The committee has attempted to present a plan of study which would bring about concerted endeavor, avoid duplication of work in the several grades, and produce unity of purpose. To this end, our fundamental proposition is, that history teaching in the elementary schools should be focused around American history. By this we do not mean to imply that American history has to do with events, alone, which have occurred in America. The object is to explain the civilization, the institutions, and the traditions of the America of to-day. America cannot be understood without taking into account the history of its various peoples before they crossed the Atlantic. Indeed, too much emphasis has heretofore been laid upon the Atlantic as a natural boundary not merely of the American continent, but also of the history of America. The grouping of the subject matter for the several grades is as follows: In the first two grades, the object is to give the child an impression of primitive life and an appreciation of public holidays. To the succeeding three grades is assigned the study of great leaders and heroes; world heroes in the third; American explorers and leaders in America to the period of the Revolution in the fourth; and leaders of the national period in the fifth. In addition, there should be noted the manners, customs, and, so far as possible, the industries of the various sections of the country at the period under discussion. The sixth grade, as outlined, will at first glance present the greatest difficulties. With full appreciation of this tendency, the committee has carefully and at greater length than for the other grades, defined its position. It is recommended that there should be presented to pupils of this grade those features of ancient and medieval life which explain either important elements of our civilization or which show how the movement for discovery and colonization originated. A glance at the outline shows that it is not intended that the topics should be presented as organized history. It goes without the saying that pupils in this grade are not prepared to study scientific history in its logical and orderly development. But, as stated in the report, they are prepared to receive more or less definite impressions that may be conveyed to them by means of pictures, descriptions, and illustrative stories, arranged in chronological sequence. In receiving such impressions, they will not understand the full meaning of the great events touched upon, but they will catch something of the spirit and purpose of the Greeks, the Romans, and other types of racial life. For the seventh grade, it is recommended that the growth and settlement of the colonies be taken up with enough of the European background to explain events in America having their causes in England or Europe. Here should be considered also the American Revolution.