﻿HISTOEY STUDY IN" THE ELEMENTARY SCHOOLS 



7 



Criticisms. The fact that no uniformity existed in the com- 

 pleteness with ^^hich the questionnaire was answered makes it 

 impossible to tabulate the same number of answers on each ques- 

 tion. The only plan to follow is to consider each question as a unit, 

 and tabulate the material on it as such. Care has been taken, 

 however, to give the number of systems reporting on each question. 

 The reader must keep in mind that the systems represented in one 

 phase of the work are not necessarily the same as those repre- 

 sented in another. Since the main purpose of the investigation 

 is to find out Avhat is being done, rather than where it is being done, 

 no attempt has been made to keep a separate tabulation of the sys- 

 tems answering each question. 



So far as relates to opinions, it must be borne in mind that they 

 do not necessarily represent what is actually being done. This 

 limitation is especially important, where the opinions come from 

 persons teaching a course of study that has been thrust upon them. 

 It is believed, however, that the opinions called for are of such a 

 nature as to make the answers of real value in determining not 

 only present conditions, but probable developments in the future. 

 This explanation indicates the attitude held throughout in regard 

 to opinions. 



It might be said that the brief treatment herein given does not 

 do justice to so large and important a subject. The ^^Titer frankly 

 admits the truth of such a criticism. He fully realizes the possi- 

 bilities as well as the need in this field for a more elaborate treat- 

 ment than is here given. It is hoped, however, that even the frag- 

 mentary results here presented may not be found ^^dthout their 

 share of interest and value. 



