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INDIANA UNIVERSITY STUDIES 



G.50, 8.50, 8.89, 7, 7.67, 5.33, and 6.06. The difference in grades 

 II and III is more than the per cent of time that history receives 

 in these grades. If Rice and Stone's findings in regard to the cor- 

 relation between time spent on arithmetic and results obtained 

 hold good, the future may see some reduction in the time given 

 arithmetic. If this reduction ever comes, history may come in for 

 its share of the extra time. 



Summary. (1) The prevailing tendency is to give three reci- 

 tation periods per week to history in grades I, II, III, and five 

 periods per week in grades V, VI, VII, and VIII. There are in- 

 dications from the material tabulated that the custom of five reci- 

 tations per week is moving towards the first grade. 



(2) The median recitation period ranges from fifteen minutes 

 in the first grade to thirty in the eighth. The most common periods 

 are fifteen, twenty, twenty-five, and thirty minutes, the total num- 

 ber of times that each occurs in all grades being 206, 406, 278, and 

 307. The sum total of the number of periods less than fifteen 

 minutes in length is but eighty, which fact clearly shows that it 

 is being recognized that periods must be of sufficient length to do 

 something more than mere testing. 



(3) The decrease in the number of minutes per week devoted 

 to history in the form of recitation periods is rather gradual from 

 the eighth to the first grade. This follows the historical develop- 

 ment of the subject as it was introduced in the grades, beginning 

 in the eighth and moving down the grades toward and finally in- 

 cluding the first. The future will, no doubt, see a slight increase 

 in the number of minutes per week in grades below the seventh. 



(4) The median per cent of the school time devoted to history 

 ranges from five in grade I to nearly eleven in grade VIII. As to 

 this item the grades fall in two equal divisions, the four lower and 

 the four higher. The per cent of time in each group varies from 

 1.6 in the lower group to 1.9 in the upper group. This result 

 seems to indicate that the unit in this distribution is a group of 

 grades rather than a single grade. 



2. Special Requirements 

 Flexibility in Systems. The answers to the question, 'Are all 

 the schools under this course required to cover the same amount 

 of work in history, or is part optional'? show a great lack of flexi- 

 bility. Out of the 195 replies to the question, 138 said all the 

 schools under the course were required to do the same amount of 

 work in history. A variety of requirements exists in the schools 



