It should be noted that the committee divided the States into three more or less arbitrary sections; the West, embracing all the States west of the Mississippi, excepting Missouri and the States to the south; the South including all the States south of the Ohio River and Mason and Dixon’s line and east of the Mississippi, but including Missouri and the States to the south; the East and Mid-West including the States east of the Mississippi and north of the Ohio River line. The reports from all the sections show that experience is demonstrating that the plan of teaching American Government and American History as one subject is bad pedagogy and false economy. The fact that the teachers personally prefer the separate course in Government by a large majority in all three sections is significant. It means that experience is a little ahead of practice, and that when practice has caught up with the best experience, the combination course will be relegated to the scrap-heap of discarded methods. In its recommendations the committee urges the need of more and better instruction in Government, throughout the entire school system from the fifth grade up. There can be no question that improvements in the administration of the government have not kept pace with the advances, for example, in industry, in commerce, in transportation, or even in pure science. It is a well-known fact that foreigners find much to learn from this country in the organization of industry and in the methods of conducting business, but they do not find so much to commend in the administration of our governments. Yet it is in this very field of politics and government that this country was long supposed to have completely outstripped all the older countries. In the framing of constitutions and in the inauguration of new systems of popularizing political institutions America has led and contributed much, but in the careful, efficient management of public affairs we have not been so successful. In the management of our cities it is conceded that our mistakes and failures are rather more conspicuous than our successes. The question naturally arises whether the public schools have not contributed to these mistakes and failures by neglecting to provide adequate instruction in matters of Government. It may be difficult to demonstrate that school training in the science of Government does result in purer political methods and more efficient administration of public business, but surely a citizenship whose political information has been gleaned from election posters, stump speeches, newspaper head lines, and highly colored magazine articles will not furnish a model of civic enlightenment and success.