Published 1881-1911. Monthly. Published and edited by J. Hughes. Subtitle: A Monthly Educational Journal and Review for the Schoolroom and the Study<\/em>. And advertisement described its threefold purpose: to supply materials to teachers for practical work; to bring teachers into touch with \u2018the Educational Topics . . . etc.; and to help young teachers to prepare for professional examinations. (Not yet in DNCJ<\/em>; information from Waterloo Directory<\/em>; online edition ProQuest British Periodicals.)<\/p>\n\t Practical Teacher Published 1881-1911. Monthly. Published and edited by J. Hughes. Subtitle: A Monthly Educational Journal and Review for the Schoolroom and the Study. And…<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-103","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/pages\/103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/comments?post=103"}],"version-history":[{"count":10,"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/pages\/103\/revisions"}],"predecessor-version":[{"id":17294,"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/pages\/103\/revisions\/17294"}],"wp:attachment":[{"href":"https:\/\/cdh.rula.info\/hbooks\/wp-json\/wp\/v2\/media?parent=103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\n \u201cHistory.\u201d Practical Teacher<\/i>, 10, no. 6: (August 1890): 281\u201382.\n An example of a possible history exam for students. Five questions are given, ranging from the history of England\u2019s alliances with France, eighteenth-century political characters, and England\u2019s colonial possessions. Detailed possible answers are included.\n Lucas, H.\u201cA YEAR\u2019S HISTORY TEACHING.\u201d Practical Teacher<\/i>, 12, no. 9: (March 1892): 488\u201390.\n This first segment in a series offers methods and material for teaching history. The second half provides a starting point for learning about various historical figures such as Shakespeare. Shorter entries on John Dudley, Raleigh, Cecil, Drake, and Mary Queen of Scots are also included. Author teaches at St Thomas\u2019 School, Huddersfield.\n \u201cThe St. George\u2019 History Readers.\u201d Practical Teacher<\/i>, 17, no. 2: (August 1896): 126.\n A brief notice praising the St. George\u2019s History Readers. Claims that their narratives are vigorous, and the content is comprehensive, including the influences of the printing press and the French Revolution. The reviewer commends the illustrations and the quality of the binding.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 21, no. 1: (July 1900)\n Brief notice to introduce a series. Notes that the London School Board has recently made provision for further instruction in history. London schools are in close proximity to sites of antiquarian interest. “We hope [the series] will serve as an itinerary to teachers in taking their pupils to places of local interest, where they may feel proud of their country\u2019s history.\u2019.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 21, no. 2: (August 1900)\n First in the series introduced in the July 1900 issue; continues general discussion of the effect of the new code and contemporary patriotism on history teaching. Focuses on accounts of events associated with two churches in the Southwark neighbourhood.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 21, no. 4: (October 1900): 188\u201390.\n Continues the series. This second segment focuses on London Bridge, and the author argues that it \u2018crystallizes the chief facts of our past history.\u2019 The author continues by discussing historical monuments and events connected to Tooley Street, Stoney Street, St. Thomas Street, and High Street.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 21, no. 8: (February 1901)\n Continues the series. This third segment focuses on t Bartholomew\u2019s Church in the West Smithfield district of London.\n \u201cHISTORY UNDER THE PRESENT CODE.\u201d Practical Teacher<\/i>, 21, no. 9: (March 1901): 458\u201359.\n First of a three-part article, \u2018By the Head Teacher of a Large Board School\u2019. Refers to the difficulties of the Revised Code and suggests integrating historical instruction with other subjects as much as possible. Included is a timetable of possible history topics for young children. Suggested topics include the ancient Britons, the Romans, Tribes from the North Sea, and the life of Alfred the Great.\n \u201cTHE HISTORY OF HOME RULE IN CANADA.\u201d Practical Teacher<\/i>, 21, no. 9: (March 1901): 488\u201390.\n A review of Sir John G. Bourinot\u2019s Canada Under British Rule, 1760-1900<\/i>. In a section entitled \u2018The Editor\u2019s Table\u2019, the reviewer observes that \u201cthere can be no better authority\u201d then the Canadian-born Bourinot. He says best chapter in the book is the section on the French colonization of the St. Lawrence River, however, at the end of the review, the author does say that as a political text the book \u201clacks in proportion.\u201d\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 21, no. 10: (April 1901)\n Continues the series. This fourth episode, \u2018A London Suburb\u2019 recounts the history of Clapham, with lengthy references to abolition and portraits of William Wilberforce ,T. B. Macaulay and Captain Cook. Immediately followed by a letter to the editor (signed S.S.D.) about taking his \u2018boys\u2019 for walks on Civil War sites, and hoping his experience will be of use to his fellow-teachers.\n \u201cHISTORY UNDER THE PRESENT CODE.\u201d Practical Teacher<\/i>, 21, no. 11: (May 1901): 581\u201382.\n Continues the article begun in March 1901 with schemes for Standards III and IV. Included is a timetable of possible history topics for young children. Suggested topics include the ancient Britons, the Romans, Tribes from the North Sea, and the life of Alfred the Great.\n \u201cHISTORY UNDER THE PRESENT CODE.\u201d Practical Teacher<\/i>, 21, no. 12: (June 1901): 631.\n Completes the article begun in March 1901 with a scheme for Standard V.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 22, no. 1: (July 1901)\n Continues the series. This fifth episode concerns \u2019Winchester, the city of the great king \u2019. Links Alfred and Victoria as \u2019the Alpha . . . and . . . Omega of our national life. \u2019.\n \u201cOBJECT LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 22, no. 9: (March 1902)\n Continues the series. This sixth episode, identified as \u2018our concluding paper\u2019 concerns a variety of places less well-known than those identified since the series began in July 1900.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 7: (January 1903): 332\u201333.\n Author wants to provide a historical event for each day of the month which occurred on the same day for discussion with the students. Notable examples include the coronation of Elizabeth on January 13th in 1558, and the loss of Calais on January 7th 1578.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 8: (February 1903): 398\u2013400.\n A continuation of the series for February. Notable examples include the beheading of Mary Queen of Scots on February 8th 1567, and the Massacre of Glencoe in 1692.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 9: (March 1903): 447\u201348.\n Notable events in the month of March include the murder of Rizzio on the 9th in 1566 and the abolition of the slave trade on the 25th in 1807.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 10: (April 1903): 505\u20137.\n Notable events in the month of April include the battle of Culloden in 1746 and Drake\u2019s attack on Cadiz in 1587.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 11: (May 1903): 558\u201359.\n Notable events in the month of May include the granting of the charter of the Hudson\u2019s Bay Company in 1670 and the Restoration of Charles II in 1660.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 23, no. 12: (June 1903): 607\u20139.\n Notable events in the month of June include an attempt on the life of Queen Victoria in 1830 and the Battle of Waterloo in 1815.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 1: (July 1903): 38\u201339.\n Notable events in the month of July include the capture of Gibraltar in 1704 and the Battle of Killicrankie in 1689.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 2: (August 1903): 75\u201377.\n Notable events in the month of August include the Battle of the Spurs in 1513 and the Peterloo massacre in 1819.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 3: (September 1903): 124\u201325.\n Notable events in the month of September are the capture of Malta in 1800 and Minorca in 1708.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 4: (October 1903): 182\u201384.\n Notable events in the month of October include the Battle of Hastings in 1066 and the Battle of Agincourt in 1415.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 5: (November 1903): 231\u201332.\n Notable events in the month of November include the death of Milton in 1674 and the marriage of Anne Boleyn in 1533.\n \u201cHISTORY DAY BY DAY.\u201d Practical Teacher<\/i>, 24, no. 6: (December 1903): 282\u201383.\n Notable events in the month of December include the death of Washington in 1799 and the flight of James II in 1688.\n Lamborn, E. A. Greening.\u201cTHE TEACHING OF HISTORY BY OBJECT-LESSONS.\u201d Practical Teacher<\/i>, 24, no. 12: (June 1904)\n This detailed article by an Oxford headmaster is disconnected from the two series under a similar title. E. A. Greening Lamborn begins with biblical history, then moves on to a scheme used in some Oxford schools for teaching the history of England with reference to buildings and objects in Oxford. Admits that the scheme will not work in \u2018new towns\u2019 and will be of limited applicability in country places.\n \u201cOBJECT-LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 25, no. 12: (June 1905): 611\u201313.\n Without reference to the 1900-01 series under this title, this article alludes to \u2018the season of school excursions\u2019 and discusses the Palace of Richmond built by Edward III in the fourteenth century. Describes the decline of Edward III\u2019s reign and includes Gray\u2019s Poem \u201cThe Bard\u201d about his death. The author continues by discussing the uses of the palace during the reigns of Henry VIII, Elizabeth, and James I, and explains that half of the palace was pulled down in 1649.\n \u201cOBJECT-LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 26, no. 3: (September 1905)\n Again without reference to the 1900-01 series under this title, but with reference to the June 1905 \u2018first object-lesson\u2019 this article alludes to ‘the now very popular School Journey” and discusses a trip to Warwick.\n \u201cOBJECT-LESSONS IN HISTORY.\u201d Practical Teacher<\/i>, 26, no. 4: (October 1905): 187\u201389.\n Continues this second series of suggested field trip with the suggestion that boys be taken to Greenwich. Events discussed include the burning of the Palace of Savoy where John of Gaunt lived., the birth of Henry VIII and the arrest of Anne Boleyn.\n \u201cTEACHING NOTES ON \u2018THE HISTORY OF LONDON.\u2019\u201d Practical Teacher<\/i>, 26, no. 9: (March 1906): 470\u201371.\n First of a series of four, notes on Roman London. Details the selection of the site and the construction of the wall around 350 A.D. as well as the discovery of Roman relics. \u2018By the Author of \u201cPractical School Method Notes\u201d,\u2019 who can be identified as Victor Henry Allemondy.\n Allemondy, Victor.\u201cTHE HISTORY OF THE BRITISH ARMY.\u201d Practical Teacher<\/i>, 26, no. 12: (June 1906): 643\u201345.\n The author, identified as \u2018Author of Practical School Method Notes\u2019 (viz Victor Allemondy) begins by explaining that there was no military organization during the time of the ancient Britons until Canute began using mercenaries during the Saxon period. The author then traces the development of the army throughout medieval times, discusses the introduction of gunpowder, and explains the significance of Cromwell\u2019s army.\n \u201cTEACHING NOTES ON \u2018THE HISTORY OF LONDON.\u2019\u201d Practical Teacher<\/i>, 27, no. 2: (August 1906): 86\u201388.\n A continuation of the History Of London started in the September 26th edition. This second section focuses on Saxon, Norman, and Medieval London. The article is broken down into an outline to use as a teaching guide. Also included is a time-line of civic events. \u2018By the Author of \u201cPractical School Method Notes\u201d,\u2019 who can be identified as Victor Henry Allemondy.\n Lamborn, E. A. Greening.\u201c\u2018WHAT MEAN THESE STONES?\u2019 THE STUDY OF ARCHITECTURE IN ITS RELATION TO HISTORY.\u201d Practical Teacher<\/i>, 27, no. 2: (August 1906): 77\u201382.\n Lamborn, an Oxford headmaster, explains the purpose of this series is to \u2018study the parish churches\u2019 in England and wants to help bolster interest in this subject in the same way that many become interested in the study of nature. He claims that architecture has an advantage over nature because it speaks to human interest. He then surveys Greek, Roman, and Classical architecture with diagrams. The series of eight articles ends in the December 1907 issue.\n \u201cTEACHING NOTES ON \u2018THE HISTORY OF LONDON.\u2019\u201d Practical Teacher<\/i>, 27, no. 3: (September 1906): 144\u201345.\n This third section of the series focuses on London under the Tudors and Stuarts. Issues covered are the dissolution of the monasteries, the plague, the building of the Royal Exchange, and the Bank of England. \u2018By the Author of \u201cPractical School Method Notes\u201d,\u2019 who can be identified as Victor Henry Allemondy.\n \u201cTEACHING NOTES ON \u2018THE HISTORY OF LONDON\u2019.\u201d Practical Teacher<\/i>, 27, no. 5: (November 1906): 248\u201349.\n This fourth and final segment surveys London 100 years ago and \u2018today\u2019. Issues considered are food and taxes, morality, and newspapers. The author argues that the city\u2019s inhabitants had very few manners at the turn of the nineteenth century.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 27, no. 8: (February 1907): 399\u2013400.\n First article in a series of 11 discusses current events in politics and the economy and compares them to events in history to show how they are connected or similar. In this segment Wilmont-Buxton compares contemporary German politics to Stuart England, describes the evolution of the struggle between church and state in France as well as making quick references to the condemnation of Admiral Niebogatoff, and affairs in Russia as well as the British navy.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 27, no. 9: (March 1907): 453\u201355.\n In this second segment the January 14 1907 earthquake in Jamaica is discussed. Wilmont-Buxton provides an overview of the colonial history of Jamaica dating from 1494 and continuing to contemporary times. China is criticized for its slow historical progress and Muzafier ed-Din, the recently deceased Shah of Iran is discussed. The author explains that he is the last of a dynasty dating back to sixth century B.C..\n \u201cFOR THE HISTORY LESSON.\u201d Practical Teacher<\/i>, 27, no. 9: (March 1907): 491.\n In the \u2018Editor\u2019s Bookshelf\u2019 section, a collection of books that could be used for history classes. They are divided by publishing company and a short summary of each and small review is included.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 27, no. 10: (April 1907): 518\u201320.\n In this third segment the relevant events are the new German Reichstag, the Russian Duma, and the constitution of the British Army.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 27, no. 11: (May 1907): 572\u201373.\n Fifth segment discusses events In the light of a recent conference on colonialism: the discovery of Newfoundland in 1497 as well as seventeenth-century celebrations in Virginia.\n Forth, C. D.\u201cLOCAL HISTORY IN THE SCHOOL.\u201d Practical Teacher<\/i>, 27, no. 11: (May 1907): 576\u201378.\n The author, a teacher in a Lincoln \u2018higher elementary school\u2019, discusses various landmarks in Britain and elaborate why they are important for the study of local history. Included are Dublin, Colonia, and Newport Arch. Refers to earlier series of object-lessons.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 27, no. 12: (June 1907): 620\u201322.\n Wilmot-Buxton\u2019s sixth article in the series discusses Britain\u2019s and France\u2019s relationships with Egypt and explains that Napoleon wanted a gateway to India in 1798. Historical alliances between England and Spain are also discussed and the development of the British army from the twelfth to the eighteenth century is surveyed.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 1: (July 1907): 15\u201316.\n The seventh article in the series has Wilmot-Buxton comparing the unrest in contemporary India with fifty years earlier, the \u2018Indian mutiny\u2019. A second part deals with the eighth and ninth century invasions of the Danes in London.\n Finch, R. J.\u201cHAMPTON COURT AS AN OBJECT LESSON IN HISTORY.\u201d Practical Teacher<\/i>, 28, no. 1: (July 1907)\n Again without reference to other articles about \u2018object lessons\u2019, this teacher from a primary school in Hornsey provides detailed information on the train journey, then a lengthy illustrated account of events and people associated with Hampton Court.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 2: (August 1907): 72\u201373.\n In this eighth segment Wilmont-Buxton compares specific event from the June 16 1907 dissolution of the Russian Duma to Stuart England. Brief discussions of Siam, Persia, and China are also included but none of these incorporate historical information.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 4: (September 1907): 188\u201389.\n The ninth article in the series concerns the Garibaldi centenary.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 4: (October 1907): 188\u201389.\n In this tenth segment Wilmont-Buxton compares contemporary riots in Belfast with the activities of the United Irishman early in the 19th century and with the Peterloo Massacre in England.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 5: (November 1907): 241\u201343.\n In this eleventh segment Wilmont-Buxton discusses mostly contemporary events (including \u2019the race wars in Vancouver). Historical reflection is reserved for the anniversary of the independence of Belgium.\n Wilmot-Buxton, Ethel Mary.\u201cCURRENT EVENTS CONNECTED WITH HISTORY.\u201d Practical Teacher<\/i>, 28, no. 7: (January 1908): 353\/.\n In the twelfth and final article, Wilmont-Buxton continues to address \u2018the race question\u2019 with respect to Zululand, then turns to various royal visitors to England from continental Europe.\n Tibbey, T. G.\u201cGRAPHICAL HISTORY.\u201d Practical Teacher<\/i>, 28, no. 7: (January 1908): 356\u201358.\n Tibbey demonstrates how to plot historical events on a time line to make history easier to \u2018retain\u2019 for young students. The hundred years war is used as an example to show the rise of English power in France and a diagram is included.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 29, no. 11: (May 1909): 580\u201384.\n Elgar\u2019s opening article of an 18-part series shows images of different weapons and arrowheads from the Bronze and Stone Ages and discusses their uses and how they were made.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 29, no. 12: (June 1909): 633\u201337.\n In this section Elgar discusses the various ways the Romans used stone and displays images to assist with the learning process. Series of 18 articles.\n \u201cAN UNCONVENTIONAL HISTORY.\u201d Practical Teacher<\/i>, 30, no. 2: (August 1909): 116.\n The author reviews Fletcher\u2019s \u2018Introductory History of England\u2019 in two volumes and praises it for breaking down prejudices, but explains that he does not necessarily agree with everything in it.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 2: (August 1909)\n Third article in the series, on using drawing to teach Anglo-Saxon history. Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 4: (October 1909): 195\u2013200.\n Author uses sketches to help children (and teachers) understand the Norman period. He explains that the Bayeux Tapestry forms the best illustrations for young children. Also includes drawings of the Curfew bell in Dover as well as Norman drinking vessels. Series of 18 articles.\n Chappell, E. C.\u201cDIFFICULTIES IN HISTORY TEACHING.\u201d Practical Teacher<\/i>, 30, no. 7: (January 1910): 416.\n The headmaster of Spalding grammar school addresses the problem that pupils in England should know some of the history of continental Europe. He lays out a narrative showing that the Roman Empire began to decline in 800 A.D. He follows the empire through the middle ages until the Napoleonic Wars when Joseph II retreated to Austria.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 7: (January 1910): 367\u201372.\n In the fifth section, Elgar investigates the Plantagenet period in England. He argues that during this period Norman art and architecture softened. Examples are included of decorations on buildings as well as pottery. Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 8: (February 1910): 439\u201343.\n Elgar draws and describes types of armour focusing on ring mail from the Norman period, using the Bayeux Tapestry as a reference. Three diagrams of armour in the fourteenth, fifteenth, and sixteenth centuries are also included and discussed. Series of 18 articles.\n \u201cThe Proper Use of Local History.\u201d Practical Teacher<\/i>, 30, no. 9: (March 1910): 537\u201338.\n Subtitled, \u2018How a practical teacher has solved an important problem of method\u2019, the article is a review of R. R. C. Gregory\u2019s The Story of Royal Eltham<\/i>. He praises Gregory\u2019s work on the building which he explains has a \u201cvery early date\u201d in history, was repaired and extended by Edward IV in the fifteenth century, and later became an abode for the Kings of England.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 10: (April 1910): 588\u201390.\n A continuation of the lesson on armour. Helmets of the fifteenth and sixteenth centuries are discussed. Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 11: (May 1910)\n Eighth in the whole series and first on the Tudor period. Elgar observes that from this point forward, the choice of materials for drawing requires \u2018a double discretion\u2019 because there are more images from which to choose, but some are not within the powers of children to comprehend. Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 30, no. 12: (June 1910): 729\u201333.\n In this second segment on the Tudor period, Elgar discusses ships and weapons, and provides diagrams arguing that, too often, books do not include illustrations. Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 2: (August 1910)\n Article on the Stuart period stresses the importance of the child\u2019s personal interest in the object to be drawn or copied. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 3: (September 1910): 159\u201361.\n First in a series of eight school plays from a Buckinghamshire schoolmaster. This script details the events leading to the arrival of the Romans in Britain in 55 B.C. An article in August 1910 entitled \u2018Teaching of History\u2019 explained that Melton\u2019s method was to give students \u2018a short business-like summary of historical fact\u2019 and then expand on it by means of a play he had written. Described as \u2018home-made drama\u2019.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 4: (October 1910): 266\u201369.\n Melton\u2019s second play covers the first decade that the Romans were in Britain. Chief characters are Caesar, Emperor Claudius, and the Druids. It picks up five hundred years after the first play, in 410 A.D. when the Romans were recalled to defend their own land. This play depicts the raids of the Scots and Picts and the eventual take over by the Anglo-Saxons. Images of weapons are included.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 4: (October 1910): 251\u201355.\n Focus of this segment is on costume in historical illustration. Elgar is critical of the historical images available in school readers, which are often inaccurate. He discusses types of dress and provides diagrams and images. He begins by explaining that in the twelfth century ladies\u2019 dresses grew longer. The second half discusses the evolution of shoes from Norman times until the Tudors as well as the vestments of priests. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 5: (November 1910): 358\u201360.\n Melton\u2019s third play depicts how the adoption of Christianity waned after the Romans left Britain and the Saxons arrived. The gods of the Saxons are overviewed and Melton shows how Augustine\u2019s 597 A.D. conversion to Christianity helped it to be reborn in Britain.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 5: (November 1910): 327\u201330.\n A continuation of the October 1910 segment discussing costume. Begins with a brass of woman\u2019s dress in 1330. Suggests dressing dolls in classrooms to teach historical costume; reiterates recommendation to use brass rubbing to teach historical drawing. Thirteen more figures are included, ranging from the fourteenth to the sixteenth centuries. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 6: (December 1910): 413\u201314.\n Melton chronicles the Kings of Saxon Briton in this section of the play from 597 A.D. to 901. The script depicts how in 825 the King of Wessex became the first real ruler of England after conquering all the kingdoms of Britain. The rest of the play shows Alfred\u2019s struggle to maintain the Kingdom.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 7: (January 1911): 460\u201363.\n In this segment of his series, on heraldry, Elgar explains that heraldry is the symbolic history of the nobility of Great Britain from the conquest to the end of the Tudor period. Elgar contends that it is not \u2018a dead language\u2019, and distinguishes between heraldry and armour before investigating specific examples. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 8: (February 1911): 574\u201376.\n The teacher-playwright chronicles the Norman invasion, beginning during the rule of Canute (1017-1035), describing the conflict between the Normans and the Saxons after Canute\u2019s death and finishing with the crowning of William the Conqueror and the introduction of the feudal system.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 8: (February 1911)\n Continuation of article on heraldry in the context of using drawing in history pedagogy. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 9: (March 1911): 599\u2013600.\n This segment depicts the Norman conquer of England, the subjugation of the Saxons, and the completion of the Doomsday book.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 9: (March 1911)\n First part of an article on using drawing to teach the history of architecture, and the history of architecture to teach drawing. Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 31, no. 10: (April 1911): 671\u201374.\n Continued from page 600 this script focuses on Thomas Becket and describes how he turned on Henry II after he was appointed, but the barons, who hated him, pressured the King and Becket was forced to flee.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 10: (April 1911)\n Second part of article on architecture. “This subject is perhaps the widest of all those treated under the heading of \u2018The History Lesson and Drawing\u2019 and the most important, a knowledge of the styles being almost essential to the student of history, and of great advantage to the artist.\u2019 Series of 18 articles.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 31, no. 11: (May 1911)\n First article on the Georgian Period, that is, on the Industrial Revolution .Discusses knowledge of how machines work: \u2018Children are always interested in learning how any machine works, and most of our historical readers are sadly deficient in such matters as these. Some give illustrations, but not a word of explanation; so that the very points which are the most interesting, and probably the most valuable, are left untouched.\u2019 Series of 18 articles.\n Melton, Fred. E.\u201cExperiments in Dramatic History.\u201d Practical Teacher<\/i>, 32, no. 1: (July 1911): 4\u20137.\n Continued from page 674, this segment begins by describing the unfortunate state of Henry II after the murder of Becket. After learning of the betrayal by his son, Henry died. His son Richard immediately returned from France and the play details his journey and the struggle for the crown.\n \u201cHISTORY FROM ORIGINAL SOURCES.\u201d Practical Teacher<\/i>, 32, no. 1: (July 1911): 65.\n Brief notice of A. & C. Black\u2019s publication of a series of volumes entitled English History Illustrated from Original Sources<\/i>; the author agrees that the work is comprised from original sources.\n Elgar, W. H.\u201cTHE HISTORY LESSON AND DRAWING.\u201d Practical Teacher<\/i>, 32, no. 1: (July 1911)\n Final article in the series of 18 and the second on the Georgian period. Elgar remarks (as he has throughout the series) that the history teacher needs a sense of proportion.\n\n","protected":false},"excerpt":{"rendered":"