But all
these questions rest to a large extent upon moral principles. But
while these political, social, and economic interests are beyond the
present reach of children, biography, individual life and action in
their simple forms, are plain to their understanding. They not only
make moral conduct real and impressive, but they gradually lead up to
an appreciation of history in its social and institutional forms.
Some of the best historical materials (from biography, tradition, and
fiction) should be absorbed by children in each grade as an essential
part of the substratum of moral ideas. This implies more than a
collection of historical stories in a supplementary reader for
intermediate grades. It means that history in the broad sense is to be
an important study in every grade, and that it shall become a center
and reservoir from which reading books and language lessons draw their
supplies. These biographies, stories, and historical episodes must be
the best which our history and classic literature can furnish, and
whatever is of like virtue in the life of other kindred peoples, of
England, Germany, Greece, etc.
If history in this sense can be made a strong auxiliary to moral
education in common schools, the whole body of earnest teachers will be
gratified.
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