﻿60 



INDIANA UNIVERSITY STUDIES 



this plan, while fifty-four precede the history of a country by a 

 study of its geography ajid sixty-two use both of the above plans. 

 A striking uniformity of opinion is expressed concerning this phase 

 of the history work. The uniformity comes, no doubt, from the 

 historical fact that geography w^as in the curriculum when liistory 

 entered, so that it ^^'as perfectly natural and logical to correlate 

 the history of a country with its geography. The table follo^^ang 

 shows the uniformity spoken of above: History of a country pre- 

 ceded by its geography (54) ; history of a country paralleled by its 

 geography (82) ; history of a country preceded, paralleled, and fol- 

 lowed by its geography (4) ; history of a country followed by its 

 geography (7) ; history of a country preceded, and follow^ed by its 

 geography (6) ; history^ of a country paralleled and preceded by 

 its geography (62); no attempt made to correlate (7); no rule 

 (3) ; taught in connection with geography (1) ; correlated to some 

 extent (3). 



Summary. (1) A definite effort is being made to correlate 

 history and reading. All but eighteen of the 238 systems report- 

 ing attempt some correlation of the two subjects. A large variety 

 of methods exists. The large number is indicative of the attempts 

 that are being made along this line. There are dangers here that 

 should be avoided. For example, a common w^ay to correlate the 

 two is to read history material during the reading period. This 

 method is good for history^ but not equally as good for reading, 

 since it narrows the child's reading to one interest, and takes aw^ay 

 the opportunity to develop many phases of reading that are su- 

 premely important. 



(2) The correlation of English and history is a little more gen- 

 eral than that of reading and history. The same variety of methods 

 exists. The correlations found here are not so damaging to the 

 English composition work as the* correlations with reading are to 

 the reading work. The most common way is to use history material 

 as a basis for oral and written composition. Of course, everyone 

 recognizes the possibility of overworking such a plan to the detri- 

 ment of composition, for there are phases of work in composition 

 that require other than historical material on W'hich to work. 



(3) An effort is being made to parallel the history of a country 

 ^vith its geography. Another plan of almost equal importance is 

 to precede the histor>^ of a country by its geography. A few sys- 

 tems teach history in connection with geography up to the seventh 

 grade but such a method is not at all common. 



