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INDIANA UNIVERSITY STUDIES 



One concludes from the above that there is no great demand 

 at present for a separate course in civics; yet at the same time, 

 while reading the answers, the impression grows that even the 130 

 are not satisfied with what is being done with civics in connection 

 with history. A difficulty w^hich some answers cite is the difficulty 

 of getting the teacher to do justice to each when carried together. 

 One or the other usually suffers when taught together. 



European History in the Grades. Of the 191 replies to the 

 question whether European history should be taught apart from 

 American history, eighty-three, or 43|^ per cent, would teach 

 European separately. Judging from the amount of available ma- 

 terial based on European history one is not surprised at this num- 

 ber. The following is a summary of the answers : Eighty-three 

 would teach European apart from American in all the grades; 

 twenty-nine would teach the two fields separately in the lower 

 grades, but together in the upper grades ; forty-one would teach all 

 European liistoiy in connection with American; nine would not 

 teach it in the grades at all; eleven would use it as a foundation 

 for American history. The following additional methods were 

 given from one to three times: 'Portions apart and portions in 

 connection T^dth'; 'apart only as biography, give American history 

 and European reference when possible'; 'with American up to the 

 sixth grade'; 'European history should both precede and parallel 

 A.merican histors^, and teach just before taking up American his- 

 tory'. 



Besides the various answers indicated in the above summary, 

 several others appeared which could not be classified with these. 

 The following are some typical ones: 'Should precede, in order to 

 sliow^ origin of American histors^'; 'growth of institutional life in 

 America should be a continuation of the same in European history'; 

 'European history has no place in the rural schools'; 'too much 

 time is given to Greek and Roman history'; and 'European history 

 should be taught to establish connections with American hi story ^ 



Not all of those answering 'yes' to the question whether Eu- 

 ropean history should be taught, foUow^ed up the answer by stating 

 what fields should be covered and in what grades. The following 

 table shows the replies of the 191 who answered the question. Ac- 

 cording to this table most of the persons replying would teach 

 English history in the sixth or seventh grade. Greek and Roman 

 come next, with practically the sanue number of cas.es, the form.er 



