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INDIANA UNIVERSITY STUDIES 



from Colonial life (1), Hiawatha (4), Miles Standish (8), Evange- 

 line (1), Story of the Pilgrims (3), Greek games and Robin Hood 

 (1), Life of George Washington (1), King Arthur's Round Table 

 (1), Columbus at the Court of Spain and his return from the first 

 voyage (1), Siege of Calais (1), Queen Margaret and the Robbers 

 (1), First Continental Congress (1), Signing the Declaration 

 of Independence (2), Life of Benjamin Franklin and Henry Hud- 

 son (1). Answers such as the following indicate in a general way 

 what is done : ' Some simple historical stories dramatized in grades 

 I, II, III and IV, (1) ; 'dramatize once a year in grades I, II, 

 III and IV', (1) ; 'some attempts have been made mth little suc- 

 cess', (1) ; 'nearly all primary stories dramatized', (2) ; 'have had 

 lableanx', (4) ; 'occasional character representations', (1) ; and 

 'attempt something in each grade', (1). 



The historical pageant is receiving little attention in the grades. 

 It may have no place here. Later developments wdll likely deter- 

 mine whether it has or not. There seems to be little opposition to 

 its use. In fact, many express a belief that such work is worth 

 while and that they expect to do more in the future. 



Helps and Devices Suggested. — Some persons feel that the 

 teacher is the panacea for all the ills in history teaching. One 

 says: 'A good live, patriotic, and public-spirited teacher is the 

 best device'. The same superintendent goes on to say: 'I use no 

 device in the course, and permit none except in the way of show- 

 ing correlations and dramatizing'. Another says: 'The only de- 

 vices I believe in are that a teacher should, (a) know the lesson, 

 (J)) be wide awake, (c) not talk over the heads of her pupils'. 

 Another thinks the best way to aid the school is to aid the 

 teacher, since he never saw a good teacher vdth a poor school, and 

 vice versa. 



Of course no one disputes the importance of the teacher in secur- 

 ing efficient work in any subject; at the same time teachers are 

 not of uniform ability. Furthermore, few teachers have time to 

 thinly out and ponder over devices and helps for each subject. 

 Since this is a recognized fact, each course of study should be full 

 of suggestions and devices. The reports indicate that courses of 

 study are weak in this respect. Comparatively few devices were 

 suggested by those reporting. Those reported are given below ; they 

 are arranged in two divisions, the first containing those needing no 

 description, and the second those briefly described. 



