﻿HISTORY STUDY m THE ELEMENTARY SCHOOLS 



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mis; eigiit by either the director of practice, the critic teacher, ur 

 the supervisor of training in a normal school; eight by teachers in 

 district schools; six by teachers of history (grade not designated) ; 

 six by primary and grammar grade supervisors; four by history 

 teachers in high schools; two by high school principals; two by 

 assistant principal, and a teacher for each of the first seven grades. 

 In twenty-six cases there was no definite indication as to the posi- 

 tion the person giving the data held in the system. Such a vari- 

 ation in the status of the persons furnishing the replies gives a 

 breadth of opinion sufficient to cover practically every phase ol 

 elementary history work. 



The Questionnaire. Facts, opinions, and suggestions were 

 called for in the questionnaire. The facts included what was 

 actually being done ; the opinions dealt with specific features of 

 course and method ; the suggestions pertained to both material and 

 matter. The complete questionnaire follows : 



HISTOliY TEACHING IX THE GRADES 



The following questionnaire on courses in History and methods of His- 

 tory teaching in the grades has been prepared by the Department of His- 

 tory and the School of Education of Indiana University. It will be con- 

 sidered a very great favor if superintendents, principals, and teachers 

 to whom this is sent will fill out, or cause to be filled out, the blanks 

 below. If all the questions cannot be answered from the data at hand, 

 please answer such as you can. 



The investigation is a serious attempt to ascertain what is actually 

 being done in History in the best city and country schools, and so to lay 

 the basis for a more intelligent understanding of what is possible, as well 

 as what is desirable. The criicrioice of the countnj schools, irith their 

 limited facilities, is just as intportant as that of the city schools, and it 

 is hoped that full and free co-operation will be given in this inquiry. The 

 names of teachers and of schools will not, as a rule, be published in the 

 report to which it is expected that this inquiry will lead. 



I. General I]n^formatiox. — (1) Name of Teacher? Location? (2) 

 Position? City or township school? (3 Preparation and length of ex- 

 perience? (4) In what grades of work? (5) How long in each? 



II. Course of Stvdy. — (1) What is the course of study in history 

 now in use in your common schools: First grade? Second grade? TTiird 

 grade? Fourth grade? Fifth grade? Sixth grade? Seventh grade? 

 Eighth grade? (2) Specify the number of history recitations per week, 

 and the length of period, in each grade ; state if possible the per cent of 

 time in each grade devoted to history: First grade? Second grade? 

 Third grade? Fourth grade? Fifth grade? Sixth grade? Seventh grade? 

 Eighth grade? (3) Are all the schools under this course required to cover 

 the same amount of work in history, or is a part optional? (4) Should 



