ples and times than his own. For only in this way can
he come to feel kinship with the race at large, and thus save himself
from provincialism and narrowness.

This is equivalent to saying that the curriculum should afford ample
opportunity for the study of history. Nor should the history given the
child deal chiefly with the military and political activities of the
nation. Many text books have been little more than an account of wars
and politics. These are not the aspects of national life that most
interest and concern the child, especially at the age when he is in the
elementary school. He should at this time be told about the _people_ of
his country,--their home life, their industries, their schools and
churches, their bravery, their hardships, adventures, and achievements.
He must come to know something of the great men and women of his Nation
and State, the writers, inventors, explorers, scientists, artists, and
musicians, as well as the soldiers and statesmen.

Not only does this require that the child shall have suitable textbooks
in history, but that he shall also have an adequate library of
interesting histories, biographies, and historical fiction adapted to
his age and interests. For it is not enough that the child shall learn
the elementary facts of history while he is in the elementary school;
more important still is it that he shall develop a real interest in
history, and form the taste for reading historical matter.

The course in history must, therefore, contain such matter as the child
will love to read; for only then will it leave the desire to read. It
must so put a premium upon patriotism, loyalty to country, and
high-grade citizenship that the child shall feel the impulse to emulate
the noble men and women who have contributed to our happiness and
welfare. The study of history, even in the elementary school, should
eventuate in loyal, efficient citizenship.

The civics taught in the elementary school should be very practical and
concrete. The age has not yet come for a study of the federal or state
constitution. It is rather the _functional_ aspect of government that
should be presented at this time--the points of contact of school
district, township, county, state and federal government with the
individual. How the school is supported and controlled; how the bridges
are built and roads repaired; the work of township and county affairs;
the powers and duties of boards of health; the right of fra