The point on which the report lays greatest stress, namely, the necessity of teaching Government as a distinct subject in the secondary schools, was expressly approved by the association without a dissenting vote. It does not follow, of course, that the report expresses the views of every member of that association, in every particular. In fact it does not. The report does represent the views of the entire committee after making an exhaustive study of the question. The report covers 38 pages of the proceedings, and is therefore too elaborate to be properly presented in a brief article. Only a few of the essential features will be referred to. At the very outset the committee was confronted with the pedagogical question as to whether Government should be taught as a distinct subject or whether it should be taught in connection with history. The teachers are still somewhat divided on the subject, and practice varies. The information collected indicates that the teaching of American Government, Civil Government or Civics as it is still barbarously designated, is suffering from a lack of proper recognition in the school curriculum, for want of especially trained teachers, from lack of a working school library on Government and from inadequate text-books. It seems a curious thing that our public schools, which were instituted and are operated by governmental agency to maintain an enlightened citizenship, have taught every other subject excepting Government. There can be little doubt that the rather confused and contradictory recommendations of the Committee of Seven ten years ago helped materially to spread the impression among high school teachers that the subject of Government could not be successfully studied apart from History, and that it is a sort of poor relation to it on which little time need be spent. The suggestion of the Committee of Seven that the subject might be taught in connection with American History was adopted by a large number of schools. The results obtained are generally considered to be unsatisfactory. In the West out of 240 schools heard from, 153 were offering separate instruction in Government, 47 taught the subject in connection with History, and 40 failed to specify the plan in use. The teachers or principals in these schools personally preferred the separate course by 158 to 30, 54 failing to commit themselves. In the South 85 schools reported a separate course in Government, 53 a combination course with History. The teachers or principals reporting preferred the separate course by 111 to 33. In the East and Mid-West 98 schools reported a separate course on Government and 74 a combination course. The teachers or principals expressed a personal preference for the separate course by 110 to 42.