As has already been stated, your committee believes that instruction in municipal government should reach every pupil in the schools. That means that it should not be delayed in the elementary school till the last year of the course, or in the high school until the senior year, as is still generally the rule. A large percentage of elementary school pupils drop out before they have completed even the seventh year of the course, and a still larger percentage of high school enrollment is lost long before the graduation stage. The committee believes that there should be continuous instruction in civics during the last four years of the elementary course, moving along in easy and progressive fashion from a very simple study of municipal housekeeping to a fairly comprehensive notion of the city’s government activities. The course as outlined in the New York City program of studies for elementary schools has some admirable features. The course in its present form is due in no small measure to the work of your committee under the original chairmanship of Superintendent Maxwell. It provides in the fifth year for some study of the duties of citizens and public officials, and also of civic institutions. The study begins very logically with the most obvious form of municipal activity, the school itself, and goes on to other departments, such as charities, tenement house, and parks, in each instance emphasizing what good citizenship involves in the pupil’s relation to the department. In other words, the study is not merely descriptive, it is personal as well. In the sixth year the outline calls for instruction concerning the chief administrative office of the city. In the seventh year and the first half of the eighth year there is no definite provision for municipal civics, the time being devoted to national government. In the last half of the eighth year there is a return to the city government with “increasing emphasis upon the duties and responsibilities of a citizen, or as a member of a family, as pupil, as employer or employed, as voter or as office-holder.” The course would be greatly improved by making a study of the city’s municipal activities continuous throughout the four years. At present there is a break in the work from the end of the sixth year to the beginning of the last half of the eighth year. The difficulty is of course that of a crowded curriculum, but the very great importance of the study ought to win for it a definite place in the curriculum even at the expense of some other study.