys, hardworking, useful, and helpful.
Washington was an Englishman by birth, breeding, and
tradition. He lived at a time when our representative men were
not far behind the mother-country. They were courtly and pol- ished in manner, and many of them rich. There were many
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