General Education Bulletin 1970 71

Excerpt from Towson State College Bulletin: Graduate Studies 1970-1971; December, 1970 Towson State College, the oldest and largest of Maryland's public col Ieges, traces its history back to 1865 when the General Assembly of Maryland established a state-wide public school system. The first state teacher training institution was the Maryland State Normal School which in 1935 became the State Teachers College at Towson. In 1963 the name Towson State College was adopted. Formally Opened in Baltimore on January 15, 1866, the Normal School was, for many years, the only institution devoted exclusively to the preparation of teachers for the public schools of Maryland. The School occupied three different locations in the City of Baltimore before moving to its present suburban location in 1915. In 1946 the arts and sciences program was introduced at Towson. Begin ning as a two-year transfer program, it was extended to a four-year, degree granting program in 1960. In 1963 the College was authorized, by action of the Legislature, to expand its offerings in the arts and sciences while maintaining a strong program in teacher education and to change its name from State Teachers College at Towson to Towson State College. In 1966 the College completed 100 years of service to the State, having graduated more than students during its first century. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching.