Sociological Aspects of War
  Territorial Expansion
  Race Problems
  Tariff and Free Trade
  Transportation
  Money Systems
  Our Insular Possessions
  Growth of Population
  Trusts
  Banks and Banking
  Immigration
  Capital and Labor
  Education
  Inventions
  Suffrage
  Centralization of Government
  Strikes and Lockouts
  Panics and Business Depressions
  Commerce
  Taxation
  Manufacturing
  Labor Unions
  Foreign Commerce
  Agriculture
  Postal Service
  Army
  Government Control of Corporations
  Municipal Government
  Navy
  Factory Labor
  Wages
  Courts of Law
  Charities
  Crime
  Fire Protection
  Roads and Road Transportation
  Newspapers and Magazines
  National Defense
  Conservation of Natural Resources
  Liquor Problems
  Parks and Playgrounds
  Housing Conditions
  Mining
  Health, Sanitation, etc. 
  Pensions
  Unemployment
  Child Labor
  Women in Industry
  Cost of Living
  Pure Food Control
  Savings Banks
  Water Supply of Cities
  Prisons
  Recreations and Amusements
  Co-operative Buying and Selling
  Insurance
  Hospitals

After drawing up such lists of topics for study, they should be assigned to grammar grades and high school according to the degree of maturity necessary for their comprehension.  Naturally as much as possible should be covered in the grammar grades.  Such as cannot be covered there should be covered as early as practicable in the high school, since so large a number of students drop out, and all need the work.  Of course, this would involve a radical revision of the high school courses in history.  It is not here recommended that any such changes be attempted abruptly.  There are too many other conditions that require readjustment at the same time.  It must all be a gradual growth.

Naturally, students must have some familiarity with the general time relations of history and the general chronological movements of affairs before they can understand the more or less specialized treatment of individual topics.  Preliminary studies are therefore both necessary and desirable in the intermediate and grammar grades for the purpose of giving the general background.  During these grades a great wealth of historical materials should be stored up.  Pupils should acquire much familiarity with the history of the ancient oriental nations, Judea, Greece, Rome, the states of modern Europe and America.  The purpose should be to give a general, and in the beginning a relatively superficial, overview of the world’s history for the sake of perspective.  The reading should be biographical, anecdotal, thrilling dramas of human achievement, rich with human interest.  It should be at every stage of the work on the level with the understanding and degree of maturity of the