﻿HISTOET STUDY lis^ THE ELE:MENTARY SCHOOLS 



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desired : ' The following method is to be rigidly adhered to. It 

 is the only method by which the Avork can be made interesting and 

 effective, and at the same time the most economical of the child's 

 time. (1) The teacher tells the story, or fact. (2) An outline, 

 either in the form of c[nestions, brief sentences, or suggestive words, 

 is wi^itten on the board. Reference to the page, or pages, in the 

 reading text a.re also given. (3) The pupil reads the required 

 material from the textbooks. (4) The pupils reproduce the nar- 

 rative'. Such a definite method as this, strictly followed, will 

 probably give better and more uniform results than no method at 

 all. The method is applicable only to grades that have reading 

 material, but with a slight modification it could be used in any 

 grade. 



Summary. (1) Oral instruction decreases as the eighth grade 

 is approached. In the first three gTades little other than oral in- 

 struction is given. As a rule teachers have had none or A^ry little 

 special training in story-telling. The large amount of oral AAork 

 done creates a pressing need for teachers trained in the art of 

 storv^-telling. 



(2) Oral reproduction of history stories is more common than 

 Avritten in all the grades. Both oral and AA^ritten are used increas- 

 ingly from fourth to eighth grade inclusive. There is a feeling that 

 unless oral instruction is followed by some form of reproduction it 

 is of little value. 



(3^ Note-taking in the grades is not favored, some say it is not 

 possible, others aa'ouIcI have A^ery little. Avhile the majority say it is 

 undesirable. There is a feeling that note-taking destroys the effect- 

 iveness of the oral instruction. 



(4) The suggestions on oral teaching shoAV that qualities much 

 desired in such teaching are vividness, organization, ciuestions and 

 illustrations, dramatic presentation and presentation in story 

 form.. Xo one suggestion predominates to any great extent. 



2. General Aids and Dea^ces 



Helps Given by the Teacher in Assigning* the History Lesson. 



An excellent index to the real character of history teaching in the 

 grades Avas found in the ansAvers to the question calling for the 

 helps given the pupils by the teacher in assigning the histor^^ lesson. 

 That teachei^ feel the importance of this assistance is clearly 

 shoAvn by the returns. There ar§ man^ evidences that teachers 



