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INDIANA UNIVERSITY STUDIES 



History is pretty thoroughly established in all the elementary 

 grades. The various committees that have been so busy the past 

 fifteen years have seen to this. The work that is needed at present 

 is to determine the best subject for each grade, and to begin a cam- 

 paign to get this taught. 



2. Special Phases op the Course in History 



The Work Done in Civics. The question relating to civics 

 was a general one. Some answers stated the course in civics, with- 

 out further information, while others gave, in addition, the grade, 

 or grades, in which civics is taught, and still others added the 

 amount of time given to the subject. No attempt has been made 

 to tabulate the corresponding answers. The course, the grade, and 

 the amount of time are treated separately. 



Of the 224 answers concerning civics, nearly 25 per cent give 

 no course that could be differentiated from history ; thirty-tliree of 

 this number say they have no regular course, thirty-seven study 

 the national government and constitution, and twenty-five the state 

 government and constitution. The different phases of the work 

 in civics are shown in the following tabulation. 



Topics and Fields Included Frequency 



State civics and government 25 



National civics and United States Constitution 37 



Study of city 7 



'Study of county 7 



Local civics and government 8 



Dunn's 'Community and Citizen' 11 



Dale's 'American Citizen' 3 



Home civics • • 6 



Gulick's 'Town and City' 2 



Hill's 'Junior Citizen' 2 



Foreman's 'Civics' - 1 



Mace's 'Civics' ^ 1 



None except incidentally 12 



No regular course 33 



In connection with history : 55 



With geography and history 5 



Little in grades 7 



With hygiene 1 



With geography 1 



The grades in which civics is taught either separately or in con- 

 nection with history are shown in the first table below, 224 schools 

 and school systems being represented by the replies : 



