Makalah Konsep Pendidikan IPS dan Karakteristik Pendidikan IPS di SD

MAKALAH

KONSEP PENDIDIKAN IPS DAN KARAKTERISTIK PENDIDIKAN IPS DI SD

BAB I

PENDAHULUAN

A. LATAR BELAKANG

Mempelajari Konsep dasar IPS berisi tentang konsep, hakikat, dan karakteristik pendidikan IPS SD. Dengan mempelajari materi Konsep dasar IPS ini, diharapkan dapat menjelaskan konsep-konsep IPS yang berpengaruh terhadap kehidupan masa kini dan masa yang akan datang secara kritis dan kreatif. Pembahasan materi ini menerapkan pendekatan antar disiplin yang mengintegrasikan ilmu-ilmu sosial dan humaniora. Adapun media yang digunakan adalah bahan ajar cetak dan non cetak (web).

Sebagai calon guru SD hendaknya menguasai materi IPS sebagai program pendidikan. Untuk membantu menguasai materi tersebut maka dalam Konsep Pendidikan IPS, disajikan pembahasan hal-hal pokok dan latihan sebagai berikut :

1. konsep pendidikan IPS

2. hakikat pendidikan IPS

3. karakteristik pendidikan IPS di SD

B. TUJUAN

Setelah mempelajari materi Konsep Pendidikan IPS, diharapkan dapat menjelaskan tentang :

1. Pengertian IPS

2. Sejarah IPS di Indonesia

3. Rasional mempelajari IPS di SD

4. Hakikat pengajaran IPS

5. Tujuan pembelajaran IPS di SD

6. Karakteristik pembelajaran IPS di SD

C. RUMUSAN MASALAH

Adapun masalah-masalah yang akan dibahas dalam makalah ini adalah :

1. Bagaimana pengertian IPS dan konsep Pendidikan IPS?

2. Bagaimana sejarah perkembangan IPS di Indonesia?

3. Apakah hakikat pendidikan atau pengajaran IPS?

4. Apa tujuan dari pembelajaran IPS di SD?

5. Apa saja Karakteristik pembelajaran IPS di SD?

BAB II

KONSEP PENDIDIKAN IPS

A. Pengertian IPS

IPS merupakan suatu program pendidikan dan bukan sub-disiplin ilmu tersendiri, sehingga tidak akan ditemukan baik dalam nomenklatur filsafat ilmu, disiplin ilmu-ilmu sosial (social science), maupun ilmu pendidikan (Sumantri. 2001:89). Social Scence Education Council (SSEC) dan National Council for Social Studies (NCSS), menyebut IPS sebagai “Social Science Education” dan “Social Studies”. Dengan kata lain, IPS mengikuti cara pandang yang bersifat terpadu dari sejumlah mata pelajaran seperti: geografi, ekonomi, ilmu politik, ilmu hukum, sejarah, antropologi, psikologi, sosiologi, dan sebagainya

Dalam bidang pengetahuan sosial, ada banyak istilah. Istilah tersebut meliputi : Ilmu Sosial (Social Sciences), Studi Sosial (Social Studies) dan Ilmu Pengetahuan Sosial (IPS).

1. Ilmu Sosial (Sicial Science)

Achmad Sanusi memberikan batasan tentang Ilmu Sosial (Saidihardjo,1996.h.2) adalah sebagai berikut: “Ilmu Sosial terdiri disiplin-disiplin ilmu pengetahuan sosial yang bertarap akademis dan biasanya dipelajari pada tingkat perguruan tinggi, makin lanjut makin ilmiah”.

Menurut Gross (Kosasih Djahiri,1981.h.1), Ilmu Sosial merupakan disiplin intelektual yang mempelajari manusia sebagai makluk sosial secara ilmiah, memusatkan pada manusia sebagai anggota masyarakat dan pada kelompok atau masyarakat yang ia bentuk.

Nursid Sumaatmadja, menyatakan bahwa Ilmu Sosial adalah cabang ilmu pengetahuan yang mempelajari tingkah laku manusia baik secara perorangan maupun tingkah laku kelompok. Oleh karena itu Ilmu Sosial adalah ilmu yang mempelajari tingkah laku manusia dan mempelajari manusia sebagai anggota masyarakat.

2. Studi Sosial (Social Studies).

Perbeda dengan Ilmu Sosial, Studi Sosial bukan merupakan suatu bidang keilmuan atau disiplin akademis, melainkan lebih merupakan suatu bidang pengkajian tentang gejala dan masalah social. Tentang Studi Sosial ini, Achmad Sanusi (1971:18) memberi penjelasan sebagai berikut : Sudi Sosial tidak selalu bertaraf akademis-universitas, bahkan merupakan bahan-bahan pelajaran bagi siswa sejak pendidikan dasar.

3. Pengetahuan Sosial (IPS)

Harus diakui bahwa ide IPS berasal dari literatur pendidikan Amerika Serikat. Nama asli IPS di Amerika Serikat adalah “Social Studies”. Istilah tersebut pertama kali dipergunakan sebagai nama sebuah komite yaitu “Committee of Social Studies” yang didirikan pada tahun 1913. Tujuan dari pendirian lembaga itu adalah sebagai wadah himpunan tenaga ahli yang berminat pada kurikulum Ilmu-ilmu Sosial di tingkat sekolah dan ahli-ahli Ilmu-ilmu Sosial yang mempunyai minat sama.

Definisi IPS menurut National Council for Social Studies (NCSS), mendifisikan IPS sebagai berikut: social studies is the integrated study of the science and humanities to promote civic competence. Whitin the school program, socisl studies provides coordinated, systematic study drawing upon such disciplines as anthropology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizen of a culturally diverse, democratic society in an interdependent world.

Pada dasarnya Mulyono Tj. (1980:8) memberi batasan IPS adalah merupakan suatu pendekatan interdsipliner (Inter-disciplinary Approach) dari pelajaran Ilmu-ilmu Sosial. IPS merupakan integrasi dari berbagai cabang Ilmu-ilmu Sosial, seperti sosiologi, antropologi budaya, psikologi sosial, sejarah, geografi, ekonomi, ilmu politik, dan sebagainya. Hal ini lebih ditegaskan lagi oleh Saidiharjo (1996:4) bahwa IPS merupakan hasil kombinasi atau hasil pemfusian atau perpaduan dari sejumlah mata pelajaran seperti: geografi, ekonomi, sejarah, sosiologi, antropologi, politik.

B. Sejarah Pertumbuhan Ilmu Pengetahuan Sosial

Bidang studi IPS yang masuk ke Indonesia adalah berasal dari Amerika Serikat, yang di negara asalnya disebut Social Studies. Pertama kali Social Studies dimasukkan dalam kurikulum sekolah adalah di Rugby (Inggris) pada tahun 1827, atau sekitar setengah abad setelah Revolusi Industri (abad 18), yang ditandai dengan perubahan penggunaan tenaga manusia menjadi tenaga mesin.

Latar belakang dimasukkannya Social studies dalam kurikulum sekolah di Amerika Serikat berbeda dengan di Inggris karena situasi dan kondisi yang menyebabkannya juga berbeda. Penduduk Amerika Serikat terdiri dari berbagai macam ras diantaranya ras Indian yang merupakan penduduk asli, ras kulit putih yang datang dari Eropa dan ras Negro yang didatangkan dari Afrika untuk dipekerjakan di perkebunan-perkebunan negara tersebut.

Pada awalnya penduduk Amerika Serikat yang multi ras itu tidak menimbulkan masalah. Baru setelah berlangsung perang saudara antara utara dan selatan atau yang dikenal dengan Perang Budak yang berlangsung tahun l861-1865 dimana pada saat itu Amerika Serikat siap untuk menjadi kekuatan dunia, mulai terasa adanya kesulitan, karena penduduk yang multi ras tersebut merasa sulit untuk menjadi satu bangsa.

Selain itu juga adanya perbedaan sosial ekonomi yang sangat tajam. Para pakar kemasyarakatan dan pendidikan berusaha keras untuk menjadikan penduduk yang multi ras tersebut menjadi merasa satu bangsa yaitu bangsa Amerika. Salah satu cara yang ditempuh adalah dengan memasukkan social studies ke dalam kurikulum sekolah di negara bagian Wisconsin pada tahun 1892. Setelah dilakukan penelitian, maka pada awal abad 20, sebuah Komisi Nasional dari The National Education Association memberikan rekomendasi tentang perlunya social studies dimasukkan ke dalam kurikulum semua sekolah dasar dan sekolah menengah Amerika Serikat. Adapun wujud social studies ketika lahir merupakan semacam ramuan dari mata pelajaran sejarah, geografi dan civics.

Di samping sebagai reaksi para pakar Ilmu Sosial terhadap situasi sosial di Inggris dan Amerika Serikat, pemasukan Social Studies ke dalam kurikulum sekolah juga dilatarbelakangi oleh keinginan para pakar pendidikan. Hal ini disebabkan mereka ingin agar setelah meninggalkan sekolah dasar dan menengah, para siswa: (1) menjadi warga negara yang baik, dalam arti mengetahui dan menjalankan hak-hak dan kewajibannya; (2) dapat hidup bermasyarakat secara seimbang, dalam arti memperhatikan kepentingan pribadi dan masyarakat. Untuk mencapai tujuan tersebut, para siswa tidak perlu harus menunggu belajar Ilmu-ilmu Sosial di perguruan tinggi, tetapi sebenarnya mereka sudah mendapat bekal pelajaran IPS di sekolah dasar dan menengah. Pengembangan Pendidikan IPS SD 1 - 9

Pertimbangan lain dimasukkannya social studies ke dalam kurikulum sekolah adalah kemampuan siswa sangat menentukan dalam pemilihan dan pengorganisasian materi IPS. Agar materi pelajaran IPS lebih menarik dan lebih mudah dicerna oleh siswa sekolah dasar dan menengah, bahan-bahannya diambil dari kehidupan nyata di lingkungan masyarakat. Bahan atau materi yang diambil dari pengalaman pribadi, teman-teman sebaya, serta lingkungan alam, dan masyarakat sekitarnya. Hal ini akan lebih mudah dipahami karena mempunyai makna lebih besar bagi para siswa dari pada bahan pengajaran yang abstrak dan rumit dari Ilmu-ilmu Sosial.

Latar belakang dimasukkannya bidang studi IPS ke dalam kurikulum sekolah di Indonesia sangat berbeda dengan di Inggris dan Amerika Serikat. Pertumbuhan IPS di Indonesia tidak terlepas dari situasi kacau, termasuk dalam bidang pendidikan, sebagai akibat pemberontakan G30S/PKI, yang akhirnya dapat ditumpas oleh Pemerintahan Orde Baru. Setelah keadaan tenang pemerintah melancarkan Rencana Pembangunan Lima Tahun (Repelita). Pada masa Repelita I (1969-1974) Tim Peneliti Nasional di bidang pendidikan menemukan lima masalah nasional dalam bidang pendidikan. Kelima masalah tersebut antara lain:

1. Kuantitas, berkenaan dengan perluasan dan pemerataan kesempatan belajar.

2. Kualitas, menyangkut peningkatan mutu lulusan

3. Relevansi, berkaitan dengan kesesuaian sistem pendidikan dengan kebutuhan pembangunan.

4. Efektifitas sistem pendidikan dan efisiensi penggunaan sumber daya dan dana.

5. Pembinaan generasi muda dalam rangka menyiapkan tenaga produktif bagi kepentingan pembangunan nasional.

Pada tahun 2004, pemerintah melakukan perubahan kurikulum kembali yangn dikenal dengan Kurikulum Berbasis Kompetensi (KBK). Dalam kurikulum SD, IPS berganti nama menjadi Pengetahuan Sosial. Pengembangan kurikulum Pengetahuan Sosial merespon secara positif berbagai perkembangan informasi, ilmu pengetahuan, dan teknologi. Hal ini dilakukan untuk meningkatkan relevansi program pembelajaran Pengetahuan Sosial dengan keadaan dan kebutuhan setempat.

C. Rasional Mempelajari IPS.

Rasionalisasi mempelajari IPS untuk jenjang pendidikan dasar dan menengah adalah agar siswa dapat:

1. Mensistematisasikan bahan, informasi, dan atau kemampuan yang telah dimiliki tentang manusia dan lingkungannya menjadi lebih bermakna.

2. Lebih peka dan tanggap terhadap berbagai masalah sosial secara rasional dan bertanggung jawab.

3. Mempertinggi rasa toleransi dan persaudaraan di lingkungan sendiri dan antar manusia.

IPS atau disebut Pengetahuan Sosial pada kurikulum 2004, merupakan satu mata pelajaran yang diberikan sejak SD dan MI sampai SMP dan MTs. Untuk jenjang SD dan MI Pengetahuan Sosial memuat materi Pengetahuan Sosial dan Kewarganegaraan.

Pada haikatnya, pengetahuan Sosial sebabagi suatu mata pelajaran yang menjadi wahana dan alat untuk menjawab pertanyaan-pertanyaan, antara lain:

1. Siapa diri saya?

2. Pada masyarakat apa saya berada?

3. Persyaratan-persyaratan apa yang diperlukan diri saya untuk menjadi anggota suatu kelompok masyarakat dan bangsa?

4. Apa artinya menjadi anggota masyarakat bangsa dan dunia?

5. Bagaimanakah kehidupan manusia dan masyarakat berubah dari waktu ke waktu?

Pertanyaan-pertanyaan tersebut harus dijawab oleh setiap siswa, dan jawabannya telah dirancang dalam Pengetahuan sosial secara sistematis dan komprehensip. Dengan demikian, Pengetahuan Sosial diperlukan bagi keberhasilan siswa dalam kehidupan di masyarakat dan proses menuju kedewasaan.

BAB III

HAKIKAT DAN TUJUAN PENDIDIKAN IPS

Hakikat IPS, adalah telaah tentang manusia dan dunianya. Manusia sebagai makhluk sosial selalu hidup bersama dengan sesamanya. Dengan kemajuan teknologi pula sekarang ini orang dapat berkomunikasi dengan cepat di manapun mereka berada melalui handphone dan internet. Kemajuan Iptek menyebabkan cepatnya komunikasi antara orang yang satu dengan lainnya, antara negara satu dengan negara lainnya. Dengan demikian maka arus informasi akan semakin cepat pula mengalirnya. Oleh karena itu diyakini bahwa “orang yang menguasai informasi itulah yang akan menguasai dunia”.

Suatu tempat atau ruang dipermukaan bumi, secara alamiah dicirikan oleh kondisi alamnya yang meliputi iklim dan cuaca, sumber daya air, ketinggian dari permukaan laut, dan sifat-sifat alamiah lainnya. Jadi bentuk muka bumi seperti daerah pantai, dataran rendah, dataran tinggi, dan daerah pegunungan akan mempengaruhi terhadap pola kehidupan penduduk yang menempatinya. Lebih jelasnya Anda dapat mencermati contoh berikut ini.

• Corak kehidupan masyarakat di tepi pantai utara Jawa yang bentuknya landai dengan laut yang tenang dan tidak begitu tinggi serta arus angin yang tidak begitu kencang, sangat menguntungkan bagi masyarakat untuk mencari ikan. Hal ini disebabkan ikan banyak berkumpul di kawasan laut yang dangkal yang masih tertembus sinar matahari. Oleh karena itu mayoritas masyarakatnya bermata pencaharian sebagai nelayan. Hampir semua pelabuhan-pelabuhan besar di pulau Jawa sebagian besar terletak di pantai utara Jawa.

• Dataran rendah yang meliputi daerah pantai sampai ketinggian 700 meter di atas permukaan laut merupakan kawasan yang cadangan airnya cukup, didukung oleh iklimnya yang cocok, merupakan potensi alam yang cocokuntuk dikembangkan sebagai areal pertanian, misalnya Karawang, Bekasi, Indramayu, Subang dan sebagainya. Dataran tinggi yang beriklim sejuk, dengan cadangan air yang sudah semakin berkurang maka sistem pertanian yang dikembangkan adalah pertanian lahan kering dan holtikultura seperti sayuran, buah-buahan, da tanaman hias.

• Lain dengan daerah pegunungan yang memiliki corak tersendiri. Karena sedikitnya persediaan air tanah, mengakibatkan pemukiman penduduk terpusat di lembah-lembah atau mendekati alur sungai. Hal ini dikarenakan mereka berusaha untuk mendapatkan sumber air yang relatif mudah. Ladang yang mereka usahakan biasanya terletak di lembah pegunungan.

Aspek pengaturan dan kebijakan ini termasuk aspek politik

Marilah kita cermati kembali apa yang sudah kita pelajari di atas. Setelah kita pelajari ternyata kehidupan itu banyak aspeknya, meliputi aspek-aspek:

1. hubungan sosial: semua hal yang berhubungan dengan interaksi manusia tentang proses, faktor-faktor, perkembangan, dan permasalahannya dipelajari dalam ilmu sosiologi

2. ekonomi: berhubungan dengan pemenuhan kebutuhan manusia, perkembangan, dan permasalahannya dipelajari dalam ilmu ekonomi

3. psikologi: dibahas dalam ilmu psikologi

4. budaya: dipelajari dalam ilmu antropologi

5. sejarah: berhubungan dengan waktu dan perkembangan kehidupan manusia dipelajari dalam ilmu sejarah

6. geografi: hubungan ruang dan tempat yang sangat berpengaruh terhadap kehidupan manusia dipelajari dalam ilmu geografi

7. politik: berhubungan dengan norma, nilai, dan kepemimpinan untuk mencapai kesejahteraan masyarakat dipelajari dalam ilmu politik

Tujuan Pendidikan IPS

Berdasarkan pada falsafah negara tersebut, maka telah dirumuskan tujuan pendidikan nasional, yaitu:

membentuk manusia pembangunan yang ber-Pancasila dan untuk membentuk manusia yang sehat jasmani dan rokhaninya, memiliki pengetahuan dan keterampilan, dapat mengembangkan kreativitas dan tanggung jawab, dapat menyuburkan sikap demokrasi dan penuh tenggang rasa, dapat mengembangkan kecerdasan yang tinggi dan disertai budi pekerti yang luhur, mencintai bangsanya, dan mencintai sesama manusia sesuai ketentuan yang termaksud dalam UUD 1945.

Berkaitan dengan tujuan pendidikan di atas, kemudian apa tujuan dari pendidikan IPS yang akan dicapai? Tentu saja tujuan harus dikaitkan dengan kebutuhan dan disesuaikan dengan tantangan-tantangan kehidupan yang akan dihadapi anak. Berkaitaan dengan hal tersebut, kurikulum 2004 untuk tingkat SD menyatakan bahwa, Pengetahuan Sosial (sebutan IPS dalam kurikulum 2004), bertujuan untuk:

1. mengajarkan konsep-konsep dasar sosiologi, geografi, ekonomi, sejarah, dan kewarganegaraan, pedagogis, dan psikologis.

2. mengembangkan kemampuan berpikir kritis dan kreatif, inkuiri, memecahkan masalah, dan keterampilan sosial

3. membangun komitmen dan kesadaran terhadap nilai-nilai sosial dan kemanusiaan

4. meningkatkan kemampuan bekerja sama dan berkompetisi dalam masyarakat yang majemuk, baik secara nasional maupun global.

Sejalan dengan tujuan tersebut tujuan pendidikan IPS menurut (Nursid Sumaatmadja. 2006) adalah “membina anak didik menjadi warga negara yang baik, yang memiliki pengetahuan, keterampilan, dan kepedulian social yang berguna bagi dirinya serta bagi masyarakat dan negara” Sedangkan secara rinci Oemar Hamalik merumuskan tujuan pendidikan IPS berorientasi pada tingkah laku para siswa, yaitu : (1) pengetahuan dan pemahaman, (2) sikap hidup belajar, (3) nilai-nilai sosial dan sikap, (4) keterampilan (Oemar hamalik. 1992 : 40-41).

Untuk lebih jelasnya akan dibahas satu persatu.

Pengetahuan dan Pemahaman

Salah satu fungsi pengajaran IPS adalah mentransmisikan pengetahuan dan pemahaman tentang masyarakat berupa fakta-fakta dan ide-ide kepada anak.

Sikap belajar

IPS juga bertujuan untuk mengembangkan sikap belajar yang baik. Artinya dengan belajar IPS anak memiliki kemampuan menyelidiki (inkuiri) untuk menemukan ide-ide, konsep-konsep baru sehingga mereka mampu melakukan perspektif untuk masa yang akan datang.

Nilai-nilai sosial dan sikap

Anak membutuhkan nilai-nilai untuk menafsirkan fenomena dunia sekitarnya, sehingga mereka mampu melakukan perspektif. Nilai-nilai sosial merupakan unsur penting di dalam pengajaran IPS. Berdasar nilai-nilai sosial yang berkembang dalam masyarakat, maka akan berkembang pula sikap-sikap sosial anak. Faktor keluarga, masyarakat, dan pribadi/tingkah laku guru sendiri besar pengaruhnya terhadapa perkembangan nilai-nilai dan sikap anak.

Keterampilan dasar IPS

Anak belajar menggunakan keterampilan dan alat-alat studi sosial, misalnya mencari bukti dengan berpikir ilmiah, keterampilan mempelajari data masyarakat, mempertimbangkan validitas dan relevansi data, mengklasifikasikan dan menafsirkan data-data sosial, dan merumuskan kesimpulan.

Karakteristik Pendidikan IPS SD

Untuk membahas karakteristik IPS, dapat dilihat dari berbagai pandangan. Berikut ini dikemukakan karakteristik IPS dilihat dari materi dan strategi penyampaiannya.

1. Materi IPS

Ada 5 macam sumber materi IPS antara lain:

a. Segala sesuatu atau apa saja yang ada dan terjadi di sekitar anak sejak dari keluarga, sekolah, desa, kecamatan sampai lingkungan yang luas negara dan dunia dengan berbagai permasalahannya.

b. Kegiatan manusia misalnya: mata pencaharian, pendidikan, keagamaan, produksi, komunikasi, transportasi.

c. Lingkungan geografi dan budaya meliputi segala aspek geografi dan antropologi yang terdapat sejak dari lingkungan anak yang terdekat sampai yang terjauh.

d. Kehidupan masa lampau, perkembangan kehidupan manusia, sejarah yang dimulai dari sejarah lingkungan terdekat sampai yang terjauh, tentang tokoh-tokoh dan kejadian-kejadian yang besar.

e. Anak sebagai sumber materi meliputi berbagai segi, dari makanan, pakaian, permainan, keluarga.

2. Strategi Penyampaian Pengajaran IPS

Strategi penyampaian pengajaran IPS, sebagaian besar adalah didasarkan pada suatu tradisi, yaitu materi disusun dalam urutan: anak (diri sendiri), keluarga, masyarakat/tetangga, kota, region, negara, dan dunia. Tipe kurikulum seperti ini disebut “The Wedining Horizon or Expanding Enviroment Curriculum” (Mukminan, 1996:5).

Sebutan Masa Sekolah Dasar, merupakan periode keserasian bersekolah, artinya

anak sudah matang untuk besekolah. Adapun kriteria keserasian bersekolah adalah sebagai berikut.

1. Anak harus dapat bekerjasama dalam kelompok dengan teman-teman sebaya, tidak boleh tergantung pada ibu, ayah atau anggota keluarga lain yang dikenalnya.

2. Anak memiliki kemampuan sineik-analitik, artinya dapat mengenal bagian-bagian dari keseluruhannya, dan dapat menyatukan kembali bagian-bagian tersebut.

3. Secara jasmaniah anak sudah mencapai bentuk anak sekolah.

Menurut Preston (dalam Oemar Hamalik. 1992 : 42-44), anak mempunyai ciri-ciri sebagai berikut :

1. Anak merespon (menaruh perhatian) terhadap bermacam-macam aspek dari dunia sekitarnya.Anak secara spontan menaruh perhatian terhadap kejadian-kejadian-peristiwa, benda-benda yang ada disekitarnya. Mereka memiliki minat yang laus dan tersebar di sekitar lingkungnnya.

2. Anak adalah seorang penyelidik, anak memiliki dorongan untuk menyelidiki dan menemukan sendiri hal-hal yang ingin mereka ketahui.

3. Anak ingin berbuat, ciri khas anak adalah selalu ingin berbuat sesuatu, mereka ingin aktif, belajar, dan berbuat

4. Anak mempunyai minat yang kuat terhadap hal-hal yang kecil atau terperinci yang seringkali kurang penting/bermakna

5. Anak kaya akan imaginasi, dorongan ini dapat dikembangkan dalam pengalaman-pengalaman seni yang dilaksanakan dalam pembelajaran IPS sehingga dapat memahami orang-orang di sekitarnya. Misalnya pula dapat dikembangkan dengan merumuskan hipotesis dan memecahkan masalah.

Berkaitan dengan atmosfir di sekolah, ada sejumlah karakteristik yang dapat diidentifikasi pada siswa SD berdasarkan kelas-kelas yang terdapat di SD.

1. Karakteristik pada Masa Kelas Rendah SD (Kelas 1,2, dan 3)

a. Ada hubungan kuat antara keadaan jasmani dan prestasi sekolah

b. Suka memuji diri sendiri

c. Apabila tidak dapat menyelesaikan sesuatu, hal itu dianggapnya tidak penting

d. Suka membandingkan dirinya dengan anak lain dalam hal yang menguntungkan dirinya

e. Suka meremehkan orang lain

2. Karakteristik pada Masa Kelas Tinggi SD (Kelas 4,5, dan 6).

a. Perhatianya tertuju pada kehidupan praktis sehari-hari

b. Ingin tahu, ingin belajar, dan realistis

c. Timbul minat pada pelajaran-pelajaran khusus

d. Anak memandang nilai sebagai ukuran yang tepat mengenai prestasi belajarnya di sekolah.

Menurut Jean Piagiet, usia siswa SD (7-12 tahun) ada pada stadium operasional konkrit. Oleh karena itu guru harus mampu merancang pembelajaran yang dapat membangkitkan siswa, misalnya penggalan waktu belajar tidak terlalu panjang, peristiwa belajar harus bervariasi, dan yang tidak kalah pentingnya sajian harus dibuat menarik bagi siswa.

PENUTUP

IPS merupakan bidang studi baru, karena dikenal sejak diberlakukan kurikulum 1975. Dikatakan baru karena cara pandangnya bersifat terpadu, artinya bahwa IPS merupakan perpaduan dari sejumlah mata pelajaran sejarah, geografi, ekonomi, sosiologi, antropologi. Adapun perpaduan ini disebabkan mata pelajaran-mata pelajaran tersebut mempunyai kajian yang sama yaitu manusia.

Pendidikan IPS penting diberikan kepada siswa pada jenjang pendidikan dasar dan menengah, karena siswa sebagai anggota masyarakat perlu mengenal masyarakat dan lingkungannya. Untuk mengenal masyarakat siswa dapat beljar melalui media cetak, media elektronika, maupun secara langsung melalui pengalaman hidupnya ditengah-tengah msyarakat. Dengan pengajaran IPS, diharapkan siswa dapat memiliki sikap peka dan tanggap untuk bertindak secara rasional dan bertanggungjawab dalam memecahkan masalah-masalah sosial yang dihadapi dalam kehidupannya.

The Legend of Sleepy Hollow

The Legend of Sleepy Hollow

In the bosom of one of those spacious coves which indent the eastern shore of the Hudson, at that broad expansion of the river denominated by the ancient Dutch navigators the Tappan Zee, and where they always prudently shortened sail and implored the protection of Saint Nicholas, there lies a small market town which is generally known by the name of Tarry Town. This name was given by the good housewives of the adjacent country from the inveterate propensity of their husbands to linger about the village tavern on market days. Not far from this village, perhaps about two miles, there is a little valley among high hills which is one of the quietest places in the whole world. A small brook murmurs through it and, with the occasional whistle of a quail or tapping of a woodpecker, is almost the only sound that ever breaks the uniform tranquillity.
From the listless repose of the place, this sequestered glen has long been known by the name of Sleepy Hollow. Some say that the place was bewitched during the early days of the Dutch settlement; others, that an old Indian chief, the wizard of his tribe, held his powwows there before the country was discovered by Master Hendrick Hudson. Certain it is, the place still continues under the sway of some witching power that holds a spell over the minds of the descendants of the original settlers. They are given to all kinds of marvelous beliefs, are subject to trances and visions, and frequently hear music and voices in the air. The whole neighborhood abounds with local tales, haunted spots, and twilight superstitions.
The dominant spirit that haunts this enchanted region is the apparition of a figure on horseback without a head. It is said to be the ghost of a Hessian trooper, whose head had been carried away by a cannonball in some nameless battle during the Revolutionary War, and who is ever seen by the countryfolk, hurrying along in the gloom of the night as if on the wings of the wind. Historians of those parts allege that the body of the trooper having been buried in the yard of a church at no great distance, the ghost rides forth to the scene of battle in nightly quest of his head; and that the rushing speed with which he sometimes passes along the Hollow is owing to his being in a hurry to get back to the churchyard before daybreak. The specter is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow.
It is remarkable that this visionary propensity is not confined to native inhabitants of this little retired Dutch valley, but is unconsciously imbibed by everyone who resides there for a time. However wide-awake they may have been before they entered that sleepy region, they are sure, in a little time, to inhale the witching influence of the air and begin to grow imaginative, to dream dreams, and see apparitions.
In this by-place of nature there abode, some thirty years since, a worthy wight of the name of Ichabod Crane, a native of Connecticut, who "tarried" in Sleepy Hollow for the purpose of instructing the children of the vicinity. He was tall and exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, and feet that might have served for shovels. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snipe nose, so that it looked like a weathercock perched upon his spindle neck, to tell which way the wind blew. To see him striding along on a windy day, with his clothes bagging and fluttering about him, one might have mistaken him for some scarecrow eloped from a cornfield.
His schoolhouse was a low building of one large room, rudely constructed of logs. It stood in a rather lonely but pleasant situation, just at the foot of a woody hill, witha brook running close by, and a formidable birch tree growing at one end of it. From hence the low murmur of his pupils' voices, conning over their lessons, might be heard on a drowsy summer's day, interrupted now and then by the voice of the master in a tone of menace or command; or by the appalling sound of the birch as he urged some wrongheaded Dutch urchin along the flowery path of knowledge. All this he called "doing his duty," and he never inflicted a chastisement without following it by the assurance, so consolatory to the smarting urchin, that "he would remember it, and thank him for it the longest day he had to live."
When school hours were over, Ichabod was even the companion and playmate of the larger boys; and on holiday afternoons would convoy some of the smaller ones home, who happened to have pretty sisters, or good housewives for mothers, noted for the comforts of the cupboard. Indeed it behooved him to keep on good terms with his pupils. The revenue arising from his school would have been scarcely sufficient to furnish him with daily bread, for he was a huge feeder and, though lank, had the dilating powers of an anaconda. To help out his maintenance he was, according to custom in those parts, boarded and lodged at the homes of his pupils a week at a time; thus going the rounds of the neighborhood, with all his worldly effects tied up in a cotton handkerchief.
That this might not be too onerous for his rustic patrons, he assisted the farmers occasionally by helping to make hay, mending the fences, and driving the cows from pasture. He laid aside, too, all the dominant dignity with which he lorded it in the school, and became wonderfully gentle and ingratiating. He found favor in the eyes of the mothers by petting the children, particularly the youngest, and he would sit with a child on one knee, and rock a cradle with his foot for whole hours together.
In addition to his other vocations, he was the singing master of the neighborhood, and picked up many bright shillings by instructing the young folks in psalmody. Thus, by divers little makeshifts, the worthy pedagogue got on tolerably enough and was thought, by all who understood nothing of the labor of headwork, to have a wonderfully easy life of it.
The schoolmaster is generally a man of some importance in the female circle of a rural neighborhood, being considered a kind of idle, gentlemanlike personage, of vastly superior taste and accomplishments to the rough country swains. How he would figure among the country damsels in the churchyard, between services on Sundays! - gathering grapes for them from the wild vines that overran the surrounding trees; reciting for their amusement all the epitaphs on the tombstones; while the more bashful bumpkins hung sheepishly back, envying his superior elegance and address.
He was, moreover, esteemed by the women as a man of great erudition, for he had read several books quite through, and was a perfect master of Cotton Mather's 'History of New England Witchcraft'. His appetite for the marvelous was extraordinary. It was often his delight, after his school was dismissed, to stretch himself on the clover bordering the little brook and there con over old Mather's direful tales in the gathering dusk. Then, as he wended his way to the farmhouse where he happened to be quartered, every sound of nature, the boding cry of the tree toad, the dreary hooting of the screech owl, fluttered his excited imagination. His only resource on such occasions was to sing psalm tunes; and the good people of Sleepy Hollow were often filled with awe at hearing his nasal melody floating along the dusky road.
Another of his sources of fearful pleasure was to pass long winter evenings with the old Dutch wives, as they sat spinning by the fire, with a row of apples roasting and spluttering along the hearth, and listen to their marvelous tales of ghosts and goblins, haunted bridges and haunted houses, and particularly of the headless horseman. But if there was a pleasure in all this while snugly cuddling in the chimney corner, it was dearly purchased by the terrors of his subsequent walk homeward. How often did he shrink with curdling awe at some rushing blast, howling among the trees of a snowy night, in the idea that it was the Galloping Hessian of the Hollow!
All these, however, were mere phantoms of the dark. Daylight put mend to all these evils. He would have passed a pleasant life of it if his path had not been crossed by a being that causes more perplexity to mortal man than ghosts, goblins, and the whole race of witches put together, and that was -- a woman.
Among the musical disciples who assembled, one evening in each week, to receive his instructions in psalmody was Katrina Van Tassel, the only child of a substantial Dutch farmer. She was a blooming lass of fresh eighteen, plump as a partridge, ripe and melting and rosy-cheeked as one of her father's peaches, and universally famed, not merely for her beauty, but her vast expectations. She was withal a little of a coquette, as might be perceived in her dress. She wore ornaments of pure yellow gold to set off her charms, and a provokingly short petticoat to display the prettiest foot and ankle in the country round.
Ichabod Crane had a soft and foolish heart toward the sex; and it is not to be wondered at that so tempting a morsel soon found favor in his eyes, more especially after he had visited her in her paternal mansion. Old Baltus Van Tassel was a perfect picture of a thriving, contented, liberal-hearted farmer. He seldom, it is true, sent either his eyes or his thoughts beyond the boundaries of his own farm; but within those everything was snug, happy, and abundant.
The Van Tassel stronghold was situated on the banks of the Hudson, in one of those green, sheltered, fertile nooks in which the Dutch farmers are so fond of nestling. A great elm tree spread its broad branches over it, at the foot of which bubbled up a spring of the softest and sweetest water. Hard by the farmhouse was a vast barn, every window and crevice of which seemed bursting forth with the treasures of the farm. Rows of pigeons were enjoying the sunshine on the roof. Sleek unwieldy porkers were grunting in the repose and abundance of their pens. A stately squadron of snowy geese were riding in an adjoining pond, convoying whole fleets of ducks; regiments of turkeys were gobbling through the farmyard.
The pedagogue's mouth watered as he looked upon this sumptuous promise of luxurious winter fare. In his devouring mind's eye he pictured to himself every roasting pig running about with an apple in his mouth; the pigeons were snugly put to bed in a comfortable pie, and tucked in with a coverlet of crust.
As the enraptured Ichabod fancied all this, and as he rolled his great green eyes over the fat meadowlands, the rich fields of wheat, rye, buckwheat, and Indian corn, and the orchard, burdened with ruddy fruit, which surrounded the warm tenement of Van Tassel, his heart yearned after the damsel who was to inherit these domains, and his imagination expanded with the idea how they might be readily turned into cash, and the money invested in immense tracts of wild land, and shingle palaces in the wilderness. His busy fancy already presented to him the blooming Katrina, with a whole family of children, mounted on the top of a wagon loaded with household trumpery; and he beheld himself bestriding a pacing mare, with a colt at her heels, setting out for Kentucky, Tennessee, or the Lord knows where.
When he entered the house, the conquest of his heart was complete. It was one of those spacious farmhouses, with high-ridged but low-sloping roofs, built in the style handed down from the first Dutch settlers, the projecting eaves forming a piazza along the front. From the piazza the wondering Ichabod entered the hall, which formed the center of the mansion. Here, rows of resplendent pewter, ranged on a long dresser, dazzled his eyes. In one corner stood a huge bag of wool ready to be spun; ears of Indian corn and strings of dried apples and peaches hung in gay festoons along the walls; and a door left ajar gave him a peep into the best parlor, where the claw-footed chairs and dark mahogany tables shone like mirrors. Mock oranges and conch shells decorated the mantelpiece; strings of various colored birds' eggs were suspended above it, and a corner cupboard, knowingly left open, displayed immense treasures of old silver and well-mended china.
From the moment Ichabod laid his eyes upon these regions of delight, the peace of his mind was at an end, and his only study was how to win the heart of the peerless daughter of Van Tassel. In this enterprise, however, he had to encounter a host of rustic admirers, who kept a watchful and angry eye upon each other, but were ready to fly out in the common cause against any new competitor. Among these the most formidable was a burly, roaring, roistering blade of the name of Brom Van Brunt, the hero of the country round, which rang with his feats of strength and hardihood. He was broad-shouldered, with short curly black hair, and a bluff but not unpleasant countenance, having a mingled air of fun and arrogance. From his Herculean frame, he had received the nickname of "Brom Bones." He was famed for great skill in horsemanship; he was foremost at all races and cockfights; and, with the ascendancy which bodily strength acquires in rustic life, was the umpire in all disputes. He was always ready for either a fight or a frolic, but had more mischief and good humor than ill will in his composition. He had three or four boon companions who regarded him as their model, and at the head of whom he scoured the country, attending every scene of feud or merriment for miles round. Sometimes his crew would be heard dashing along past the farmhouses at midnight, with whoop and halloo, and the old dames would exclaim, "Aye, there goes Brom Bones and his gang!"
This hero had for some time singled out the blooming Katrina for the object of his uncouth gallantries; and though his amorous toyings were something like the gentle caresses of a bear, yet it was whispered that she did not altogether discourage his hopes. Certain it is, his advances were signals for rival candidates to retire; insomuch that, when his horse was seen tied to Van Tassel's paling on a Sunday night, all other suitors passed by in despair.
Such was the formidable rival with whom Ichabod Crane had to contend. Considering all things, a stouter man than he would have shrunk from the competition. Ichabod had, however, a happy mixture of pliability and perseverance in his nature; he was in form and spirit like a supplejack - though he bent, he never broke.
To have taken the field openly against his rival would have been madness. Ichabod, therefore, made his advances in a quiet and gently insinuating manner. Under cover of his character of singing master, he had made frequent visits at the farmhouse, carrying on his suit with the daughter by the side of the spring under the great elm, while Balt Van Tassel sat smoking his evening pipe at one end of the piazza and his little wife plied her spinning wheel at the other.
I profess not to know how women's hearts are wooed and won. To me they have always been matters of riddle and admiration. But certain it is that from the moment Ichabod Crane made his advances, the interests of Brom Bones declined; his horse was no longer seen tied at the paiings on Sunday nights, and a deadly feud gradually arose between him and the schoolmaster of Sleepy Hollow. Brom would fain have carried matters to open warfare, and Ichabod had overheard a boast by Bones that he would "double the schoolmaster up, and lay him on a shelf of his own schoolhouse"; but Ichabod was too wary to give him an opportunity. Brom had no alternative but to play off boorish practical jokes upon his rival. Bones and his gang of rough riders smoked out Ichabod's singing school by stopping up the chimney; broke into the schoolhouse at night and turned everything topsy-turvy. But what was still more annoying, Brom took opportunities of turning him to ridicule in presence of his mistress, and had a scoundrel dog whom he taught to whine in the most ludicrous manner, and introduced as a rival of Ichabod's to instruct Katrina in psalmody.
In this way matters went on for some time. On a fine autumnal afternoon, Ichabod, in pensive mood, sat enthroned on the lofty stool whence he usually watched all the concerns of his little schoolroom. His scholars were all busily intent upon their books, or slyly whispering behind them with one eye kept upon the master; and a kind of buzzing stillness reigned. It was suddenly interrupted by the appearance of a Negro, mounted on the back of a ragged colt. He came clattering up to the school door with an invitation to Ichabod to attend a merrymaking to be held that evening at Mynheer Van Tassel's.
All was now bustle and hubbub in the lately quiet schoolroom. The scholars were hurried through their lessons, without stopping at trifles; those who were tardy had a smart application now and then in the rear to quicken their speed, and the whole school was turned loose an hour before the usual time.
The gallant Ichabod now spent at least an extra half hour at his toilet, brushing and furbishing up his only suit, of rusty black. That he might make his appearance in the true style ofa cavalier, he borrowed a horse from the farmer with whom he was staying. The animal was a broken-down plow horse that had outlived almost everything but his viciousness. He was gaunt and shaggy, with a ewe neck and a head like a hammer; his rusty mane and tail were tangled and knotted with burrs; one eye had lost its pupil, and was glaring and spectral, but the other had the gleam of a genuine devil. In his day he must have had fire and mettle, if we may judge from the name he bore of Gunpowder.
Ichabod was a suitable figure for such a steed. He rode with short stirrups, which brought his knees nearly up to the pommel of the saddle; his sharp elbows stuck out like grasshoppers'; he carried his whip perpendicularly in his hand, like a scepter, and, as his horse jogged on, the motion of his arms was not unlike the flapping of a pair of wings. A small wool hat rested nearly on the top of his nose, and the skirts of his black coat fluttered out almost to the horse's tail.
Around him nature wore that rich and golden livery which we always associate with the idea of abundance. As he jogged slowly on his way, his eye ranged with delight over the treasures of jolly autumn. On all sides he beheld vast stores of apples gathered into baskets and barrels for the market, others heaped up in rich piles for the cider press. Farther on he beheld great fields of Indian corn, and the yellow pumpkins lying beneath them, turning up their fair round bellies to the sun. He passed the fragrant buckwheat fields, and as he beheld them, soft anticipations stole over his mind of dainty slapjacks, well buttered and garnished with honey by the delicate little dimpled hand of Katrina Van Tassel. It was toward evening that Ichabod arrived at the castle of the Eleer Van Tassel, which he found thronged with the pride and flower of the adjacent country. Old farmers, a spare leathern-faced race, in homespun coats and breeches, blue stockings, huge shoes, and magnificent pewter buckles. Their brisk withered little dames, in close crimped caps, longwaisted short gowns, homespun petticoats, and gay calico pockets hanging on the outside. Buxom lasses, almost as antiquated in dress as their mothers, excepting where a straw hat, a fine ribbon, or perhaps a white frock gave symptoms of city innovation. The sons, in short square-skirted coats with rows of stupendous brass buttons, and their hair generally queued with an eelskin in the fashion of the times, eelskins being esteemed as a potent nourisher and strengthener of the hair. Brom Bones, however, was the hero of the scene, having come to the gathering on his favorite steed, Daredevil, a creature, like himself, full of mettle and mischief, and which no one but himself could manage.
Ichabod was a kind and thankful creature, whose spirits rose with eating as some men's do with drink. He could not help rolling his large eyes round him on the ample charms of a genuine Dutch country tea table in the sumptuous time of autumn. Such heaped-up platters of cakes and crullers of various kinds, known only to experienced Dutch housewives! And then there were apple pies and peach pies and pumpkin pies, besides slices of ham and smoked beef; and, moreover, delectable dishes of preserved plums, and peaches, and pears, and quinces, not to mention broiled shad and roasted chickens; together with bowls of milk and cream, with the motherly teapot sending up its clouds of vapor from the midst. Ichabod chuckled with the possibility that he might one day be lord of all this scene of almost unimaginable luxury and splendor. Then, he thought, how soon he'd turn his back upon the old schoolhouse and snap his fingers in the face of every niggardly patron!
And now the sound of the music from the hall summoned to the dance. The musician was an old gray-headed Negro, who had been the itinerant orchestra of the neighborhood for more than half a century. His instrument was as old and battered as himself. He accompanied every movement of the bow with a motion of the head, bowing almost to the ground and stamping with his foot whenever a fresh couple were to start.
Ichabod prided himself upon his dancing as much as upon his vocal powers. Not a limb, not a fiber about him was idle as his loosely hung frame in full motion went clattering about the room. How could the flogger of urchins be otherwise than animated and joyous! The lady of his heart was his partner in the dance, and smiling graciously in reply to all his amorous oglings; while Brom Bones, sorely smitten with love and jealousy, sat brooding by himself in one corner.
When the dance was at an end, Ichabod was attracted to a knot of the sager folks, who, with old Van Tassel, sat smoking at one end of the piazza, gossiping over former times, and drawing out long stories about ghosts and apparitions, mourning cries and wailings, seen and heard in the neighborhood. Some mention was made of the woman in white, who haunted the dark glen at Raven Rock, and was often heard to shriek on winter nights before a storm, having perished there in the snow. The chief part of the stories, however, turned upon the favorite specter of Sleepy Hollow, the Headless Horseman, who had been heard several times of late near the bridge that crossed the brook in the woody dell next to the church; and, it was said, tethered his horse nightly among the graves in the churchyard.
The tale was told of old Brouwer, a most heretical disbeliever in ghosts, how he met the horseman returning from his foray into Sleepy Hollow, and was obliged to get up behind him; how they galloped over hill and swamp until they reached the church bridge. There the horseman suddenly turned into a skeleton, threw old Brouwer into the brook, and sprang away over the treetops with a clap of thunder.
This story was matched by Brom Bones, who made light of the Galloping Hessian as an arrant jockey. He affirmed that, on returning one night from a neighboring village, he had been overtaken by this midnight trooper; that he had offered to race with him for a bowl of punch, and should have won it, too; but just as they came to the church bridge, the Hessian bolted, and vanished in a flash of fire.
The revel now gradually broke up. The old farmers gathered together their families in their wagons, and were heard for some time rattling along over the distant hills. Some of the damsels mounted behind their favorite swains, and their lighthearted laughter, mingling with the clatter of hoofs, echoed along the silent woodlands. Ichabod only lingered behind, according to the custom of country lovers, to have a tete-a-tete with the heiress, fully convinced that he was now on the highroad to success. Something, however, I fear me, must have gone wrong, for he sallied forth, after no very great interval, with an air quite desolate and chopfallen. Oh, these women! these women! Was Katrina's encouragement of the poor pedagogue all a mere trick to secure her conquest of his rival! Let it suffice to say, Ichabod stole forth with the air of one who had been sacking a henroost, rather than a fair lady's heart. Without looking to the right or left, he went straight to the stable, and with several hearty cuffs and kicks, roused his steed most uncourteously.
It was the very witching time of night that Ichabod, heavyhearted and crestfallen, pursued his travel homeward. Far below, the Tappan Zee spread its dusky waters. In the dead hush of midnight he could hear the faint barking of a watchdog from the opposite shore. The night grew darker and darker; the stars seemed to sink deeper in the sky, and driving clouds occasionally hid them from his sight. He had never felt so lonely and dismal.
All the stories of ghosts and goblins that he had heard earlier now came crowding upon his recollection. He would, moreover, soon be approaching the very place where many of the scenes of the ghost stories had been laid.
Just ahead, where a small brook crossed the road, a few rough logs lying side by side served for a bridge. A group of oaks and chestnuts, matted thick with wild grapevines, threw a cavernous gloom over it. Ichabod gave Gunpowder half a score of kicks in his starveling ribs, and attempted to dash briskly across the bridge; but instead of starting forward, the perverse old animal only plunged to the opposite side of the road into a thicket of brambles. He came to a stand just by the bridge, with a suddenness that nearly sent his rider sprawling over his head. Just at this moment, in the dark shadow on the margin of the brook, Ichabod beheld something huge, misshapen, black, and towering. It stirred not, but seemed gathered up in the gloom, like some gigantic monster ready to spring upon the traveler.
The hair of the affrighted schoolteacher rose upon his head, but, summoning up a show of courage, he demanded in stammering accents, "Who are you!" He received no reply. He repeated his demand in a still more agitated voice. Still there was no answer. Once more he cudgeled the sides of the inflexible Gunpowder and, shutting his eyes, broke forth with involuntary fervor into a psalm tune. Just then the shadowy object of alarm put itself in motion and, with a scramble and a bound, stood at once in the middle of the road. He appeared to be a horseman of large dimensions, and mounted on a black horse of powerful frame. He kept aloof on one side of the road, jogging along on the blind side of old Gunpowder, who had now got over his waywardness.
Ichabod quickened his steed, in hopes of leaving this midnight companion behind. The stranger, however, quickened his horse to an equal pace. Ichabod pulled up, and fell into a walk, thinking to lag behind - the other did the same. His heart began to sink within him. There was something in the stranger's moody silence that was appalling. It was soon fearfully accounted for. On mounting a rising ground, which brought the figure of his fellow traveler in relief against the sky, gigantic in height, and muffled in a cloak, Ichabod was horrorstruck on perceiving that he was headless! But his horror was still more increased on observing that the stranger's head was carried before him on the pommel of the saddle.
Ichabod's terror rose to desperation; he rained a shower of kicks and blows upon Gunpowder, hoping to give his companion the slip, but the specter started full jump with him. Away then they dashed, stones flying and sparks flashing at every bound. Ichabod's flimsy garments fluttered in the air, as he stretched his long lank body away over his horse's head in the eagerness of his flight.
They had now reached that stretch of the road which descends to Sleepy Hollow, shaded by trees for about a quarter of a mile, where it crosses the famous church bridge just before the green knoll on which stands the church.
Gunpowder, who seemed possessed with a demon, plunged headlong downhill. As yet his panic had given his unskillful rider an apparent advantage in the chase; but just as he had got halfway through the hollow, the girths of the saddle gave way, and Ichabod felt it slipping from under him. He had just time to save himself by clasping old Gunpowder round the neck when the saddle fell to the earth. He had much ado to maintain his seat, sometimes slipping on one side, sometimes on another, and sometimes jolted on the high ridge of his horse's backbone, with a violence that he feared would cleave him asunder.
An opening in the trees now cheered him with the hopes that the church bridge was at hand. He saw the whitewashed walls of the church dimly glaring under the trees beyond. He recollected the place where Brom Bones's ghostly competitor had disappeared. "If I can but reach that bridge," thought Ichabod, "I am safe." Just then he heard the black steed panting and blowing close behind him; he even fancied that he felt his hot breath. Another convuisive kick in the ribs, and old Gunpowder sprang upon the bridge; he thundered over the resounding planks; he gained the opposite side; and now Ichabod cast a look behind to see if his pursuer should vanish, according to rule, in a flash of fire and brimstone. Just then he saw the goblin rising in his stirrups, in the very act of hurling his head at him. Ichabod endeavored to dodge the horrible missile, but too late. It encountered his cranium with a tremendous crash - he was tumbled headlong into the dust, and Gunpowder, the black steed, and the goblin rider passed by like a whirlwind.
The next morning old Gunpowder was found without his saddle, and with the bridle under his feet, soberly cropping the grass at his master's gate. Ichabod did not make his appearance at breakfast; dinner hour came, but no Ichabod. The boys assembled at the schoolhouse, and strolled idly about the banks of the brook; but no schoolmaster. An inquiry was set on foot, and after diligent investigation they came upon the saddle trampled in the dirt. The tracks of horses' hoofs deeply dented in the road were traced to the bridge, beyond which, on the bank of a broad part of the brook, was found the hat of the unfortunate Ichabod, and close beside it a shattered pumpkin. The brook was searched, but the body of the schoolmaster was not to be discovered.
The mysterious event caused much speculation at the church on the following Sunday. Knots of gazers were collected in the churchyard, at the bridge, and at the spot where the hat and pumpkin had been found. They shook their heads, and came to the conclusion that Ichabod had been carried off by the Galloping Hessian. As he was a bachelor, and in nobody's debt, nobody troubled his head anymore about him. It is true, an old farmer who had been down to New York on a visit several years after brought home the intelligence that Ichabod Crane was still alive; that he had only changed his quarters to a distant part of the country, had kept school and studied law at the same time, had turned politician, and finally had been made a justice of the Ten Pound Court. Brom Bones too, who shortly after his rival's disappearance conducted the blooming Katrina to the altar, was observed to look exceedingly knowing whenever the story of Ichabod was related, and always burst into a hearty laugh at the mention of the pumpkin, which led some to suspect that he knew more about the matter than he chose to tell.
The old country wives, however, who are the best judges of these matters, maintain to this day that Ichabod was spirited away by supernatural means. The bridge became more than ever an object of superstitious awe, and that may be the reason why the road has been altered of late years, so as to approach the church by the border of the millpond. The schoolhouse, being deserted, soon fell to decay, and was reported to be haunted by the the ghost of the unfortunate teacher; and the plowboy, loitering homeward of a still summer evening, has often fancied Ichabod's voice at a distance, chanting a melancholy psalm tune among the tranquil solitudes of Sleepy Hollow.

Synopsis The Story of the First Kings Four Gods

Synopsis The Story of the First Kings Four Gods

This drama portrays the life of the 19th king of Goguryeo. Jumong, the founder of Goguryeo, establish Goguryeo with his Four Gods: Cheong-ryong (Blue Dragon), Baek-ho (White Tiger), Joo-jak (Phoenix), Hyeon-mu (symbolized as a turtle). The Japanese may know them as Seiryuu, Byakko, Suzaku, and Genbu. Jumong marries Soseono, who had a big part in the founding of Goguryeo. They have two sons, Onjo and Biryu. When the son of Jumong’s first wife came to Goguryeo in search of his father, and is named Crown Prince, Soseono takes her sons, Onjo and Biryu, South and establishs Baekje. This is how Baekje and Goguryeo were known as “brother countries”.

As time passed, the Four Gods secluded themselves from society and watched as Baekje and Goguryeo’s relationship worsened (worsened more mainly because Goguryeo’s king was killed in a battle between Baekje and Goguryeo).

One day, Ju-ahn, “Hyeon-mu” of the Four Gods, sees two stars sour up into the sky. Since one came from the palace in Baekje, it predicted the birth of “Su”, later known as King Ah-shin. The other star came from Goguryeo, prophesizing the birth of Dam-deok, later known as Gwang Gae Toh Dae Wang.

Realizing that his new master has come to the world, Ju-ahn awaits in the vast Manchuria with a young girl, Sujini, to see which of the two will be his master. Sujini was picked up as an orphan by Ju-ahn and considers Ju-ahn as her father.

Therefore, the story is on the Four Gods looking for their master, Gwang Gae Toh Dae Wang, who was an expert in tactics, the woman he loved (Sujini), who was also loved by the coldhearted King Ah-shin.

Who was Dam-deok (Gwang Gae Toh Dae Wang)?: He was the 19th king of Goguryeo (lasted from 37 B.C. to 668 A.D.). During the time of Dam-deok, Goguryeo was the most powerful nation in East Asia (yes, even the Chinese dynasty couldn’t defeat Goguryeo). At age 11, he was made the Crown Prince and became King when he was 16. In 396, he attacked Baekje (a nation Southwest of Goguryeo) and took over the northern area above the Han River. He defeated the many invasions made by the Yeon Dynasty (China) after 400 A.D. During his reign, the number of castles he took over numbered in the hundreds and villages numbered in the thousands. However, he died at an untimely age of 39.

Little Ida’s Flowers

Little Ida’s Flowers

My poor flowers are quite dead,” said little Ida, “they were so pretty yesterday evening, and now all the leaves are hanging down quite withered. What do they do that for,” she asked, of the student who sat on the sofa; she liked him very much, he could tell the most amusing stories, and cut out the prettiest pictures; hearts, and ladies dancing, castles with doors that opened, as well as flowers; he was a delightful student. “Why do the flowers look so faded to-day?” she asked again, and pointed to her nosegay, which was quite withered.

“Don’t you know what is the matter with them?” said the student. “The flowers were at a ball last night, and therefore, it is no wonder they hang their heads.”

“But flowers cannot dance?” cried little Ida.

“Yes indeed, they can,” replied the student. “When it grows dark, and everybody is asleep, they jump about quite merrily. They have a ball almost every night.”

“Can children go to these balls?”

“Yes,” said the student, “little daisies and lilies of the valley.”

“Where do the beautiful flowers dance?” asked little Ida.

“Have you not often seen the large castle outside the gates of the town, where the king lives in summer, and where the beautiful garden is full of flowers? And have you not fed the swans with bread when they swam towards you? Well, the flowers have capital balls there, believe me.”

“I was in the garden out there yesterday with my mother,” said Ida, “but all the leaves were off the trees, and there was not a single flower left. Where are they? I used to see so many in the summer.”

“They are in the castle,” replied the student. “You must know that as soon as the king and all the court are gone into the town, the flowers run out of the garden into the castle, and you should see how merry they are. The two most beautiful roses seat themselves on the throne, and are called the king and queen, then all the red cockscombs range themselves on each side, and bow, these are the lords-in-waiting. After that the pretty flowers come in, and there is a grand ball. The blue violets represent little naval cadets, and dance with hyacinths and crocuses which they call young ladies. The tulips and tiger-lilies are the old ladies who sit and watch the dancing, so that everything may be conducted with order and propriety.”

“But,” said little Ida, “is there no one there to hurt the flowers for dancing in the king’s castle?”

“No one knows anything about it,” said the student. “The old steward of the castle, who has to watch there at night, sometimes comes in; but he carries a great bunch of keys, and as soon as the flowers hear the keys rattle, they run and hide themselves behind the long curtains, and stand quite still, just peeping their heads out. Then the old steward says, ‘I smell flowers here,’ but he cannot see them.”

“Oh how capital,” said little Ida, clapping her hands. “Should I be able to see these
flowers?”

“Yes,” said the student, “mind you think of it the next time you go out, no doubt you will see them, if you peep through the window. I did so to-day, and I saw a long yellow lily lying stretched out on the sofa. She was a court lady.”

“Can the flowers from the Botanical Gardens go to these balls?” asked Ida. “It is such a distance!”

“Oh yes,” said the student “whenever they like, for they can fly. Have you not seen those beautiful red, white. and yellow butterflies, that look like flowers? They were flowers once. They have flown off their stalks into the air, and flap their leaves as if they were little wings to make them fly. Then, if they behave well, they obtain permission to fly about during the day, instead of being obliged to sit still on their stems at home, and so in time their leaves become real wings. It may be, however, that the flowers in the Botanical Gardens have never been to the king’s palace, and, therefore, they know nothing of the merry doings at night, which take place there. I will tell you what to do, and the botanical professor, who lives close by here, will be so surprised. You know him very well, do you not? Well, next time you go into his garden, you must tell one of the flowers that there is going to be a grand ball at the castle, then that flower will tell all the others, and they will fly away to the castle as soon as possible. And when the professor walks into his garden, there will not be a single flower left. How he will wonder what has become of them!”

“But how can one flower tell another? Flowers cannot speak?”

“No, certainly not,” replied the student; “but they can make signs. Have you not often seen that when the wind blows they nod at one another, and rustle all their green leaves?”

“Can the professor understand the signs?” asked Ida.

“Yes, to be sure he can. He went one morning into his garden, and saw a stinging nettle making signs with its leaves to a beautiful red carnation. It was saying, ‘You are so pretty, I like you very much.’ But the professor did not approve of such nonsense, so he clapped his hands on the nettle to stop it. Then the leaves, which are its fingers, stung him so sharply that he has never ventured to touch a nettle since.”

“Oh how funny!” said Ida, and she laughed.

“How can anyone put such notions into a child’s head?” said a tiresome lawyer, who had come to pay a visit, and sat on the sofa. He did not like the student, and would grumble when he saw him cutting out droll or amusing pictures. Sometimes it would be a man hanging on a gibbet and holding a heart in his hand as if he had been stealing hearts. Sometimes it was an old witch riding through the air on a broom and carrying her husband on her nose. But the lawyer did not like such jokes, and he would say as he had just said, “How can anyone put such nonsense into a child’s head! what absurd fancies there are!”

But to little Ida, all these stories which the student told her about the flowers, seemed very droll, and she thought over them a great deal. The flowers did hang their heads, because they had been dancing all night, and were very tired, and most likely they were ill. Then she took them into the room where a number of toys lay on a pretty little table, and the whole of the table drawer besides was full of beautiful things. Her doll Sophy lay in the doll’s bed asleep, and little Ida said to her, “You must really get up Sophy, and be content to lie in the drawer to-night; the poor flowers are ill, and they must lie in your bed, then perhaps they will get well again.” So she took the doll out, who looked quite cross, and said not a single word, for she was angry at being turned out of her bed. Ida placed the flowers in the doll’s bed, and drew the quilt over them. Then she told them to lie quite still and be good, while she made some tea for them, so that they might be quite well and able to get up the next morning. And she drew the curtains close round the little bed, so that the sun might not shine in their eyes. During the whole evening she could not help thinking of what the student had told her. And before she went to bed herself, she was obliged to peep behind the curtains into the garden where all her mother’s beautiful flowers grew, hyacinths and tulips, and many others. Then she whispered to them quite softly, “I know you are going to a ball to-night.” But the flowers appeared as if they did not understand, and not a leaf moved; still Ida felt quite sure she knew all about it. She lay awake a long time after she was in bed, thinking how pretty it must be to see all the beautiful flowers dancing in the king’s garden. “I wonder if my flowers have really been there,” she said to herself, and then she fell asleep. In the night she awoke; she had been dreaming of the flowers and of the student, as well as of the tiresome lawyer who found fault with him. It was quite still in Ida’s bedroom; the night-lamp burnt on the table, and her father and mother were asleep. “I wonder if my flowers are still lying in Sophy’s bed,” she thought to herself; “how much I should like to know.” She raised herself a little, and glanced at the door of the room where all her flowers and playthings lay; it was partly open, and as she listened, it seemed as if some one in the room was playing the piano, but softly and more prettily than she had ever before heard it. “Now all the flowers are certainly dancing in there,” she thought, “oh how much I should like to see them,” but she did not dare move for fear of disturbing her father and mother. “If they would only come in here,” she thought; but they did not come, and the music continued to play so beautifully, and was so pretty, that she could resist no longer. She crept out of her little bed, went softly to the door and looked into the room. Oh what a splendid sight there was to be sure! There was no night-lamp burning, but the room appeared quite light, for the moon shone through the window upon the floor, and made it almost like day. All the hyacinths and tulips stood in two long rows down the room, not a single flower remained in the window, and the flower-pots were all empty. The flowers were dancing gracefully on the floor, making turns and holding each other by their long green leaves as they swung round. At the piano sat a large yellow lily which little Ida was sure she had seen in the summer, for she remembered the student saying she was very much like Miss Lina, one of Ida’s friends. They all laughed at him then, but now it seemed to little Ida as if the tall, yellow flower was really like the young lady. She had just the same manners while playing, bending her long yellow face from side to side, and nodding in time to the beautiful music. Then she saw a large purple crocus jump into the middle of the table where the playthings stood, go up to the doll’s bedstead and draw back the curtains; there lay the sick flowers, but they got up directly, and nodded to the others as a sign that they wished to dance with them. The old rough doll, with the broken mouth, stood up and bowed to the pretty flowers. They did not look ill at all now, but jumped about and were very merry, yet none of them noticed little Ida. Presently it seemed as if something fell from the table. Ida looked that way, and saw a slight carnival rod jumping down among the flowers as if it belonged to them; it was, however, very smooth and neat, and a little wax doll with a broad brimmed hat on her head, like the one worn by the lawyer, sat upon it. The carnival rod hopped about among the flowers on its three red stilted feet, and stamped quite loud when it danced the Mazurka; the flowers could not perform this dance, they were too light to stamp in that manner. All at once the wax doll which rode on the carnival rod seemed to grow larger and taller, and it turned round and said to the paper flowers, “How can you put such things in a child’s head? they are all foolish fancies;” and then the doll was exactly like the lawyer with the broad brimmed hat, and looked as yellow and as cross as he did; but the paper dolls struck him on his thin legs, and he shrunk up again and became quite a little wax doll. This was very amusing, and Ida could not help laughing. The carnival rod went on dancing, and the lawyer was obliged to dance also. It was no use, he might make himself great and tall, or remain a little wax doll with a large black hat; still he must dance. Then at last the other flowers interceded for him, especially those who had lain in the doll’s bed, and the carnival rod gave up his dancing. At the same moment a loud knocking was heard in the

drawer, where Ida’s doll Sophy lay with many other toys. Then the rough doll ran to the end of the table, laid himself flat down upon it, and began to pull the drawer out a little way.

Then Sophy raised himself, and looked round quite astonished, “There must be a ball here to-night,” said Sophy. “Why did not somebody tell me?”

“Will you dance with me?” said the rough doll.

“You are the right sort to dance with, certainly,” said she, turning her back upon him.

Then she seated herself on the edge of the drawer, and thought that perhaps one of the flowers would ask her to dance; but none of them came. Then she coughed, “Hem, hem, a-hem;” but for all that not one came. The shabby doll now danced quite alone, and not very badly, after all. As none of the flowers seemed to notice Sophy, she let herself down from the drawer to the floor, so as to make a very great noise. All the flowers came round her directly, and asked if she had hurt herself, especially those who had lain in her bed. But she was not hurt at all, and Ida’s flowers thanked her for the use of the nice bed, and were very kind to her. They led her into the middle of the room, where the moon shone, and danced with her, while all the other flowers formed a circle round them. Then Sophy was very happy, and said they might keep her bed; she did not mind lying in the drawer at all. But the flowers thanked her very much, and said,—

“We cannot live long. To-morrow morning we shall be quite dead; and you must tell little Ida to bury us in the garden, near to the grave of the canary; then, in the summer we shall wake up and be more beautiful than ever.”

“No, you must not die,” said Sophy, as she kissed the flowers.

Then the door of the room opened, and a number of beautiful flowers danced in. Ida could not imagine where they could come from, unless they were the flowers from the king’s garden. First came two lovely roses, with little golden crowns on their heads; these were the king and queen. Beautiful stocks and carnations followed, bowing to every one present. They had also music with them. Large poppies and peonies had pea-shells for instruments, and blew into them till they were quite red in the face. The bunches of blue hyacinths and the little white snowdrops jingled their bell-like flowers, as if they were real bells. Then came many more flowers: blue violets, purple heart’s-ease, daisies, and lilies of the valley, and they all danced together, and kissed each other. It was very beautiful to behold.

At last the flowers wished each other good-night. Then little Ida crept back into her bed again, and dreamt of all she had seen. When she arose the next morning, she went quickly to the little table, to see if the flowers were still there. She drew aside the curtains of the little bed. There they all lay, but quite faded; much more so than the day before. Sophy was lying in the drawer where Ida had placed her; but she looked very sleepy.

“Do you remember what the flowers told you to say to me?” said little Ida. But Sophy looked quite stupid, and said not a single word.

“You are not kind at all,” said Ida; “and yet they all danced with you.”

Then she took a little paper box, on which were painted beautiful birds, and laid the dead flowers in it.

“This shall be your pretty coffin,” she said; “and by and by, when my cousins come to visit me, they shall help me to bury you out in the garden; so that next summer you may

grow up again more beautiful than ever.”

Her cousins were two good-tempered boys, whose names were James and Adolphus. Their father had given them each a bow and arrow, and they had brought them to show Ida. She told them about the poor flowers which were dead; and as soon as they obtained permission, they went with her to bury them. The two boys walked first, with their crossbows on their shoulders, and little Ida followed, carrying the pretty box containing the dead flowers. They dug a little grave in the garden. Ida kissed her flowers and then laid them, with the box, in the earth. James and Adolphus then fired their crossbows over the grave, as they had neither guns nor cannons.