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INDIANA UNH^RSITY STUDIES 



3. Correlations 



Correlation of History and Reading. Eighteen of the 238 sys- 

 tems reporting on correlation of history and reading say that no 

 correlation is attempted. There were twelve answers of 'ver^^ 

 little' and 'incidental'. The varions methods of correlating the two 

 snbjects are shown in the following tabulations of the replies. 

 Seventy-eight systems nse supplementary reading of a historical 

 nature, eleven make history largely a reading lesson, thirteen re- 

 view all selections of a liistorical nature in the reader when the 

 topic is up in liistory. Eight combine history and reading up to 

 the seventh grade, eight read much biography in the seventh and 

 eighth grades, four bring out the history of the selection read and 

 develop historical characters, five do much oral reading during the 

 history recitation, four devote to history the time given to reading, 

 four make the reading lesson a basis for the history lesson, four 

 use classics and memory gems having a historical bearing, four 

 study the lessons of a historical nature in the readers as history, 

 three base the sentences in the primary reading on history ma- 

 terial, two make much of the history selections in the readers 

 used in grades III and IV, two give the reading period over to his- 

 tory twice a week, two read poems and choice bits of literature es- 

 pecially related to history, two explain the history suggested by 

 the reading lesson, two use the Little Chronicle in the reading 

 class for current history. 



A summary of these methods, and others not listed, gives the 

 following results : Either supplementary reading is used in the 

 line of history or history material used for reading matter, (98) ; 

 combine history and reading in some form or other, (21) ; 

 read selections of a historical nature at the time the history referred 

 to in said selection is being studied, (20) ; emphasize the historical 

 phase of all reading matter of a historical nature found in the read- 

 ers, (12) ; give the reading time over to history with much oral read- 

 ing during the recitation, (12). The above summary clearly 

 brings out the fact that at present teachers are trying to solve the 

 problem of history, especially in the lower grades, by making a 

 reading lesson of the material through reading. Whether this is 

 justifiable or not is an unanswered question. It is likely that both 

 reading and history suffer much by such an arrangement. "Whether 

 the gain overbalances the loss is another question yet unanswered. 



Correlation of History and Language. Twelve of the 237 sys- 

 tems reporting on the correlation of history and language say 'no 



