﻿HISTOKY STUDY IX THE ELEIMENTAEY SCHOOLS 



25 



being taught in tbe third grade and the latter in the fourth. The 

 desire for material in general European history is evident from the 

 answers calling for a course in this field. All these answers taken 

 together really places this field next to English history in pref- 

 erence. 



' 7 



1 



Fields to be Taught. 



Grades. 



Grade 

 Desig- 



Total 



1 1 2 



3 



4 



0 



6 



7 



8 



Outline or World s history 



i 











1 







1 

 3 



40 

 1 



11 



1 

 17 

 18 

 2 

 11 

 3 

 5 

 7 

 1 



10 

 2 

 1 

 3 



4 



1 

 1 



2 



1 



1 



1 













1 

 3 



1 



15 





1 



11 













10 



1 

 1 



General history 











Stories of historical nature 



2 



2 



2 



2 



1 



1 

 1 



1 





Selected fields of history of man- 

 kind 







Greek 







7 

 2 



3 

 8 



1 







6 

 6 



Roman 







2 









Elementary course in European 









2 







European hero stories 



2 



2 



2 

 1 

 1 

 i 



2 



2 







1 



Hebrew 



1 1 1 

 1 1 2 





















1 

 2 



Mediseyal 







1 



1 



2 













1 





European history 



1 



1 



1 

 1 



1 





2 

 1 





4 



Oriental 





















1 



Myths and stories 



1 1 



1 













So much as has a direct bearing 

 on the United States 









1 



1 



1 

 1 



1 





Emphasize United States connec- 











1 





Some intrndnp.torv 













1 







Oommittee of Uio-ht 















2 



1 



1 

 1 



Fields out of which American 

 history grows 



















Phases that touch American 















































1 







The Place of Local History in the Course. The question call- 

 ing for the work done in local history was a general one. The pre- 

 vailing tendency, as shown by the answers from the 222 systems 

 , reporting on this question, is to give little or no time to local his- 

 tory. Nevertheless, a feeling is prevalent that more time should 

 be given to this phase of history work than it is now receiving. 

 Thirty-seven systems report that this work has an important place 

 in the course and that definite and detailed work is done ; seventy- 

 one systems are evidently neglecting it. and have no course worth 

 mentioning; the remaining 114 systems claim to do a little local 



