The nature of history seems to warrant the following propositions:

History is narrative; and as good teaching requires both impression and expression the child should be trained as early as possible to read history for himself and to express the knowledge he has just gained in his own language;

Since history is, in one of its aspects, the science of the evolution and progress of society, the child  should, at the proper time, be taught to conceive civilization as one great drama, in which the histories of different races and nations are so many acts and scenes;

Interpretation is one of the essential elements of history as science. The teacher should therefore as soon as possible train the child to look for thought and feeling behind the event;

The teacher may safely use interest as one of the tests of success of his work. If the children are not interested in the lesson, it is almost certain that there is something wrong with the subject or subject matter;

As one of the aims of history is to train the pupil to think properly on political and social questions, the history teacher should so present the subject as to ' convert narrative into problems.'

The order of learning is from the concrete to the abstract; from the near and familiar to the remote and strange. Hence history teaching in the beginning should largely appeal to the senses. Later this sense-knowledge should be made the basis for the use of the imagination and the reason;

One of the ends of history is to give the pupil social insight and efficiency.  This can be done by employing for concrete study the institutions and social processes or occupations which are near and familiar to the child;
The content of history is essentially moral, since it deals with the acts of motives of moral agents. The teacher of history should therefore present his subject as to instruct and train the child morally.  (From Method of History in the Elementary School. Joseph S Taylor, PdD. District Superintendent New York City..Educational Foundations,  December