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INDIANA UNIVERSITY STUDIES 



children realizing that history is not 'dead' (1) ; to strengthen the 

 study of the text (1) ; to illustrate and lend correlative interest 

 in art and literature (1) ; to intensify feeling (1) ; to fix historical 

 truths (1) ; and to make the child's mental picture clear (1). 



A few examples may be given of how pictures are used : Each 

 room collects and mounts pictures for history (2) ; stories about 

 pictures given (4) ; studied and made part of the lesson (2) ; 

 pictorial charts made by pupils and teacher (1). 



Suitable pictures are considered valuable aids in teaching his- 

 tory. One says, 'they are the most valuable aids we use', others 

 feel that they are not using them as extensively as. they might, and 

 say they intend to use them more. In general the answers show 

 there is much systematic work yet to be done in this phase of his- 

 tory teaching. The proper use of pictures, the securing of suitable 

 ones, and the amount of time to be given to such work, are prob- 

 lems which many teachers have not yet solved. 



Use of Relics and Similar Materials in Teaching History. 



Relics and objects such as Indian bows and arrows, spinning 

 wheels, weapons, powder-horns, and other material commonly 

 found in historical museums are not used to any great extent. Two 

 hundred and forty-three systems report on this question. Of this 

 number, eighty-nine give general answers which indicate little use ; 

 fifty-one say such material has little or no use in their systems — 

 no reasons being given for the neglect ; twenty-one do not use them 

 because no material is accessible ; forty-eight either have a general 

 museum, or visit the museum in the town. The remaining thirty- 

 four replies contain answers like the following: 'have an exhibition 

 in the seventh grade', 'are establishing a commercial museum', 

 'we do not encourage the study of relics', 'depends upon the 

 teacher', 'each teacher who travels is made to contribute in this 

 way', 'have an exhibition of art curios^ — many of historic interest'. 



The extent of the use of relics and similar materials is seen 

 from the above. Museums are rather uncommon. Schools having 

 a collection of an,y sort are equally as uncommon. Yet while this 

 is true, there are evidences that such work is favored and more 

 would be done if material was accessible. The schemie of having 

 pupils and teachers contribute is certainly an excellent way to build 

 up a small and at the same, time useful collection of valuable ma- 

 terial. Probably the most satisfactory form in which to have the 

 material is a collection for each grade. A few systems have their 

 material in this form, and say that the pupils show great interest 

 and receive much help. 



