﻿HISTORY STUDY 11^ THE ELEMENTARY SCHOOLS 61 



V. GENERAL SUMMARY AND CONCLUSION 



The following are the main general conclusions deduced from 

 this limited study: 



1. As to Materials and Subject-Matter : (a) Much uniformity 

 exists in the material in grades YII and VIIL The first, third, 

 and sixth grades are the uncertain fields. Material based on 

 American history predominates in grades II and V. Old "World 

 history occupies the greater part of the time given to history in 

 the fourth grade, (b) Both civics and local history are neglected. 

 There exists a demand for both, but lack of time prevents their 

 general introduction. A few systems have excellent courses in 

 each, (c) There is a strong desire for European history in the 

 grades. Nearly half of those replying want it taught apart from 

 American history. English history is the field most favored, (d) 

 There is a tendency to shift the emphasis in teaching history from 

 war and politics to the social and economic life of the people 

 studied. 



2. As to Methods and Devices: (a) The work in history in 

 the first three grades is practically all oral, the amount of oral 

 instruction getting less as the eighth grade is approached. Oral 

 reproduction is more common in all grades than written. Note- 

 taking on oral history teaching is not favored. The returns show 

 that the majority of teachers have had but little special training 

 in story-telling, (b) The most common way to help the children 

 in assigning the history lesson is to give an outline, usually plac- 

 ing it on the blackboard, (c) There is much uncertainty as to 

 what is proper and suitable material to enter in the notebook. 

 Outlines of the work are most often favored. Indefiniteness and 

 lack of specific requirements characterize this sort of work, (d) 

 Wall and book maps are extensively used. A great variety of uses 

 are found for them. The indications are that this phase of the 

 history work is not being neglected, (e) The use of pictures, 

 relics, dramatization, and pageants, and the employment of con- 

 structive activities in history teaching varies very widely in the 

 systems reporting. There is little evidences that the above phases 

 of work are used extensively. Some feeble efforts are being made 

 in the larger systems. Little of such work is attempted in toTOS, 

 and in the country districts. 



3. As to the Administration of the Course of Study: (a) 

 Schools and grades in the same system are all required to follow 



