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INDL4NA UNIVERSITY STUDIES 



and prepared outlines used in fourteen ; sketched in four ; drawn 

 and prepared outlines in five; and traced or prepared outlines in 

 three. Such are the frequencies of each method. The method of 

 drawing maps is more frequently used than all others combined. 



Collateral Reading Requirements. Material was tabulated 

 from 284 replies on the subject of collateral reading, including the 

 amount and in what grades required. In answer to the direct 

 question: ^Do 3^ou require collateral reading'? 219 say 'yes' and 

 twenty-tAvo say 'no', the remainder giving cjualified answers like 

 the folloA^-ing: Required as supplementary reading in all grades, 

 (9) ; encouraged but not required, (10) ; not required, but credit 

 given if done, (1) ; veiy little either required or done. (4) ; and 

 nineteen cases 'SA'ith answers such as 'to some extent', 'few special 

 reports on assigned topics', and 'but little time should be given to 

 this in the grades'. Of those systems requiring collateral reading, 

 thirteen systems require it in the first and second grades, twenty- 

 four in the third, thirty-two in the fourth, fifty-four in the fifth, 

 seventy-nine in the sixth, 143 in the seventh, and 153 in the eighth. 

 Twenty-four of the replies do not designate in what grades it is 

 required. 



Not all of the 219 systems requiring supplementary reading 

 give a complete answer to the request for the amount required in 

 each gTade. Some of the requirements given and the number of 

 cases are: no special amount, (16) ; as much as possible, (10) ; to 

 a limited extent, (10) ; left to the teacher, (8) ; as time and libraiw 

 permits, (7) ; special topics worked up and reported upon, (6) ; 

 must read one book besides the text, (5) ; depends upon the class, 

 (8) ; from one-half to one-fourth of the time given to history (3) ; 

 to a large extent, (2) ; depends upon the material at home (2) ; 

 everv-thing class can find, (2) ; thirty minutes per day, (1) ; four 

 books required and furnished in grades V, VI, VII and VIII, (1) ; 

 each class has one extra book per pupil, (1) ; one book per month, 

 (1) ; one lesson each week from supplementary readers, (1) ; 

 enough to show that the text does not contain the whole story, 

 (1) ; some one reads a reference and reports each day, (1) ; two- 

 thirds of the time given to history, (1) ; numerous assignments 

 made to individuals, (1) ; one special report each term per pupil, 

 (1) ; not much, the regTilar work in historj^ is enough, (1). 



The main fact brought out by the above material is the indefi- 

 niteness of the requirements. In fact, nearly all of them are so 

 general that they are of Httle value. Right here is w^here some 



