Biographical vignettes for North Carolina seventh grade history

Although research indicates that there is a fallacy in the exclusive use of traditional or textbook teaching, there is still evidence of extensive use of the single textbook in the teaching of history. The necessity of tapping additional sources must be emphasized, if the study of history is to be imbued with real, intelligible, and interesting life. Johnson says: While the textbook is in the United States the chief instrument of school instruction in history, it has long been a part of the American theory that the textbook should be supplemented by collateral reading.1 . . . Collateral reading is needed to make the textbook itself intelligible. This suggests: (l) Materials to add information important as information. There are other needs quite as apparent. American conditions demand of history teaching something more than atmosphere and facts. There are tastes to be cultivated, interests to be stimulated, kinds of insight to be developed, and habits to be formed that open of necessity a field beyond the textbook. Such further needs suggest: (3) materials to make history interesting and inspiring; (4) materials to give acquaintance with historical literature; and (5) materials to illustrate the historical method of study. All of these are needs to be recognized in any scheme of collateral reading that professes to be adequate.