A review and discussion of the new social studies introduces the problem of whether nationalism and patriotism are "closed areas" or if an open examination of these areas is possible in the public schools. Two sets of hypotheses, one dealing with public school educators and the other with school-related groups, were tested by administration of a situational questionnaire in a New Jersey, K-12 suburban school district. Data from the study are presented in tabular form and analyzed. The major hypothesis, that there would be a significant difference in the perceptions of public school educators between what would occur and what should occur in situations involving aspects of nationalistic instruction, was confirmed. Analysis reveals that the teachers, though not administrators, perceived the school as being less open or tolerant than it should be. The discussion section notes that the disparity between responses would and should indicate that the public school is not particularly hospitable to open inquiry in areas of nationalism and patriotism. It is concluded that if the new social studies is unable to engage in open, critical inquiry in areas fundamental to social studies education, then the prevalence of the traditional, nationalistic instruction will remain. References and an appendix of sample questionnaire items conclude the paper. (Author/KSM)