The increasing prevalence of so-called "social-science courses" in spite of the difficulties of untrained teachers, inadequate and illadapted material, and prejudice in favor of "things as they are" is very surprising. No proverbial snowball has grown faster. At the beginning of the movement one might have hoped to keep in touch with the different groupings of topics and the varying centers of emphasis. Now one feels hopelessly out of touch with much that might be helpful and inspiring. The publication of an article' on the Denver course of study in the Bulletin of the Department of Elementary School Principals suggests the advisability of putting into accessible form statements concerning the point of view and grouping of topics in other courses, especially if the courses differ somewhat from those already available. A course of this kind has been in use in East Orange, New Jersey, in all grades for the past four years and in some grades, such as the fifth, seventh, and eighth, in particular schools somewhat longer. The enthusiasm with which it has been received by the teachers, pupils, and parents' is proof that a synthesis of the social studies releases an undreamed-of reserve of energy, pleasure, and enthusiasm in the children. The more enthusiastic the reception, however, the more a course needs criticism. Accordingly, a description of its point of view and arrangement of material is here offered in the hope that it will prompt others to follow the example and that it will elicit the criticism which the course needs. Such a description is not easy, for statements in the brief form