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Timebinder, v. 1, Issue 1, 1944
21
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CONCERNING THE TEACHING OF HISTORY. It has long been my opinion that the grammar and high schools of this country are doing the pupils a great injustice in the way they usually teach History to them. For if there is any subject in which the teacher should be inspired it is this vital one. Too many teach history merely as a succession of dates, events and personages, without attempting to show the pupils and the connecting links between, and the causes behind, those events. Also, that they have put entirely too much stress on the warriors of history, and not enough on the great men and women who have done things which have advanced the race. For simple instance, most pupils know 1492, and Columbus, but ask one of them who discovered anaesthetics, and they give you a blank look. They know of 1066 and the Battle of Hastings, but ask them the chain of events leading up to the Magna Carta, and they are non-plussed. Teachers of History that are truly inspired, know and understand the principles of Time-Binding, and are able to show their pupils the real meanings behind the great events and trends in history. They are able to trace for them and with them the sequences of events which led to the American, French and Swiss revolutions that brought man on his first steps towards true democracy. It remained for a brief dialog in one of Edgar Rice Burroughs' Tarzan stories to put me on the track of a fascinating trend -- the historical [[underline]]significance[[end underline]] of the war between the Moors and the Spanish, and the possible effects on the advance or decline of civilization's progress. All that I remembered about it from my high school history lessons was that there was a war, and the Spanish were victorious -- period. Where the teachers do understand and teach History with the Time-Binding principle in mind, they are able to show how mankind has had its rises and falls, its hills and valleys and plateaus -- yet how, after each rise and fall, they had risen again a little higher, and the depths of succeeding falls had not been as low as the former ones. In other words, that Man has been making a slow and steady advance, despite the detours on the road. that there has been an important gain coming from each distinct civilization, to advance Man a little farther from the jungle. Now I feel strongly that this is necessary in teaching 16
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CONCERNING THE TEACHING OF HISTORY. It has long been my opinion that the grammar and high schools of this country are doing the pupils a great injustice in the way they usually teach History to them. For if there is any subject in which the teacher should be inspired it is this vital one. Too many teach history merely as a succession of dates, events and personages, without attempting to show the pupils and the connecting links between, and the causes behind, those events. Also, that they have put entirely too much stress on the warriors of history, and not enough on the great men and women who have done things which have advanced the race. For simple instance, most pupils know 1492, and Columbus, but ask one of them who discovered anaesthetics, and they give you a blank look. They know of 1066 and the Battle of Hastings, but ask them the chain of events leading up to the Magna Carta, and they are non-plussed. Teachers of History that are truly inspired, know and understand the principles of Time-Binding, and are able to show their pupils the real meanings behind the great events and trends in history. They are able to trace for them and with them the sequences of events which led to the American, French and Swiss revolutions that brought man on his first steps towards true democracy. It remained for a brief dialog in one of Edgar Rice Burroughs' Tarzan stories to put me on the track of a fascinating trend -- the historical [[underline]]significance[[end underline]] of the war between the Moors and the Spanish, and the possible effects on the advance or decline of civilization's progress. All that I remembered about it from my high school history lessons was that there was a war, and the Spanish were victorious -- period. Where the teachers do understand and teach History with the Time-Binding principle in mind, they are able to show how mankind has had its rises and falls, its hills and valleys and plateaus -- yet how, after each rise and fall, they had risen again a little higher, and the depths of succeeding falls had not been as low as the former ones. In other words, that Man has been making a slow and steady advance, despite the detours on the road. that there has been an important gain coming from each distinct civilization, to advance Man a little farther from the jungle. Now I feel strongly that this is necessary in teaching 16
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