History in the Grades

ARMAND J. GERSON, Editor.

COLUMBUS,—SPANISH EXPLORER. A TYPE-LESSON.

If the lesson on Columbus is to be indeed a type-lesson, it behooves the teacher in preparing it to make a careful selection of such elements of the story as may properly form the basis for the subsequent teaching of other Spanish explorers. As was pointed out in this department in last month’s issue,[10] the truest economy in history teaching consists in the careful construction of a definite foundation of correct historical concepts upon which the detailed superstructure of later lessons may be rapidly and yet substantially reared.

Certain elements in the life, environment, and explorations of Christopher Columbus may well be used as the foundation for the teaching of all the Spanish explorations of the New World. These essential elements should be presented with great thoroughness, and the children’s interest in them made active and enthusiastic. Their knowledge of them must be concrete, many-sided, living; only then will it constitute what the psychologist likes to call the “apperceptive basis” for subsequent analysis, comparison, and generalization.

On the other hand, the teaching of Columbus will necessarily involve many facts which belong distinctively to his life and actions, and to which later Spanish explorations have little, or at the most a very remote relation. It is obvious that the teaching of such portions of our topic can hardly be said to constitute a “type-lesson.” These points serve a definite purpose of their own, and should be presented in their own way. Let us, therefore, in our practical consideration of the presentation of our lesson on Columbus, consider separately the “type-elements” and what for convenience we may call the “specific elements.”

Previous Preparation.

In the first place, in the preparation of our lesson on Columbus, as, in fact, in the preparation of any lesson, the teacher must have definitely in mind just what preliminary instruction has been given. Let us assume, then, that the soil has been prepared,—that the class is already familiar with the ideas of the size and shape of the earth which were current in the 15th century; with the parts of the world that were known; with the general geographical situation of the chief nations of Europe; with the nature of the trade with the Far East; and, still more important, with the causes of the activity of the time in the direction of finding new trade routes to the Orient. These basic ideas should have become firmly fixed and their interrelations clearly brought out before we introduce our Columbus “type-lesson.”

What are the essential features of the Columbus lesson, the emphasis of which will entitle it to be considered a “type-lesson”? Or, to re-phrase our query, what are the “type-elements” of the story of Columbus?

Spanish Characteristics.

First of all, if our lesson is to typify the Spanish explorers as a group, it should supply a basic concept of Spanish life and character in the 15th and 16th centuries. It is not a matter of much difficulty to arouse in our pupils a real interest in the Spaniards of that time. There is so much of the romantic and the picturesque about this phase of American history that for the conscientious teacher it will always constitute one of the most attractive portions of his work. Varied selections from literature suitable to the age of the children should be read to them. Better still, they should be encouraged to continue this sort of reading on their own accounts; appropriate material for this purpose should be on hand in the school library. The religious element in Spanish life should receive particular emphasis, some reference being made to the Inquisition and the popular attitude toward heresy. As an important element in the European background of American history, this phase of our subject dare not be overlooked, but it goes without saying that in our public schools it is a topic which must be handled with extreme tact. The severe etiquette of the Spanish court, the Spanish dress, Spanish arms and armor, should all receive their proper amount of attention. Pictures, as well as stories, should be brought into constant requisition to make this portion of the work concrete.

Some notion of the political standing and relations of Spain, properly adapted to children of elementary school age, must also be considered as essentially a “type-element” in our lesson. For pupils in the grades it will probably suffice to point out very briefly the long struggle with the Moors, brought to a successful termination by Ferdinand and Isabella in 1492; the combination in the 16th century of various and widely separate realms under the Hapsburgs; and the natural jealousy of France and England toward this rising world-power.

The next “type-element” necessary to consider will be the topic of Spanish modes of navigation. At this point our lesson becomes typical of the period of exploration in general rather than of Spanish explorations in particular, inasmuch as Spanish vessels, sailors, etc., were not, for our purposes in the grades at least, essentially different from those of other contemporary nations. It is important, however, that our pupils should have definite ideas on this point if their knowledge of the early explorations is to be in any true sense real. Pictures of Spanish vessels of the period are easy to procure, and should be referred to in this connection. Attention should be called to the significant features of these boats,—their small size, their peculiar construction, their usual rate of speed, etc. In all purely descriptive work of this sort it is well for the teacher to keep in mind that a happy comparison is frequently of more value than pages of prosy details and measurements. Take, for example, Mark Twain’s delightful comparison in his description of one of the pyramids: each stone as big as a freight-car!

Finally, the prevailing superstitious fears of unknown seas, wild notions regarding the monsters of the deep and inhabitants of distant lands, the consequent scarcity of sailors for voyages of exploration, the bravery and steadfastness of purpose required to lead such an expedition,—these points may surely be said to constitute a “type-element.” To be sure, as time went on and ignorance of distant regions gradually disappeared, the force of these factors in history diminished. Throughout the exploration period, however, they remain an element to be reckoned with and constantly to be referred to. Selections from Mandeville might very appropriately be read in this connection to lend color and life to the presentation.

Life of Columbus.

We are now ready to consider what we have designated the “specific elements” of the Columbus lesson; that is, those features of the story that refer to Columbus as an individual explorer, but can hardly be considered typical of the Spanish explorations in general. If the “type-elements” have been duly impressed, this portion of the lesson will present little difficulty and can be covered in a comparatively short time, largely, in fact, in the form of readings.

The nationality and early life of Columbus should first occupy the attention of teacher and class. The fact that he was an Italian is significant. Passing reference might well be made to the political disorganization of Italy and the declining importance of its commercial centers. The boyhood of our hero is picturesque and may easily be made to arouse the interest of boys and girls of our own day. Let them feel that he was a child like themselves and give them some appreciation of his childhood’s environment,—the Italian sky and sea-coast.

The geographical ideas of Columbus and the development of his pet project have a definite relation to the preliminary lessons on the geographical notions of his time. His errors should be clearly pointed out. In this portion of the presentation, as in most others, a good wall map must be on hand for constant reference.

The futile attempts of Columbus to get the support necessary for his venture need not occupy us long. His experience at the court of Spain, however, and his first voyage will require more elaborate treatment. Here constant reference must be made to the “type-elements,”—particularly in connection with Spanish court life, Spanish motives, the furnishing and manning of the three boats which constituted his fleet.

The subsequent voyages of Columbus may be passed over very rapidly, preferably with very little detail. Similarly his later life and his sad death will call for but passing notice.

This entire narrative portion of our topic is largely handled for us by any of the standard elementary text-books, which, by the way, it is important that our pupils should learn to use. The real teaching, that is to say, the history tracing and idea-building, has been accomplished in connection with the “type-elements.” The rest of the problem in large measure solves itself.

The “type-lesson” on Columbus just outlined will occupy a number of history periods. It is important that it should not be hurried. The old pedagogic maxim that we should make haste slowly applies with peculiar force to the “type-lesson” method. We begin slowly that we may gain time later. More than that, we are furnishing our pupils with a definite stock of fundamental historical notions which will constitute for them a genuine intellectual capital. As they go on with the study of history, they will find that their “type ideas” help to interpret the detailed facts they meet, which facts in turn will tend to re-enforce the “type-ideas.”