﻿HISTORY STUDY IN" THE ELEMENTARY SCHOOLS 45 



(2) Few courses of study show an^^ definite requirement as to 

 wliat should go into the notebook. Simple outlines appear nearly 

 twice as often as any other kind of material. There are indica- 

 tions, however, that notebook exercises in the strict sense are some- 

 times included. 



(3) Both wall and book maps are much in use. No method 

 predominates. The individual initiative of the teacher is much 

 in evidence here, a fact which accounts for the thirty-two uses 

 listed in the tabulation. There exists a rather strong desire on 

 the pai^t of teachers for more maps of both kinds. There is a 

 feeling that textbook makers do not insert enough maps. This 

 feeling is especially prevalent in smaller schools, where the equip- 

 ment of wall maps is rather meagre. 



(4) The use of pictures in history teaching is also much in 

 favor. The large collection possessed by some schools speaks well 

 for the ecpiipment in this phase of the work. There are indications 

 that pictures will be employed much more in the future than in the 

 past. Teachers and pupils are making their own collections where 

 school authorities do not furnish them. 



(5) The value of relics and related material in history teaching 

 is clearly recognized, yet not much use is made of that material. 

 The chief difficulty in doing the work lies in securing the material, 

 especially in new towns and districts. There is no indication that 

 this "s\dll ever be an important phase of grade history work, except 

 m large cities, where museums are accessible. 



(6) Construction activities may be used in other lines of work, 

 but there is little evidence that they are used to any great extent 

 in connection with histoiy work. The value of such work is 

 clearly recognized even if it is little used. The indications are that 

 it ^^dll more and more become a permanent phase of the history 

 work, especially in the lower grades. 



(7) A majority of the systems reporting attempt nothing in 

 the way of dramatization, and the use of the pageant. Much more 

 of the former than the latter is done where either is attempted. A 

 strong belief in the value of both lines of work is prevalent. If 

 such a belief is not lost in the multiplicity of other plans of work, 

 the future may see some excellent work in both of the these fields. 



