The subject matter of the eighth grade would include the inauguration of the new government, the political, industrial and social development of the United States, westward expansion and a brief study of the growth of the great rival states of Europe. Is it not beyond dispute that much of our teaching of history in the past has failed of proper results for the reason that pupils advancing from grade to grade have been compelled to consider topics with which they have grown familiar? Who has not noted the deadening effect on the interest of pupils, especially in the history of our own country, where the prescribed course found in many schools has been faithfully followed, which provides a text in elementary American history for the fifth and sixth grades, succeeded by a grammar school American history in the next two grades? To secure continued interest, it is advised that there be offered, in each of the several years, one distinct portion or section of our country’s history; that this be presented with as much fulness as possible and that the recurrence in successive years of subject matter that has once been outlined be avoided. While the proper distribution of historical subject matter is the prime feature of the report, the committee would emphasize the consideration of other items, such as the outline presented for elementary lessons on government; the training suitable for the teacher; the correlation with geography and literature, and the methods to be employed. In offering the report, we are aware that a literal interpretation of some of its phases would preclude its use in many of our schools. But let it be borne in mind that no one of us has for a moment assumed that there is to be a _rigid_ adherence to _detail_ in the minor sub-divisions of each year’s work. If the report as a whole appeals to teachers as pointing the way to a practical solution for many of the problems now encountered, then may we look with confidence for more satisfying results from our elementary history teaching, and as a consequence expect more consideration for the subject itself on the part of those who control the making of school programs. History in the Elementary Schools REPORT TO THE AMERICAN HISTORICAL ASSOCIATION BY THE COMMITTEE OF EIGHT[3] REVIEWED BY SARAH A. DYNES, HEAD OF DEPARTMENT OF HISTORY IN NEW JERSEY STATE NORMAL AND MODEL SCHOOLS, TRENTON, N. J.