TABLE LXXI NUMBER OF TEACHERS REPORTING USE OF VARIOUS Table LXXII contains the names of special methods and devices listed in the inquiry and also presents the number of teachers reporting that they have found their use successful. CO-OPERATION WITH LOCAL CIVIC, COMMERCIAL, AND OTHER BODIES The teachers were asked to describe briefly any successful cooperation between their classes and the local civic, commercial, and other bodies and authorities. It is significant that 15 of the 29 teachers do not answer this question-there is no such co-operation of their classes in civics. Several of the answers merit quotation: "raised $5,000 for $150,000 Y.M.C.A.; Pageant; $5,000 lecture course"; class gathered material for Civic Club on care of garbage, ashes, etc. . . . . for Swat the Fly campaign"; "secure data and information from city officials"; "Commercial Club furnishes handbooks and speakers." One teacher answers, "Here, where our course should be strongest, it has proved weakest.” V. AIMS The responses to the question as to the aim of the course in civics indicate that, when taken in the broadest implications of the statement, the main purpose is related to the practical value of the subject as preparation for citizenship. This may be seen in the statements a few teachers have set down as additional aims: "interest in current events," "meaning and use of social structures," "to inspire with a love of fairness." 1. Civics is usually a fourth-year subject. 2. a) When taught as a separate subject, it usually extends through a half-year of 18-20 weeks, but occasionally appears as a full-year subject. b) When taught as a part of a course in American history, it sometimes extends through less than a half-year. 3. The proportion of time allotted to (1) civic theory and practice and (2) community civics varies between wide extremes, but both are always represented. 4. a) The textbook is most commonly used as a basis of assignments to be supplemented by required collateral readings, but a considerable proportion of schools report a freer use of it, i.e., as a syllabus in connection with collateral readings. b) Generous use seems to be made of periodicals, reports of various legislative bodies and of public and private organizations, fuller treatises on political science, and prepared supplementary readings. c) Teachers avail themselves of the use of a wide range of special methods and devices for adding interest and value to the work. Some report co-operation with local civic, commercial, and other bodies and authorities. 5. The main purpose in the teaching of civics is related to its practical value as preparation for citizenship. I. C. ECONOMICS DISTRIBUTION OF RESPONSES TO THE INQUIRY The responses to the inquiry in economics have come from 40 teachers in schools distributed as follows: YEARS IN WHICH ECONOMICS IS TAUGHT The years in which the course in economics appears in the schools from which reports have come are presented in Table LXXIII. It will be seen that, although frequently appearing in the third year, it is predominantly a fourth-year subject. Length of the course. Of the 39 schools that give information as to the number of weeks in the course, I reports a course of 12 weeks; 32, courses of a half-year of 18-20 weeks; and 6, a full year of 36 or more weeks. Periods per week and length of periods.-The number of periods per week allotted to economics is, with 2 exceptions, five. One of the schools varying from the usual practice reports but a single period, the other, three periods. The lengths of periods are presented in Table LXXIV. The periods are with a small proportion of excep tions 40-45 minutes in length. The 3 schools reporting the longest periods state that these include time for study. THE DIVISION OF TIME BETWEEN THEORY AND THE HISTORICAL AND There is no approach to common practice in the fractional proportion of the total time devoted (1) to theory and (2) to the historical and descriptive aspects of the course in economics. The part reported as being allotted to the former ranges from one-fourth to four-fifths, the modal practices being one-third (6 schools), one-half (7 schools), and three-fourths (5 schools). Consequently the part devoted to the latter aspects ranges between one-fifth and three-fourths, with the modal practices at two-thirds, onehalf, and one-fourth. PROGRAMS OF ECONOMIC REFORM The ideals of individual and social welfare are being recognized by approach to them through a study of programs of economic reform. The number of teachers giving attention to such programs is as follows: In addition, one to several teachers name these as receiving attention in their courses: taxation, saving, capital, monopolies, modern business methods, welfare work, public utilities, child labor, equality in wage, and moral aspects of economics. Ten teachers report that they use the textbook as the main body of the course with little or no collateral reading, 24 report its use as the basis of assignments to be supplemented by required collateral readings, and 1 reports its use on the same basis as other readings of the course. The 3 remaining teachers report two of the |