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INDIANA UNIVERSITY STUDIES 



The following statements show the multiplicity of the qualifi- 

 cations listed, the numbers in parentheses indicating the number of 

 systems reporting that particular qualification: None (48) ; none, 

 except experience (9) ; none in most cases (4) ; none to any great 

 extent (4) ; not so general as is desirable (5) ; practice in it and an 

 appreciation of its value (5) ; special training in normal school 

 (17) ; read Bryant's 'How to Tell a Story' (6) ; varies with teacher 

 (5) ; what comes from learning the story to be told (6) ; what is 

 necessary for the lesson to be given (4) ; have a well-organized 

 story-teller's league (2) ; some attend courses in story-telling at 

 public library (3) ; oral reading and practice (3) ; no more than for 

 other subjects (3) ; some done in teacher's meetings (2) ; training 

 given in a good kindergarten and primary school (6) ; some teach- 

 ers are naturally good story-tellers (2) ; it is part of work in the 

 primary grades (1) ; none aside from instruction in summer nor- 

 mals and institutes (6) ; teachers acquaint themselves with subject 

 and learn to illustrate with stereopticon (1) ; story- telling given 

 prominent place in city institutes (1) ; trained story-tellers from 

 library go around and exemplify the work (1) ; general answers 

 such as, little, general, no uniform preparation, and under super- 

 vision (20) ; story rehearsed to supervisor before told, if necessary 

 (1) ; teachers in grades I, II, and III had one term of such work 

 (5) ; study best methods in story-telling and best books on the sub- 

 ject (3) ; professional training and wide-awake teaching (1) ; have 

 large library and teachers have special reference books on this sub- 

 ject (1) ; school room, practice and careful daily preparation (3) ; 

 teachers in grades V and VI make a specialty of story-telling (1) ; 

 natural ability, effort to do the work well and special preparation 

 (3) ; individual and cannot be answered (1) ; slight in connection 

 with literature course in normal school (1). 



A classification of the above shows that of the 186 systems rep- 

 resented, the teachers in 126 of them have had practically no prep- 

 aration for story-telling. In thirty-six systems they have had train- 

 ing in special schools, and in twenty-four special training is given 

 them in connection with their work while teaching. Such a condi- 

 tion is rather surprising and certainly needs attention if results 

 in proportion to the amount of time spent in oral teaching are to 

 follow. 



Oral and Written Reproductions. Oral and written reproduc- 

 tions are used in all grades. Where they are both used the amount 

 increases toward the eighth grade, but where oral reproduction 



