﻿30 



INDIANA UNIVERSITY STUDIES 



By a careful check it was found that the desire for more civics 

 came from persons that at present are doing little or nothing along 

 this line. The same can be stated concerning those desiring 

 changes in other lines. For example, in a. certain school, no his- 

 tory work is given in grades V and VII. From this system came 

 a desire for such work in these grades. 



Summary. (1) A few sv stems have an excellent course in 

 civics and teach it as a separate subject. The general tendency is to 

 teach the sut:)ject as a part of some other work, usually histor>^ 

 There is a demand for a histor}^ text with a sufficient amount of 

 civics in it. A few of those who replied feel that this would solve 

 the problem, especially in the upper grades. 



(2) There is a strong desire for the teaching of European his- 

 tory in the grades, but nine out of 191 replies say that it should not 

 be taught. English history is the most favored field, with Roman 

 second, Greek third, and general European fourth. The prevailing 

 purpose in teaching English and general European history is to 

 give a background for American history. A slight demand is shown 

 for the teaching of American history up to about 1763 as an out- 

 growth and part of European history. 



(3) The local history work is unorganized and in a very un- 

 certain condition. A few of those who replied think it is of little 

 importance, while the majority recognize that they are neglecting 

 it and feel that some systematic work in it should be done. Som-^ 

 is done in all grades. There is a slight decrease from the first to 

 the eighth grade. Most systems teach it in the fourth grade. 



(4) The suggested changes in the course in history indicate a 

 demand for more civics, and local history, more systematic con- 

 nections between European and American history, more English 

 history, more regular history work in the lower grades and more 

 systematic correlation of history with other subjects. There is also 

 a demand for better texts for the fifth and sixth grades, for more 

 emphasis on the industrial phase and. less on war and politics, and 

 for courses of study full of suggestions worked out in detail. 



