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INDIANA UNIVERSITY STUDIES 



clippings kept in scrapbook (1) ; historical topics and connected 

 reproductions (2) ; poems to be kept or memorized (1) ; pupils re- 

 quired to reproduce each topic in writing (1) ; answers to questions 

 on great points of term's work (1) ; organize and correlate the 

 topics treated (1) ; description of most important event (1). 



To show the prevailing tendency more strikingly, the above ma- 

 terial may be grouped in larger units, all phases of one kind of 

 work being thrown together under one heading. The following 

 summary shows such a regrouping: Outlines in one form or an- 

 other (70) ; outside reading and class notes (35) ; maps, pictures, 

 diagrams, drawings, and sketches (45) ; summaries of vital points 

 and important events (34) ; regular and special assignments, lists 

 of questions with answers, and important dates (36) ; written les- 

 sons like compositions on historical themes and reproductions 

 (16) ; additional items and facts given by the teacher to supplement 

 the text (15) ; historical portfolios and scrapbooks made (2). 



The interesting fact brought out by the above arrangement is 

 the uniformity in the material placed in the notebooks. There 

 seems to be an unconscious agreement among teachers as to what 

 is proper material for tliis work. Outlines are rather common. 

 The thirty-five cases giving outside reading and class notes indi- 

 cate that this sort of work is receiving an almost equal share of 

 the time, if the outlining work is not included. 



Wall and Textbook Maps. It is generally agreed that history 

 work is poorly done unless constant use is made of maps as the 

 work progresses. To get some estimate of the extent and quality 

 of the use of wall and textbook maps, two questions called for 

 replies relating to this method. A rather generous response came 

 to both questions^ — 217 systems reporting use of wall maps, and 

 190 the use of textbook maps. Two types of answers were given 

 to each question, viz., one type stating how maps are used, and an- 

 other stating why they are used. The following are some typical 

 answers as to how wall maps are used; the number of times each 

 answer appears is indicated by the number in parentheses : Pupils 

 point out on the map the section under discussion (6) ; claims of 

 territory are located (7) ; journeys, routes and movements are 

 traced (11) ; movements of armies are followed on the map (10) ; 

 refer to wall map during study and recitation (11) ; use in making 

 mapbooks (3) ; pupils stand near map when reciting (1) ; locate 

 places a»d events described in text (5), 



