﻿HISTORY STUDY IK THE ELEMENTARY SCHOOLS 37 



(6) ; difficult words placed on blackboard and prononnced (1) ; 

 make assignment very definite (4) ; have children understand 

 what is wanted (1) ; outline enough to show how to study (1) ; 

 just enough to arouse interest in next lesson (7) ; oral lesson goes 

 before book reading (1) • teacher should read advanced lesson 

 with pupils, noting the large topics and prepare lesson according 

 to the outline thus made (2) ; extended amount of history should 

 be first read, then several days used in developing it (1) ; brief out- 

 line of next lesson hinted (1). 



Some of the answers not listed above deserve a little notice. 

 For example, one remarks, 'If the outline were as it should be, 

 there exists no need of going over the lesson in advance'. Another 

 feels that this is the weak place in the work of many teachers ; 

 while another holds that at least half of the time should be spent 

 in assigning the lesson. 



Material Entered in Notebooks. It is one thing to require 

 notebooks to be kept, but it is quite a different thing to determine 

 what is worth entering in them. Along with the requirement to 

 keep a notebook should always go a list of exercises of sufficient 

 value to be worth placing in the book. There seems to be no reason 

 why a course of study in history should not definitely indicate note- 

 book exercises, as well as topics for oral discussion in the recitation 

 period. To show definitely what is kept in notebooks and the ex- 

 tent to which each item is used, the answers of the 121 systems re- 

 quiring them were classified as follows: Outline of work (57) ; 

 maps (35) ; assignments, regular and special (11) ; summary of 

 vital points and important events (23) ; special readings and re- 

 ports (9) ; compositions on historical themes (5) ; reproductions 

 from oral work (6) ; notes on outside reading (7) ; biographical 

 notes (6) ; lists of questions (7) ; lists of dates (8) ; points of in- 

 terest found in reference books (5) ; illustration and sketches (9) ; 

 additional facts to emphasize and supplement the textbook work 

 (8) ; supplementary work given by teacher (4) ; pictures, diagrams, 

 topics, extracts, and synopses (11) ; notes containing summary of 

 oral lessons (3) ; outlines prepared by children (3) ; general out- 

 line of text (3) ; reading and class notes (5) ; dates which the 

 teachers aim to make emphatic and use in review (2) ; essential 

 points in outlines (3) ; grouping of material covering long period 

 (2) ; written lessons (2) ; definitions, special outlines, and outline 

 of lesson taught (7) ; items of interest and information (3) ; essen- 

 tial points deduced from study of text and reference books (4) ; 



