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INDIANA UNIVERSITY STUDIES 



(d) 'When studying men like John Adams, Patrick Henry, 

 and Ricliard Henry Lee some member of the class memorizes all, or 

 part, of a notable speech made by one of these men and delivers it 

 before the class, ^Yhicll assumes the role of the historic assembly to 

 which the speech was delivered'. 



(e) 'Pupil is assigned a topic, steps to the front, tells what he 

 knows about it, and all others who svisli to ask him questions stand. 

 Any question he cannot answer is answered by the one asking it'. 



(/) 'A common mapbook in which the pupils take turns il- 

 lustrating a lesson in history. This compels them to compare their 

 work with others of their grade'. 



(g) 'Pupils make their oa^ti outline. Each day two or three 

 are placed on the board. Recite from these outlines'. 



{h) 'After a pupil has recited on a topic all other pupils who 

 know more on the topic stand. The pupils who have just recited 

 call upon all standing for any additional material they may have'. 



{i) 'Discussions of questions on which tlie textbooks usually 

 present but one side: e.g., right of taxation; Boston Massacre — mob 

 riot, or patriotic action?; John Brown — patriot, or insane crank?; 

 nature of the Union — right of secession?; Dred Scott Decision — 

 legally correct ? ; jMexican "War — justifiable ? ; sometimes the teacher 

 takes one side and the class the other; sometimes the class is di- 

 vided to form sides. If the teacher convinces all, or nearly all, he 

 must exchange sides and meet his own arguments if presented again 

 by the class'. 



{j) ']\Iuch drawing to illustrate the written historical repro- 

 duction. For example, if the subject is 'Little Ben Franklin', draw 

 a map of Boston at that time, and a whistle, a candle-moulds, a 

 candle-sticks, a bar of soap, a kite, and so fortli; these drawings 

 should appear at the proper place in the reproduction'. 



The above suggestions are presented for what they are worth. 

 They indicate that some real thinking is being done along lines of 

 better methods of instruction in the historj^ work. 



Summary. (1) Placing an outline of the lesson on the board, 

 or dictating it to the class and going over the lesson in advance 

 with the class, are the most common ways of assisting the pupils 

 when assigning the lesson. The former may be as much for the 

 teacher's benefit as for the pupil's during the recitation period. 

 The large number of answers indicate that teachers are conscien- 

 tiously meeting this important problem. 



