SUGGESTIONS 
 fo INSTRUCTORS 
 
 On a 
 
 Course in Citizenship and 
 Language Adapted to Adults 
 Having Little Command of 
 English Who are Applicants 
 for Citizenship 
 
 Based on Naturalization Forms, 
 
 Student*s Textbook, etc., with 
 
 Lessons adapted to the Chicago 
 
 Standpoint 
 
 Prepared for 
 
 CHICAGO BOARD OF EDUCATION 
 
 
Suggestions 
 to Instructors 
 
 on a Course in Citizenship and Language 
 
 Adapted to Adults Having Little 
 
 Command of English ff^ho 
 
 are Applicants for 
 
 Citizenship 
 
 H 
 
 Based on Naturalization Forms, 
 
 Students Textbook, etc., with 
 
 Lessons Adapted to the Chicago 
 
 Standpoint 
 
 Prepared for Chicago Board of Education 
 
 COPyRIGHn92,, By F.W.WEBER 
 

 ^' 
 
 'CU617324 
 
SUMMARY 
 
 Pages 
 
 Purpose of tlie Memorandum 5 
 
 Objects of the Course. _ 6-7 
 
 Methods _ 7-8 
 
 Metliods — Civics 8-9 
 
 ADDITIONAL LESSON MATERIAL... 9-16 
 
 Weather, Health _ 9 
 
 Materials, tools, operations, occupations 9 
 
 House and lot, parts, arranged structurally 10 
 
 How to get around town 1 1 
 
 Newspapers, use of in the class-room _. 1 1 
 
 To distinguish certain words in civics 1 1 
 
 American Inventions 1 2 
 
 Common phrases of comparison and contrast, to build up a vocabulary 1 2 
 
 Money: Its purpose and use; American money the soundest 13-14 
 
 Lines, Surfaces, Solids: Position, direction, relation, form, magni- 
 tude. Study of a box, in relation tliereto 14-15 
 
 Interesting mechanical principles 16 
 
 LESSON 1 . Preliminaries, class-work, key, based on U. S. Natural- 
 ization Form No. 2214. 16-17 
 
 LESSON 2. Same form. Where we live; we live in a City and in 
 
 a Country that was laid out on one plan 19-21 
 
 LESSON 3. Occupations, in same form 22-23 
 
 LESSON 4. Same form. Further information required on applying 
 
 for naturalization 24 
 
 LESSON 5. CHICAGO TO HER NEW NEIGHBORS FROM 
 
 THE OLD COUNTRY: An address of welcome.. 25 
 
 LESSON 6. APPLIED CIVICS: OUR CITY: 
 
 First Lesson, A Glass of Water 26-28 
 
 LESSON 7. LAW: Written, Unwritten: A Rule... 29 
 
 OUR CITY, Study continued, DRAINAGE 30 
 
 ADVANTAGES OF GOVERNMENT 30 
 
 LESSON 8. OUR CITY, Continued: Various Departments, The 
 Board of Education. Appropriations. CITY CHARTER, 
 Parks, Chicago a Seaport 31-33 
 
 LESSON 9. COUNTY GOVERNMENT 34-35 
 
 State Courts in and for Cook County 35 
 
 The State's Attorney, DUTY OF CITIZENS TO ASSIST 35 
 
 Forest Preserves 35 
 
 LESSON 10. 5r^r£ GOVERNMENT 36 
 
 LESSON 1 L State Government, Continued: 
 
 The Capital, Springfield, and Lincoln.. 37 
 
LESSON 12. FEDERAL GOVERNMENT 38 
 
 LE5SON 1 3. Federal Government, Continued : 
 
 Reasons for division of powers _ __. 39 
 
 LESSON 1 4. Map Study. Our location, and its importance in deter- 
 mining the development of this community .. 40 
 
 Our Holidays, Our Flag and Flag Etiquette, National Anthem 40 
 
 LESSON 15. Suggestions for reading material 41 
 
 America's strength springs from the good citizenship of all classes and 
 
 origins _.. _ __ 41 
 
 LESSON 16-20. Completion of the work; using additional material, on 
 
 pages 9-16 42-44 
 
 Examination of students; preparing examination slips in advance. 
 
 JUN u i.^i 
 
THE PURPOSE OF THIS MEMORANDUM 
 
 MATERIAL — It gives appropriate material, selected by the test that it 
 must relate to important needs or interests of men. Instructors have heretofore 
 been seriously handicapped by laxk of suitable material. Much of this material 
 should be of permanent, practical value to the student. A discriminating use of 
 this material according to the capacity of the class should contribute much to the 
 usefulness and success of these classes. 
 
 In the selection of Civics material, a conscientious effort is made to refrain 
 from placing before these students, in the name of civics, a large, cold plate of 
 unassimilable bones gleaned from our political anatomy or to hold up this skeleton 
 as an adequate demonstration of the substance and spirit of our life as a people. 
 
 METHODS — Adapted to these special students: 
 
 In Language : Approved methods exemplified and emphasized. 
 
 In Civics: Reduces to a minim.um lessons by rote, and aims to preserve the 
 natural mental processes of these men; that is. 
 
 By proceeding from and utrlizing what is already known, or building up a 
 fund of information on the subject in the classroom practice, by talk- 
 ing about it, by inquiry, and discussion. 
 
 By giving opportunity for the principles in this material to crystallize out of 
 it automatically so far as possible and reveal themselves to the student. 
 
 By giving opportunity for weighing these principles, in order that approval 
 thereof may be based upon the student's individual judgment. By 
 this process, these principles are more likely to become personal con- 
 victions that will prompt the prospective citizen to action in the dis- 
 charge of civic duty. This is the return that this community .has a 
 right to demand from these classes in exchange for their maintenance. 
 
 It is hoped that the student will take with him from these courses the 
 knowledge : 
 
 That our government (City, County, State, Nation) has been wisely 
 planned and effectively carried out; it is a good system, has stood every 
 test. 
 
 That government gives much that is indispensable and convenient, and offers 
 the only workable device to attain these objects. 
 
 That all government (i. e., the people) is a silent partner in every life, and 
 in almost every affair of life; that citizens are all partners, and sharers 
 cf each other's products or achievements, and that the injury of one is 
 an injury to all. 
 
 That new citizens have the same rights, and the same obligations as other 
 citizens (except that of becoming President) ; that it is the original 
 compact of the Declaration, of life, fortune and sacred honor. 
 
 5 
 
I. OBJECTS OF THE COURSE 
 
 1 . Knowledge of benefits derived from government — City, County, State and 
 
 Federal; the important functions of government. 
 
 2. Knowledge of the power of government, the responsibilities of its officers and 
 
 its citizens. 
 
 3. Elementary knowledge of the machinery and mechanics of government. 
 
 4. Development of civic consciousness, and pride in the honor, ideals, and 
 
 progress of our City, State and Nation, and of Americans. 
 
 5. Ability to understand and speak the American language. 
 
 6. Ability to read simple matter. 
 
 7. Ability to write. An applicant for citizenship must be able to write his full 
 
 original name, and any other name he may have assumed. 
 
 8. Advice concerning naturalization, and assistance with naturalization forms. 
 
 The foregoing to qualify the student for the diploma issued jointly by the 
 Bureau of Naturalization of the United States Department of Labor and the 
 Board of Education, upon examination by a representative of the United States 
 Naturalization Service. 
 
 11. SPECIAL CLASS OF STUDENTS USUALLY 
 REACHED IN THESE COURSES 
 
 Some of the characteristics of students in these classes must be continually 
 before the mind of the instructor: 
 
 1 . Usually, their principal motive in attending the class is to secure the 
 educational qualifications for citizenship. This is what usually draws and holds 
 them; and failure to give this subject adequate attention is usually reflected in 
 immediate loss of interest and of attendance. Assistance widi naturalization forms 
 and advice, which can be obtained through the naturalization service, will be 
 appreciated by the students. 
 
 2. They are volunteer students and can only be held by interest in the class 
 work by hope of accomplishment through encouragement, and confidence in 
 efficiency of American institutions will be partially formed by their experience in 
 these classes. 
 
 3. They are persons, who, to a large extent, have failed to acquire use of 
 our language, or an understanding of our institutions, even after long residence 
 here. They, therefore, lack confidence in themselves, and in the means of instruc- 
 tion. They require much encouragemnt ; and, to that end, the method of instruc- 
 tion and its application should be so strikingly effective that the student will take 
 new hope and make real progress. The earnest, mute appeal of tliese men for 
 instruction is pathetic. It is a clear challenge to the community, to the schools and 
 to the instructor: "If you have a good country, good laws, explain them to me; 
 others tell me that your country and laws are bad, and I can't figure it out myself. 
 If you really have the skill to teach a grown man your language in the reasonable 
 length of time I can devote to it, show me. I crave to understand what is going on 
 
 6 
 
about me and to do my part in it." To a greater degree than in most classes, 
 these students expect and respond to leadership on the part of the instructor; his 
 relation to the class is anything but perfunctory. 
 
 4. These students are extremely diffident. Their lack of confidence to use 
 our language, or dread of being laughed at, has become more or less of a fixed 
 idea. The fact that they were not certain they could say a thing correctly has 
 deterred them from making experiments in the use of our language. It is likely to 
 be one of the most useful results of the course tliat they will acquire a foundation 
 of words and sentence forms, memorized by diligent class practice, that they will 
 know are correct and in which they will have sufficient confidence to venture to use 
 them hereafter, and which will form the basis for a more general knowledge and 
 use of tlie language. 
 
 III. METHODS 
 
 Most of these students have been here a number of years and have acquired 
 a considerable fund of information. The aggregate information of the class 
 covers a wide range. It is, therefore, entirely practicable for the instructor to 
 draw from the class by appropriate questioning the particular idea in civics, we 
 will say, that he desires to present. The various steps will be about as follows: 
 
 1 . Questioning by the instructor to elicit the desired idea, including further 
 
 questioning to correct erroneous statements, the instructor acting as 
 arbitor and leader of the discussion. 
 
 2. The instructor to supplement what may be necessary, and make a clear, 
 
 brief statement of the proposition. 
 
 3. The instructor to write it on the blackboard; the students to read it 
 
 and repeat it until it is practiced by all. 
 
 4. The students to copy the sentences at the end of the session. 
 
 5. The work not to be hurried beyond the capacity of the students to 
 
 assimilate it. 
 
 6. The work of the preceding session to be briefly reviewed at the beginning 
 
 of each succeeding session. 
 
 It is believed that the foregoing represents the best practice for most of the 
 work with this particular class of students, and that experience will show that it is 
 desirable to depart from it for exceptional reasons only. Generosity with gestures 
 and simple sketches is recommended. 
 
 The success of this plan appears to be based on some of the following con- 
 siderations : 
 
 The student is given an opportunity to tell what he knows; his judgment is 
 appealed to and consulted; although his individual fund of information is being 
 corrected and enlarged, and his powers of expression exercised, it is not presented 
 to him in the form of a lesson to be memorized and recited. The student's atten- 
 tion, difficult to hold after a day's work, is excited and stimulated by the actual 
 development of ideas in which he has a part, and which are built up by the skill 
 of the instructor and the plan he has in mind into a perfect whole of real import- 
 ance and significance. These students are very quick to recognize and to show 
 their appreciation for well planned instruction, skillfully applied. Under any other 
 conditions they become listless, discouraged and irregular in attendance. 
 
 7 
 
If most of the class work were presented in the form of a lecture by the 
 instructor, even in the simplest terms, the attention of these students would be 
 absorbed in the auditory problem of distinguishing spoken words; if tlie matter 
 were presented in the form of a text to be read, their minds would be similarly 
 preoccupied with the mechanical difficulty of distinguishing words, instead of with 
 the idea to be conveyed. Of course, such ear and eye training is an essential part 
 of their course, but it is best given m very short installments, one sentence at a 
 time, and accompanied by practice m oral expression, the great aid to memory, 
 in accordance with the plan above outlined. 
 
 These classes must be distinguished by continuous and active response 
 between student and instructor, by oral concert work, question and answer allotted 
 to different students or rows of students, etc., to insure the active participation of 
 the class and to overcome the diffidence of certain students. Without this active 
 participation, these students have difficulty in keeping their mind on their work. 
 Any tendency to taper off class participation must be carefully controlled, as it is 
 likely to lead to dissipation of class attention which will require undesirable 
 expenditure of time and energy on the part of the instructor to restore ; it must 
 be watched during reading and writing exercises. 
 
 CIVICS: These men are not accustomed to learn about things through 
 abstract ideas, or by formula. The subject of civics is, therefore, to be presented 
 from the standpoint of the concrete evidences of the benefits it insures, beginning 
 with the city government and proceeding by connected steps to the coUnty, state 
 and national government. However, in this progressive study from local govern- 
 ment to national Constitution it will increase interest and understanding if reference 
 is made from time to time to pertinent phrases of the Declaration of Independence 
 and paragraphs of our National Constitution, etc., in the student's textbook; the 
 letters ST with page, etc., will indicate such reference, and the instructor will no 
 doubt find other appropriate occasions for such reference to our supreme laws for 
 the information of the student as the work proceeds; reference is also made to 
 quotations by number for the use of student or instructor, if these are made 
 available. It is hoped that the instructor will find timely allusions to the principles 
 and sentiments of Americans embodied in these documents a real stimulus to class 
 work. 
 
 The subject of government, city, county, state and federal, is, therefore, to 
 be presented entirely from the standpoint of its products; not from the standpoint 
 of its machinery or mechanics, a method that has been all too prevalent. The 
 machinery and mechanics will complete the study of the different political divisions, 
 as the means by which the will of the people is put into effect. The ideas back of 
 our government, first, that it is necessary^; second, that it is desirable and con- 
 venient; third, that it is the expression of high purpose and of high ideals, the ivill 
 of the people; fourth, that it is a "live or die, sink or swim, survive or perish" 
 partnership of all cur people, should develop and become convictions to these 
 students, under the leadership of the instructor. 
 
 The instructor of these citizenship classes has an unparalleled opportunity to 
 light the understanding of these new citizens on these points, to kindle their 
 enthusiastic support of them. No such favorable opportunity is likely to be again 
 presented ; it is an unescapable duty to utilize it to the fullest. The characteristic 
 feature of class room practice suggested, question and answer, lends itself pecu- 
 liarly to this important part of the course, to appeals to their judgment on these 
 points of our basic principles ; it offers an opportunity for die students to express 
 their doubts or contrary ideas upon which the judgment of tlie class may be 
 
safely trusted, on the theory that I may want something for myself, you may want 
 something for yourself, but the majority, or all together, we want only what is 
 best for all. 
 
 "LIVE OR DIE, SINK OR SWIM, SURVIVE OR PERISH" 
 
 PARTNERSHIP of all Americans. 
 
 What is usually referred to as the Declaration of Independence, is itself 
 simply entitled "the unanimous Declaration of the thirteen United States of 
 America," both m the headmg and m the body of that mstrument, and while 
 independence and due notice to the world thereof was a very important part of 
 that instrument, it is the statement of truths that are self-evident that has immor- 
 talized it, and for which it deserves the title of a new order among men. But this 
 does not exhaust the instrument ; it is not complete, it would have been a cipher 
 without tlie concluding pledge to each other of their lives, their fortunes and their 
 sacred honor. There is written the living pledge signed by all, from John 
 Hancock to the last supplicant who writes his name on the rolls of citizenship. 
 These are the terms of the contract of partnership among citizens and with their 
 country, from that moment to this, whatever may intervene to make tliem at 
 times appear forgotten or obscured. The. instructor in tliese classes has a wonder- 
 ful opportunity to assist students to realize that government, local or national, is 
 a silent but indispensable partner of every individual, to every family, in every 
 transaction of life and in every , business and industry; ihat the employe is a 
 partner of tlie employer and tlie employer a partner of the employe; tliat we are 
 all partners togetlier under our supreme obligation expressed in the concluding 
 sentence of the Declaration. It is the privilege of the instructor to awaken in 
 these men the sentiment of whole-hearted partnership. 
 
 To assist the students to disinguish the functions of City, State and National 
 governments, have him list five city ordinances, five state laws, and five national 
 laws, and an equal number of Constitutional provisions at the end of the course, 
 if they are sufficiently advanced. 
 
 ADDITIONAL LESSON MATERIAL 
 
 In order that tlie instructor may have at all times ample lesson material witli 
 which to fill out each session, the following is given at this point: 
 
 W EA THER TOPIC : Appropriate references to the prevailing weather, 
 to be repeated by the students, should not be omitted at the opening of sessions. 
 If an English-speaking neighbor gives a passing greeting, it is usually accompanied 
 with a' word as to the weather. If the new citizen is unable to comprehend or 
 give response, there is little prospect for further conversation or language practice. 
 
 HEALTH TOPIC: Inquiries and good wishes as to health are proper 
 topics in this course from time to time, so that the student may learn to respond 
 to such greetings. It may include the inquiry, "May I ask about the health of 
 your (members of family) ," 
 
 MATERIALS, TOOLS, OPERATIONS, OCCUPATIONS: These 
 subjects are introduced in Lesson 3 on Occupation, and as stated in the note 
 tlierein, it is believed the instructor will find this material of considerable interest 
 to the student, and that the subject should be brought up from time to time as 
 there is opportunity until all the occupations of the students have been covered, 
 including the following, as far as the interest therein continues: 
 
 9 
 
REPAIRS to the house (as far as tlie interest continues). 
 
 What repairs have you made? Materials, tools, operations, cost. 
 What repairs are needed? Materials, tools, operations, cost. 
 What kind of repairs do you know how to make? Class to repeat 
 sentences. 
 
 HOUSE AND LOT: Parts arranged in STRUCTURAL ORDER, 
 which it is hoped will help' the student to the meaning of these terms, 
 and excite his interest to follow these chains of related objects. 
 
 LOT: Length, width: feet long, feet wide. Street pave- 
 ment, curb, parking, sidewalk, front fence, side fences, back fence. 
 Alley, gate. Water, sewer (drain), gas. Building line. 
 
 FRAME HOUSE: Cellar (excavation), or basement, cellar wall 
 (foundations), division walls and posts; chimney; water, sewer and 
 gas connections ; concrete (cement) floor. 
 
 FRAME: Sill, scantling (2x4), corner posts (4x4), wall plate, rafters, 
 ridge pole; door openings, window openings. Floor joists and brac- 
 ing; stairway, steps, railing; upper floor beams (ceiling). FIRE 
 STOPS. Walls, partitions; sheathing (or rough boards), building 
 paper, siding ; lathing, plaster coat, putty coat, sizing, paint, kalsomine, 
 wall paper. 
 
 Peak roof: Wall plate, rafters, ridge pole, rough boards, shingles or roofing. 
 
 Gutters and conductors. 
 Flat roof: Wall plate, roof beams, sheathing (matched boards), roofing 
 
 felt, tar and gravel. 
 Plumbing: Soil pipe, bath tub, traps, wash basin, water closet; kitchen 
 
 sink, drain board, drain pipe. Galvanized water pipe, shut-off valve 
 
 and drain, faucet and fuller-ball. 
 Gas pipe, gas meter, gas fixture, gas cock, gas stove, gas mantle. 
 Electric wiring: Meter, insulators, conduit, solder, friction tape, switch, 
 
 fixture, cord, fuse, socket, light bulb. 
 Door frame, door casing, door sill, door, hinges, lock, key, knob. 
 Window frame, window casing, window sill, window weights, sash cord 
 
 and pulley; window sash (glazed), glass, points, putty, sash lock. 
 Inside finish, trim, baseboard, quarter-round molding, plate rail, picture 
 
 molding. Rough flooring, matched hardwood flooring. 
 
 Paint, white lead or zinc, linseed oil, turpentine, dry color, color ground in 
 oil; wood filler, stain, varnish, wax. 
 
 NAILS: Designated in size by the word penny, written "d." The com- 
 mon sizes are, small, 3d., medium, 8d., slightly larger, lOd., large, 
 60d. ; they are of the following lengths: P/4, 2'/2, 3 and 6 inch. 
 Common nails are heavier than finish nails. 
 
 See also Special Vocabularies furnished with tlie Student's Textbook, and 
 the lessons therein. 
 
 TITLE: Land Contract, Deed (Recorded), Mortgage, Abstract, Guar- 
 antee Policy, Torrens Title. Taxes, special assessments. Aliens 
 not entitled to hold real estate in Illinois more than six ^ears, under 
 the State law. Insurance on buildings, personal property. Building 
 and Loan Associations. 
 
 10 
 
LOCATION OF PLACES OF IMPORTANCE OR INTEREST; 
 HOW TO GET ABOUT: 
 
 County Building: Location, what car to take. Offices: Marriage Licenses, 
 Birth Records, Taxes, County Board of Commissioners, Offices Clerks 
 of Circuit and Superior Courts (Naturahzation), Circuit and Superior 
 Courts, County and Probate Courts, Sheriff, Recorder. 
 
 City Hall — Location: Mayor, Chief of Police, Chief of Fire Department, 
 City Treasurer (Licenses), Municipal Courts (Police Court Branches 
 at Police Stations). Board of Education, 650 South Clark Street. 
 
 Parks, Municipal Pier, Playgrounds, Art Museum, Chicago Public Library. 
 
 Railroad Stations: Reading of time tables. 
 
 Federal Building: Postoffice and nearest branch. Foreign Mails (second 
 floor). Customs Service, Income Tax (Internal Revenue), Naturaliza- 
 tion Service, Room 776; U. S. Courts, U. S. Commissioner, U. S. 
 Marshal, U. S. Attorney, U. S. Grand Jury. 
 
 Criminal Court, Michigan Avenue and Dearborn Street; County Jail, 
 State's Attorney. 
 
 County Hospital, Municipal Tuberculosis Sanitarium, Forest Preserve. 
 
 IMAGINARY TRIPS TO SOME OF THESE PLACES. 
 
 Newspapers: Appropriate items of news interest on tlie following topics: 
 Swindles: Due to credulity, greed, ignorance of the victim. Brave, self- 
 sacrificing conduct of public officers ; successful work of public officials. 
 New laws for the benefit, or affecting, workmen. New opportunities. 
 Help wanted columns. 
 
 Assist students to distinguish between the following terms: 
 The government (alone, usually the United States), but. 
 The government of the City, the City government. State government, the 
 
 County government. 
 The Governor. 
 
 The Coun/p (a shorter word, one less letter "r" and designates a smaller 
 
 subdivision than) : 
 The country (the larger subdivision), my country, when it refers to U. S. A. 
 The Country, as distinguished from the City; Country roads, the people in 
 
 tlie country, as distinguished from the people in this country. This 
 
 country: the U. S. A. 
 
 Legislature; legis: law, lature: giver "lawgiver," relation to the words legal 
 and illegal. For many of these students this work is a veritable 
 modern "shibboleth," difficult for tliem to distinguish when heard, 
 and difficult to reproduce, these liquid linguals frequently being under- 
 stood and reproduced in a combination like reg-is-la-tion. 
 
 Legislation, the product. 
 
 THE STUDY OF CONSTITUTIONAL RIGHTS: 
 
 As given in the diagram. 
 
 HOIV PUBLIC OPINION CONTROLS THE GOVERNMENT, 
 DETERMINES WHAT SHALL BE DONE: 
 
 Guaranteed under a free press, free speech, right to petition ; expressed con- 
 clusively in the ballot. 
 
 II 
 
AMERICANS HAVE BEEN LEADERS IN THE ARTS OF PEACE: 
 
 AMERICAN INVENTIONS AND ACCOMPLISHMENTS: 
 
 Sewing Machine, Elias Howe. How much drudgery has been saved to 
 
 women? 
 Harvesting Machines, McCormick, Deermg. Farm Tools, Deere, C 
 
 ase. 
 
 etc. 
 
 Electric Light, Phonograph, Edison. 
 
 Telegraph, Morse. Telephone, Bell. 
 
 First Atlantic Cable, Field. 
 
 The Airplane, the Wright brothers. The Air-brake, Westinghouse. 
 
 Luther Burbank. Increasing crop yields, and better varieties. 
 
 The United States has assisted agriculture by aiding special schools, by 
 
 sending out valuable information and introducing improved varieties. (See ST.) 
 
 The United States has encouraged inventions and useful knowledge by patents 
 
 and copyrights. (See ST. p. 32, par. 2. Constitution and ST. p. 74, patent 
 
 office. ) 
 
 The following similes and contrasted expressions containing many words in 
 common use form excellent material to build up an English vocabulary ; they 
 may appear uninterestmg and trite to the English-speaking person, but they appear 
 fresh to those who are learning English : 
 
 old as the hills. 
 
 proud as a peacock. 
 
 quick as lightning. 
 
 red as fire. 
 
 round as a ball. 
 
 sharp as a knife. 
 
 slow as Christmas. (ASK 
 
 a child how slow.) 
 small as a pea. 
 soft as mush, 
 straight as an arrow, 
 strong as a horse, 
 swift as an arrow, 
 tough as leather, 
 tough as tripe, 
 weak as a cat. 
 wet as a drowned rat. 
 white as chalk, 
 thin as paper, 
 thick as an elephant's hide, 
 yellow as gold, 
 young as a kitten, 
 playful as a kitten. 
 
 Write expressions, after they have been studied, leaving out either the 
 adjective or the noun, for the student to supply. 
 
 Also have them give contrasting expressions, As big, As small ; As heavy. 
 As light, etc. 
 
 As alike as two peas. As different as day and night. 
 
 As deep as a well. 
 
 12 
 
 As big as an elephant. 
 
 As 
 
 As black as coal. 
 
 As 
 
 As blind as a bat. 
 
 As 
 
 As blue as the sky. 
 
 As 
 
 As bright as the sun. 
 
 As 
 
 As cold as ice. 
 
 As 
 
 As crooked as a path. 
 
 As 
 
 As dark as night. 
 
 
 As dry as dust. 
 
 As 
 
 As dull as a stick. 
 
 As 
 
 As early as the birds. 
 
 As 
 
 As flat as a pancake. 
 
 As 
 
 A.s good as gold. 
 
 As 
 
 A.s green as grass. 
 
 As 
 
 As hard as a rock. 
 
 As 
 
 As heavy as lead. 
 
 As 
 
 As high as a kite. 
 
 As 
 
 As hollow as a barrel. 
 
 As 
 
 As hot as blazes. 
 
 As 
 
 As light as a feather. 
 
 As 
 
 As light as da\). 
 
 As 
 
 As lazy as a cat. 
 
 As 
 
 As mighty as the oak. 
 
 As 
 
 As naked as a new-born babe. 
 
 
MONEY: ITS PURPOSE AND USE. 
 U. S. MONEY THE SOUNDEST 
 
 In Lesson 12 we have studied coins. What shape is this? All rollers, 
 all wheels ; everybody knows that, they roll away so quickly. The only way 
 to make sure of keeping it is to put it right to work for you and to do it on pay- 
 day before it rolls away ; and when you see it working for you, and raising a 
 whole family of new little coins for you, you will never want to see it idle again. 
 Make it turn around and work for you instead of roll away. 
 
 What shape did you say? A. roller or wheel? Now besides its nature 
 to roll away, in what other way is it like the wheel (see under Additional 
 Lesson Material, Interesting Mechanical Principles, Wheel) ? Because, like the 
 wheel, money can move things without lifting them. Say I'm a brickmaker, I 
 don't have to carry brick with me to pay for things or move them ; this money 
 stands in place of my bricks, this money moves an exchange between the article 
 I need and these bricks. 
 
 Why does Congress take the trouble to buy silver and other metal, and 
 to stamp it into money? Is it so people will have something nice to look at? 
 Is it intended for a few to get hold of and keep ; is it for everybody to get hold 
 of as much as possible and keep idle? No. It is made to serve honest citizens 
 as a measure of value, and to "move things without lifting," and the dollar 
 that is not on its job every day to help move things is a useless dollar and is not 
 doing what it was intended to do ; and a person who keeps the dollar off its right 
 job is to that extent not a good citizen. If you know of anybody who has a 
 lot of these rollers rusting in tin cans in the basement, it is a good idea to advise 
 them to roll them out of there and get them a job rolling things. How? By 
 placing it in the postal savings bank, or any other good bank, into a building 
 and loan association, into a good mortgage or bond that you can buy at your 
 bank. That's the way to keep dollars on the job of rolling things. 
 
 Almost any man you may work for has to borrow money at the bank to 
 buy material and pay wages in advance before he can get money out of a sale, 
 and unless I and others keep our extra money in a bank or other place where 
 it can be used, your employer may not be able to borrow at the bank, or will 
 have to pay such high interest because money is scarce that he cannot afford to 
 take a contract for more work and keep us on the job. So we must keep the 
 wheels, the money, on the job; on a useful job, and not leave it around for 
 thieves to get, who would not know enough to put it to useful work. 
 
 What does the bank give you when you leave money? A receipt? A 
 promise to give your money back? Will they give anything more? A per cent, 
 you say? Yes. Now let's find out what per cent means. What is this? A 
 cent? What does the word really mean? A hundred; it is the same word with 
 different spellings in most languages, cento in Italian, sto in Polish, sot in Russian, 
 it is all the same word: hundred. What relation does the word hundred have to 
 a penny? It is 1 1 00th of a dollar. And when we say per cent we mean by the 
 hundred, so many cents on the dollar, so many dollars on a hundred dollars. 
 
 Now if you put this dollar into a savings account, how much will you have 
 at the end of a year? If you put it into war savings stamps, how much will you 
 have? If you have enough to buy a bond or a mortgage, how much can you 
 expect to have at the end of the year? 
 
 13 ' 
 
Is U. S. money sound? The whole world knows that it is sounder than any 
 other country's money. It has more value behind it, and lies in a safer position 
 than most money or the things that determine the value of money. We have fewer 
 neighbors who would try to take it away from us. 
 
 How much money do you and I earn? Just what some one else produces? 
 If everybody produces sufficiendy, there will be enough things so you and I can 
 buy ; that helps to make our money good. 
 
 Is currency good? As good as coin? In the last fifty years, since the 
 United States Government has taken control of the issuance of currency, untold bil- 
 lions have been issued, and there has been and there will be not a dollar lost on 
 currency, because every cent of it is secured by gold or silver lying in the strong-box 
 of the United States, or by other sufficient credits, and tlie whole United States 
 stands behind it. It is the best money any nation ever made. The Federal 
 Reserve banks now have control of issuing this currency for the national banks. 
 National banks are under the inspection of United States officers; State banks are 
 inspected by State officers. 
 
 Some students have heard that people are allowed to take out of the country 
 only so much metal money. That was a necessary wartime regulation, so that 
 we would have an abundance of metal with which to buy things we needed at the 
 best price. It was not because the country was running out of metal ; it never 
 had more. 
 
 LINES, SURFACES, SOLIDS. POSITION, DIRECTION, RELA- 
 TION, FORM, MAGNITUDE, COMPARISON. 
 
 With the material under this head, the instructor is in a position to give 
 students, who are unacquainted with such terms in our language, information that 
 will be of immediate and permanent value. 
 
 Unaided, the student would be a long, discouraging time picking up wherever 
 he could these fundamental notions and terms that may be required in his employ- 
 ment. These terms are to be used in class drill, until the entire class is familiar 
 with them. 
 
 STUDY OF A TOOL BOX: An oblong pasteboard box, marked with 
 handles on ends, hinges (strap), keyhole and plate, and a short line across corners, 
 may be used ; or a blackboard sketch, roughly made, will serve. 
 
 RELATION OF OTHER OBJECTS TO IT: The other object, the 
 finger. Indicate and drill the class. 
 
 On the box. Around the box. 
 
 Up from the box On all sides of the box. 
 
 Over the box. 
 
 Under the box. Against the box. 
 
 Over and under the box. Near tlie box. 
 
 In front of the box. Away from the box. 
 
 Back of the box. Far from the box. 
 In front and back. 
 
 At one side of the box. Out of the box. 
 
 At tlie right side of the box. In tlie box. 
 
 At the other side of the box. 
 
 At tlie left side of the box. 
 
 At each side of tlie box. 
 
 At both sides of the box. 
 
 14 
 
POSITION of tlie box: A student at a time to perform one operation: 
 
 Here, there. 
 
 Right side up, upside down, on end. 
 
 Turn it over, turn it this way, bring it forward, put it back; put it a foot to 
 the right. Shove it; hft it up; put it down, let it down. Bring it to 
 the edge of the table. Too far forward. Too far back. All right. 
 Just right. O. K. Turn it around. 
 
 DESCRIPTION OF THE BOX: Long, short, wide, narrow, deep 
 (high), shallow (low). 
 
 SURFACES: Outside, inside, both outside and inside. 
 
 Six Sides: Top (cover), lower side (bottom or base), front, back, left 
 
 side, right side (ends) . Center of the top, etc. 
 A movable top is called a cover or lid. Lift the cover (open the box), 
 close the lid (shut the box). 
 
 EDGES: Square edge, bevel edge, round edge. Front edge, etc., etc. 
 
 ANCLES: Right angles. 
 
 CORNERS : Square, not round, corners. 
 
 FITTINGS: Hinges (or butts), lock (keyhole, key), handles, feet 
 (casters) . 
 The lid is fastened with' lock and key ; lock the box, unlock the box. 
 The lid turns on hinges or butts. The butts work hard and squeak; 
 oil the butts, oil the lock; wipe off the oil. 
 
 DIMENSIONS: End to end (length), front to back (width), top to 
 bottom (depth), bottom to top (height), corner to corner. Around 
 the box, lengthwise; around the box, sidewise. 
 
 If a box and rule are available, have students each take one measurement, 
 announce the result, and put it down on the blackboard under the 
 headings length, width, depth, using characters "x," by, and ' '', 
 feet, inches. If the box is of sufficient dimensions, have these meas- 
 ures taken first outside (measurements to be labeled on the black- 
 board) , and then inside. 
 
 Is there a student here who can make out a bill of lumber for a tool box 
 3 feet long, 2 feet wide and 1 8 inches deep, outside measurement, 
 and bring it and explain how he did it to the class the next time? Or 
 sometime soon? 
 
 LINES: To be sketched by students. 
 
 Description: Straight, crooked, curved, circular, spiral, oval, horizontal, 
 upright, slanting. 
 Parallel, crossing, radial. Points, ends, half way, middle, center. 
 
 ANGLES: Right angle, a bend, an "L," an "S," a "T," a "U," a "V," a 
 "Y" (in pipe fittings, etc.). 
 
 MAGNITUDES: 
 
 Linear: Sketch 6 horizontal lines from about 2 inches to 12 inches long 
 and drill class on: Short, shorter, shortest; long, longer, longest. 
 Sketch 6 similar upright lines and drill on low, etc., high, etc. 
 
 15 
 
SUPERFICIAL: 
 
 Sketch 6 loops or circles, similarly graduated in size, and drill class on: 
 
 Small, etc., large, etc. 
 Sketch 6 rectangles, varying from a wide figure 2 inches higher than its 
 width, each succeeding figure decreasing 2 inches in width, and drill 
 on wide, etc., narrow, etc. 
 
 SOLIDS: 
 
 Large, larger, largest, comparing objects in the school room. 
 
 Shallow, shallower, shallowest; deep, deeper, deepest; demonstrate by 
 
 sketching graded pan-shaped lines. 
 Thin, etc., thick, etc., using small shaded horizontal rectangular figures 
 
 from 2 inches to 6 inches or so in length. 
 Double, single, triple. 
 
 Drill also on the expressions: Not long enough, long enough, just right, 
 O. K. ; too long ; how much too long, etc. 
 
 FORM: 
 
 Square, triangle, hexagon, circle, oval, diamond; flat, rounding, corrugated. 
 Cube, ball (sphere), cylinder, cone, a tapering form. 
 
 INTERESTING ELEMENTARY MECHANICAL PRINCIPLES. 
 This forms excellent material for language instruction of men. 
 LEVER: Sketch. Ask students to volunteer information what they have 
 
 been able to do with this device ; form sentences containing this useful 
 
 information for class drill. Could you move the Earth with the Lever? 
 PULLEY : Sketch. A form of lever. Proceed with similar methods. 
 WEDGE: Sketch. Many members of the class have probably used this 
 
 device and know what power it has. 
 SCREW : A form of wedge; to pull things together tight, or to push 
 
 them apart. DEMONSTRATE that the screw is a Wedge by roll- 
 
 mg a right-angled triangle of paper on a pencil. 
 
 ROLLER (CYLINDER), OR WHEEL: One of the most wonderful 
 devices, used universally. Some of its powers: 
 
 1 . It can move objects without lifting them ; it leaves the weight rest 
 
 upon the ground or the track. 
 
 2. Takes up, stores and gives out power as needed. Transmits motion. 
 
 3. Changes direction of motion. Turns "back-and-forth" motion into 
 
 circular motion, or many different motions, or the reverse. 
 
 4. Makes changes of speed and intensity of motion easy and sure; acts 
 
 as a lever. 
 
 5. Reduces friction (roller bearings). 
 
 6. Circular motion is almost universal. Birds use wings witli a circular 
 
 motion ; animals and men walk with a circular motion, the feet 
 go through part of a circle of which the hip is the center. 
 
 PARTS OF A WHEEL: Hub, disc or spokes, felloes, rim, tire. 
 A Crank is a lever, it is a section of a wheel. Have students figure diis 
 out. 
 
 16 
 
IV. LESSON 1 
 
 Preliminaries. 
 
 1 . Enrollment. Assistance in enrollment is usually given to the instructor 
 where there is a co-operating agency which has assembled the students for 
 instruction. 
 
 2. Classification of Students. If the number justifies, divide the class 
 into a beginner's (non-English speaking), and an advanced group, not using these 
 terms in the classroom, however. If any explanation is made of the division it 
 should be that it is desired to give some who need it special attention and assist- 
 ance. It is, of course, undesirable to make a statement that such a division is 
 made in order not to hold back those who have the advantage of some preliminary 
 education. Some of the enrollment cards filled in by co-operating agencies give 
 sufficient information concerning the applicant's educational needs to enable the 
 instructor to make a division directly from these cards. 
 
 3. Determine from their own choice, so far as feasible, how many nights 
 a week (not over four) they desire instruction, and which nights. Where there 
 are two classes at one place, it is often convenient to arrange two successive nights, 
 or alternate niehts, for each group. Also determine the hours, usually 7:30 to 
 9:00 p. m. ^ 
 
 4. Outline the course briefly in a statement to the class. Speak in an 
 encouraging manner. Emphasize the point that the work is all laid out, something 
 special for each session, and consequent necessity for regular attendance; also for 
 full participation in class work in order to make the course a success and that the 
 instructor may not be taxed beyond his physical strength in getting a response. 
 That the instructor is not interested in coming merely to draw the pay ; that this 
 cannot repay him fully ; that he has worked all day and can be fully repaid only 
 by a feeling of satisfaction in the success of this additional work and of the stu- 
 dents, and for this their diligent attention and full co-operation and response are 
 essential. Such a preliminary statement is of the greatest importance, and, in order 
 to have it fully understood, the outline of it should be given by some competent 
 person in tlie predominant language or languages of the students. In return, the 
 instructor can safely promise progress and results that they have not heretofore 
 hoped to attain. This will constitute the contract between instructor and student. 
 
 Class Work- 
 
 1 . Establish the desired class practice from the start. Secure the partici- 
 pation of the very last student in tlie back row. 
 
 2. Material. Begin with Naturalization Form No. 2214. This em- 
 bodies matters in which the student is immediately interested, if it is explained that 
 this information he is required to be able to give when applying for citizenship. 
 Most of the information called for in this form is often asked of him elsewhere, 
 in securing employment, etc. It is believed to be very suitable material with which 
 to begin to build up a vocabulary. It introduces subjects in which he is most 
 interested — his home, his work, his wife and family, the old country and this 
 country — and will be more suitable to his temper than drilling into him sentences 
 containing far less vital subjects. 
 
 KEY: 
 
 I indicates Instructor. 
 
 S indicates a single Student. 
 
 C indicates the entire Class. 
 
 17 
 
ST-5 I indicates Student's Textbook, P. 5 1 . 
 Qn-5 indicates Quotation No. 5. 
 
 1 . I to C, clearly and slowly, with a nod of greeting, "Good evening, 
 gentlemen." Repeat slowly until instructor receives a response from some indi- 
 vidual student; then looking at this student, and addressing him, slowly and dis- 
 tinctly, 
 
 I to S. "Good evenmg, sir." 
 
 I to C. "Will you all" (indicating), "please say that to me, 'Good 
 evening, sir.' " Thereupon, I — C. "Thank you, genilemen." 
 
 (These simple sentences give the correct forms and use of the words sir 
 and gentlemen. The tendency is for such persons to incorrectly use "gentlemen" 
 in forms of address in the singular, in place of sir.) 
 
 2. I (indicating himself, and following the information called for on Form 
 2214), to C. "My name is " Repeat. 
 
 I — S (the first student who responded, or the last one in the back row). 
 
 'My name is ; what is your (indicating) name, please," or, 
 
 in failure of a response, addressing other students until one responds; and there- 
 upon drilling each student on the full sentence, "My name is " 
 
 3. I — C. "I (indicating) live at Street, Chicago, Illinois." 
 
 Repeat. 
 
 I — S. "I live at ...Street, Chicago, Illinois; where do you 
 
 live, please?" Make a similar drill of this full sentence individually. Then 
 alternate the first sentence, "My name, etc.," and the second, "I live at, etc.," 
 throughout the class. 
 
 I — C (following the next item in Form 2214, Occupation). "I am a 
 teacher ; that is what I know how to do ; that is how I make a living ; that is my 
 work, my job. I am a teacher." 
 
 I — S. "What do you do, please?" The instructor to proceed through 
 the entire class, the instructor writing the occupations on the blackboard. 
 Alternate these three sentences, going once through the class. 
 
 The session to close with students writing these three sentences, as nearly 
 as they can, from models on tlie blackboard, with an encouraging statement to 
 those who are unable to do so that they will be able to write by the end of tlie 
 course. "Good night, gentlemen, until evening, at 7:30." 
 
 18 
 
LESSON 2 
 
 Review briefly the three sentences in Lesson I . 
 
 Continuing topic: Where I Hve. Cardinal points. My street, city, county, 
 state, built on the lines of the plan of Jefferson in the land ordinance of 1 785, 
 two years after we had gained our independence. A striking illustration, a daily 
 reminder, of the faithful execution and convenience of a great, simple law. That 
 this is a country built on a plan, on a time and effort saving system; that our 
 cities, townships, counties, states, roads, streets, our farms and city lots all crystal- 
 lized on the lines of Jefferson's plan. Relation of city residents to their country 
 neighbors, geographically and economically. Most of these students having come 
 from rural sections in the old country will appreciate these references, and the 
 suggested interpretation of their present city life in relation to their rural neighbors 
 will be favorably received. The essential relation of partnership to be emphasized. 
 
 NOTE: The capacity of most of these students to grasp principles if they are wisely cut 
 in proper pieces is surprising, even though there may be Httle power of expression. The follow- 
 ing lesson is not beyond the capacity of most of these classes. In fact, success with these 
 students demands that they be treated as men, eager to consider and understand principles. For 
 brevity some of the material is put in tlie form of statement where in class practice it will be 
 in the form of question and answer. If the instructor deems best. Lesson 2 may be deferred 
 until after Lesson 3, or later in the course. 
 
 I — C. "I live on a North (indicating self and direction) and South (indi- 
 cating direction) street. My street runs North and South (indicating). From 
 the North Star (indicating) to the sun at noon (indicating). I live on a North 
 and South street. 
 
 I — C. Are there other streets in Chicago that run North and South? Do 
 any of you students live on a North and South street? How many of you live on 
 a North and South street? Please raise your arm. About half of you? Please 
 say: I live on a North and South street. About how many streets of Chicago 
 run North and South? You think about half of them? 
 
 I — C. Now we will see what good guessers you are. When I asked who 
 lived on a North and South street, my friend over here did not lift a finger. Now, 
 three guesses: Which way does our friend's street run? East and West. 
 
 I — S. Is that right? You are good guessers; you guessed right the very 
 first time. I — C. Now all who live on East and West streets (indicating), 
 please hold up your arm. Good. Now will you all says: I live on an East and 
 West street? Are there many streets in Chicago tliat run East and West? Half 
 of them? 
 
 Ave there any students who live on neither a North and South (indicating) 
 street, nor an East and West street? Now, three good guesses, how do those 
 streets run? Anybody? Northwest and Southeast or Northeast and Southwest. 
 Plenty of good guessers here. 
 
 It was not that way in your old country, was it, that the streets and roads 
 ran straight North and South, or East and West? 
 
 I_C. WHO MADE THIS RULE, AND WHO DREW THESE 
 
 LINES North and South, East and West, for the streets? 
 
 You say the City? Yes; some of them. But did you ever notice that our 
 principal North and South and East and West streets, a mile or 800 numbers 
 
 19 
 
apart, like State, Halsted, Ashland, Western, or Madison, Chicago Avenue, 
 North Avenue, etc., RUN RIGHT STRAIGHT INTO COUNTRY 
 ROADS (THE FARM BOULEVARDS) WHERE THE CITY OF 
 CHICAGO ENDS? 
 
 I — C. Now the fact is that these principal city streets are only old country 
 roads that once did not have a fence or a bottom, but are now all dressed up in 
 city style with sidewalks, white lights, white wings and all. Those old country 
 roads put on this city style only where they go through the city, and they run 
 straight out beyond the city. North and South and West, past farm buildings 
 and fields and woods; and when you live on such a principal street in Chicago, 
 you are really living on a country road. How many of you live on such an old 
 country road? 
 
 I — C. And where do the rest of you live? In corn fields and in woods 
 that have been cut to pieces into city lots; straight out North or South or West 
 of you, you would be out in a forty-acre lot. Remember that, and remember 
 your farm neighbors out there on the country roads or growing food in the fields 
 straight North, or South, or West of you are waiting for the things that you are 
 making for them here in town. How many of you lived on a farm, in the old 
 country? Well, you know how it goes on the farm, and that when you need a 
 thing, you need it bad, and it's hard to have to wait for it just because someone 
 in town was perhaps loafing a little on the job. 
 
 I— C. BUT ABOUT THE NORTH AND SOUTH STREETS 
 AND THE EAST AND WEST STREETS, that run straight into the coun- 
 try roads. Did the farmers build their country roads to fit into the city streets, 
 or did the city folks fit their streets into the country roads? Or did someone else 
 do it? Let's try to find out. 
 
 I— C. SHOWING WALL MAP OF THE U. S. (or ST., p. 6-7). 
 Can anyone tell me what this is? Can anyone tell me which way is always north 
 on a map? At the top? The North Star at the top (indicating) ? That is the 
 way I remember it. Then which way, which side, would be South (the bottom) ? 
 The East (right), the west (left) toward the setting sun, weak, like the left 
 arm, that's the way I remember it. Drill class on cardinal points of the map. 
 
 I — C. Notice these different spaces. Come on, the good guessers, who will 
 tell what these are? States? Correct. See these State lines (indicating direc- 
 tions North and South, East and West) ? 
 
 I — C. What is the name of our State? Please all repeat: Illinois is 
 our State. Now who can show us which is Illinois on the map? All try to find 
 it. Which is the Eastern line of Illinois? Which way does the Eastern line 
 run? North and South, just like Chicago streets (State, Halsted, Western 
 Avenue, etc.) Now which is the Northern line of Illinois? Which way does 
 the Northern line of Illinois run? East and West? Just like what streets of 
 Chicago? The good old country roads, Madison Street, Chicago Avenue, North 
 Avenue, 63rd Street, etc., the proudest streets of our great City of Chicago. How 
 old is our State? Please all say: Illinois, our State, was born in 1818. Then 
 these lines on the East and North, the lines of State Street and Madison Street 
 are older than that? 
 
 I — C. Let me tell you. Thomas Jefferson, one of the best Americans, tlie 
 man who wrote into the Declaration of Independence that "all men are created 
 equal," made this plan which was adopted by Congress before Washington was 
 
 20 
 
President ; so that my street and your street, my lot and your lot, our city, county 
 and state and other states are laid along those lines ; we build our houses, and walk 
 and ride along Jefferson's lines every day; the lines were run by United States 
 engineers when this was a wilderness so that the farmers who came could mark out 
 the farms they bought or received from the United States ; our old country roads. 
 State Street and Western Avenue and Madison Street and Chicago Avenue and 
 others simply followed those lines, and that is why they fit right into the country 
 roads at die edge of town. 
 
 I — C. Is this a good plan, a good law? The farmers could tell where 
 their fence lines were and did not have to fight over tliem. They say that in 
 some places where the land was bought before this plan, before 1 785, they are 
 still at it, fighting over crooked fence lines with long straight rifles. Which is 
 the better way? Which is the shortest distance between two points, a straight 
 line or a crooked line? Along which line does it cost less to build a fence or a 
 road; how much has that saved the people? 
 
 I — C. This is a country that from the beginning was built en a time and 
 trouble saving system, planned by some of the best minds the world has known. 
 Does it not look that way? It was not left to accident, ignorance or conceit, but 
 has always claimed the highest intelligence and good will. Too bad Europe did 
 not have a JEFFERSON to draw peaceable national fence lines. WARDS: 
 In view of tlie prospective change from 33 to 50 wards, no furtlier statement than 
 that of the proposed change need be made at the present time. 
 
 21 
 
LESSON 3 
 
 The following sentences to be written on the blackboard in advance for 
 students to read and write as a resume of preceding lesson: 
 
 I live on an East and West street. 
 I live on a North and South street. 
 
 A map shows North at the top, South at the bottom, East at the 
 right. West at the left. 
 
 Illinois is a State since 1818. 
 Our greatest streets are old country roads. 
 Our country is built on a good plan. 
 We are all partners. 
 
 I — C. We have been findmg out somethmg about where we live. You 
 see there is quite a lot to learn about it, in order to understand it. Later we 
 will read more about it (Qn. 1-7). 
 
 I — C. But we will now go on to the next point we must tell about when 
 we ask to be citizens. It is, what we do, our work. / have Ifept a list of the 
 different f^inds of work ih'^i }^ou men do, and I am sure all of us will learn some- 
 thing useful if each of you will explain just what you do; some today, some other 
 days. We will learn the names of many things. 
 
 NOTE-^If there is any subject about which the student should be able to express him- 
 self, It is his work, in which he takes some pride. The usefulness of his work should be com- 
 mented upon. It will give the instructor the best idea of what language training he requires. 
 If the student who is speaking is unable to explain about a tool or object, members of the class 
 should be asked to help out with the explanation. Then the instructor makes a simple sketch 
 of the object, if possible, in order that the entire class may comprehend. The entire class 
 should repeat the name and parts of such objects. It will be found that many students do not 
 know the English equivalents of the simplest things that he may require for his next job, or for 
 the repair and maintenance of his apartment or building. Operations are made quite clear with 
 simple gestures. The mstructor will find this good language material and of closer interest and 
 appeal, arising as it does out of the class, than any text however elaborately illustrated. A 
 portion of each succeeding session can very usefully be devoted to hearing about and consider- 
 ing the work of one or two students, writing out the names of objects for the students to copy. 
 The subject is too large to occupy full sessions; the students would feel they were devoting too 
 much time on it, although that would be a mistaken view, as they are acquiring valuable infor- 
 mation and language training. 
 
 The instructor will find much interest in developing this subject. No two classes will be 
 alike, but the following report of actual class work will be suggestive. The work should be 
 taken up for a portion of each session until all the occupations listed have been discussed and 
 checked off the list. Other interesting occupations not listed should be discussed, not omitting 
 the building trades, at least giving an explanation of the structure of a house, particularly of 
 the lumber and hardware, parts that the student may wish to order for repairs. If he does not 
 know the English equivalents for these things, how is he to acquire contract with the rest of our 
 community? Language training of this kind should be of real value to him. 
 
 I — S. What is your business, please? S. I am a sheet metal worker. 
 I — C. This gentleman is a sheet metal worker. What is this (lifting a sheet of 
 paper) ? S. A sheet of paper. I — C. All together, please. C. A. sheet 
 of paper. I — S. Now will you tell the class what is sheet metal? S. Sheet 
 iron, brass. 
 
 I — C. Now I will write down the word metal, and let us put under it all 
 the metals we know. Will someone name a metal? Iron? All right, we will 
 write it down. (Showing knife blade), what is this metal, is it iron? Then what 
 
 22 
 
is it? No one knows? What is iron after it is cleaned out and made hard? 
 That is steel. We will write tliat down. Another metal? Brass? Yes, we will 
 write it down. What is brass? No one knows? What is this (holding up a 
 one-cent piece) ? Copper? Good. Does anyone know what zinc is? A white 
 metal? Good. And now if we take copper (writing) and add zinc the white 
 metal to the copper, what do we get? Brass. Any other metals (showing 
 dime)? What is this. Silver? And what is worth more than silver? Gold. 
 We will put those down. And what is this? Nickel? Now let's write all these 
 metals down. Do we understand them all? What do we make of steel? What 
 do we make of iron? Sheet iron, and pipes, etc.? 
 
 I — S. Now Mr. Sheet Metal Worker, will you please tell the class what 
 you do with the sheet metal. S. I make a hole in it, and rivet it together. 
 
 I — S. With what do you make the hole? S. Witli hammer and punch. 
 I. Good. 
 
 I — C. Now let us all say: We make a hole in sheet metal with a punch 
 and hammer. 
 
 I — C. We fasten sheet metal with rivets. Please say that. Now what 
 is a rivet? Student explains. I — C (Sketching a rivet). Is that right? How 
 do we fasten a rivet? We make another head with the hammer? The rivet now 
 has two heads. Two heads ar^ better than one, sometimes. 
 
 I — S. What is your business, please? You make screws? 
 
 I — C. What is a screw, please? S. It is something to fasten together 
 two pieces of wood. I. Good. (Simple sketch of flat-head wood screw, show- 
 ing parts of head, slot, shank and thread.) Is this right? What is this (head) 
 part called? What kind of head is it? Flat head (indicating own head)? 
 What is this part (thread) ? What is this part (point) ? All together now, what 
 is this? A flat head wood screw. Would you be able to order some now for 
 your house, or for your job, you would know what to call it? And what is this 
 head part again? And this (thread) ? Let's write those down. 
 
 I — C. Here (sketching) is one with a different (round) head. What do 
 you call it? A. round head wood screw. 
 
 I — C. Here is one with sides which do not come to a point. What kind 
 of screw is that? Machine screw? And what is tliis (sketching) we put on to 
 a machine screw? A nut? Let's write those names down. 
 
 I — S. What is your business, please? Wood finisher? What do you do, 
 please tell us. S. I fill the wood, I stain it, I shellac it, I varnish it, I rub it, I 
 pumice stone it, I polish it. I — S. My, that is a good deal to know how to do 
 well; that is a good deal to remember. I don't think I can remember. (The 
 instructor admits having left out one of the important processes in repeating it, 
 and was corrected by the student to the great satisfaction of the class.) Will you 
 please explain what these things are that you do? What is stain, color, etc.? 
 That is useful work to preserve wood. This is good work. We take it up agam 
 as we have time. 
 
 23 
 
LESSON 4 
 
 Subject: 3rd, 4th and 9th assertions on an appHcation for citizenship, 
 Form 2214. 
 
 I — C. "I was born on the 4th day of July, 1890; I am 30 years old." 
 (Write July 4, 1890, 30 years.) I — S. When were you born, please? 
 (Require full sentence, I was born on, etc.) How many years old are you, 
 please? 
 
 I — C. Let us write down the names of the months of the year. What is 
 the first month, please, etc.? Drill the class in concert on all the months. Next, 
 have each student state in full when he was born. 
 
 I — C. I was born in Genoa, Italy; where were you born, please? 
 (Through the class) have each state the tavn, province and country. 
 
 I — C. I came to the United States from Genoa, Italy, September 1 , 
 1 900. Where did you take the beat to come to the United States and when did 
 you land? (Require a full sentence.) At what port did you land? 
 
 I — C. I came right to Chicago, and have lived here always. Did you 
 come right to Chicago? I have never gone back to the old country. Did you 
 ever go back to the old country? Since what year and month do you live in 
 Illinois? In Chicago? 
 
 I — C. I will always stay in this country. Do you intend to stay in this 
 country? How many have no citizen papers? How many have first papers? 
 How many have already asked for second papers — paid the $4.00? I will help 
 you fill out your papers. Everybody bring their papers next time. 
 
 Assertion 6, Form 2214: 
 
 I — C. I am married. My wife's (husband's) name is (Johanna — John). 
 I — S. Are you married? (Require full sentence.) Your wife's name, please? 
 (Through the class as far as necessary, I am married; I am not married.) 
 
 I — C. I have two children. I — S. How many children have you? 
 Where were your children born? What day, month, year? (Until all can 
 respond.) Distinguish one child, two children. Study relationships (ST., LES- 
 SON XL, page 12). 
 
 Students to write names of months, names of family relationships. 
 
 24 
 
LESSON 5 
 
 NOTE — The following is not intended as a reading exercise in these elementary classes. 
 It is hoped, however, that the instructor will find the way to convey most of its substance even 
 to elementary classes through the class-room practice heretofore amply outlined. In spite of 
 our modernity, age is impressive; and, while America preserves the charm and vigor of youth, 
 she is venerable, and it is believed that these new citizens may be instructed by that aspect of 
 their new country. 
 
 CHICAGO: TO HER NEW NEIGHBORS FROM THE 
 ''OLD COUNTRY" 
 
 1. Is this to you a "new country," not so old as the "old country"? It 
 is a country with a new hope and promise, but the substance of this place is old as 
 Time ; this rounded hemisphere was molded into shape with the first turning of 
 the spinning earth. 
 
 Just to show this cannot be a new country, there are trees here that have 
 been growing up nicely these past 2,500 to 3,000 years — since before the 
 beginnings of Greece and Rome. If the seed from which these trees started came 
 from trees just as old, then they show us the green, sprouting life of 6,000 years 
 ago — before any other happening in history we know of. So your new country 
 is quite respectably old, older and wiser than enthroned Selfishness and all kinds 
 of kings and their tools and fools. Yes, America is as old as Creation, and was 
 very patient awaiting our coming. The Chicago country, too, is a good, old 
 country. There is an oak tree over in Oak Park that can't deny it is at least a 
 thousand years old. 
 
 These trees have lived through a good deal of world history, they have lived 
 on in peace through the folly and destruction of many proud cities, and govern- 
 ments, and peoples. But they have never witnessed the failure of our government, 
 of our people, of the people of Chicago; and we wish for these Old Citizens 
 long life, to a good old age, into the Golden Age of justice and of peace among 
 men for which we stand, and hope, and labor. 
 
 2. Do you feel that this is a "far country"? My dear. New Chicagoans, 
 the waters of Chicago are all joined in one with the broad seas that bore you all 
 the way to America ; these very waters are in direct flow with every swinging 
 wave in the farthest arm of ocean, and with every stream that winds past cities 
 you know or that threads its way to the peaks of the Alps, the frozen roof of the 
 world, or to the icy pivots of the poles. It is one shining face of water from the 
 smiling "mouth" of the great river of Chicago through the two broad valleys into 
 the sea, and beyond. In coming here, you have merely moved up stream a few 
 miles more or less, and we welcome you, and wish you and yours a happy home 
 among us, and every prosperity under our standard "I Will." 
 
 3. Is this to ycu a new government? Its spirit reaches back to the first 
 family and the first neighbor, to simple justice and fair dealing; that is the best 
 we can .give, and ask. 
 
 25 
 
LESSON 6 
 
 FIRST LESSON IN APPLIED CIVICS. Introduction to CITY 
 government. Through objects with which the student is in daily contact. 
 
 I — C. Gentlemen, we are now ready to begin a study of our Home City. 
 What is the name of our home city? (Secure correct pronunciation: Chicago, 
 not Tchicaggo, nor Chi-cah-go ! ) Will you all please repeat : Chicago is my 
 home city? What is home? "There's no place like home." (If phonograph 
 and record of the song is available, introduce it here.) Music makes a universal 
 appeal — these students will understand it. 
 
 I — C. Now, gentlemen, what is it that we all need many times a day, 
 that the City of Chicago brings into our home, every minute of the day, night, 
 storm or shine, winter or summer, week days and holidays? (No response.) 
 Then: 
 
 I^C. Who will bring me a glass of cold water, please? (Presenting 
 glass, or the idea may be as effectively conveyed by a simple blackboard sketch.) 
 
 I — C. Thank you, for the glass of water. Where do you get a glass of 
 cold water? (Draw a simple sketch of a faucet, a curved line crossed by a T, 
 the lever.) Build up the response from individual students into the sentence: 
 We get a glass of cold water from the faucet. Let us all say that. I will write 
 it. When written, showing the word: How do we spell the word faucet? 
 What is in the faucet to keep back the water? A rubber fuller ball. We will 
 write that down. How many have ever put in a new fuller ball in the faucet? 
 What do we have to do first? Turn off the water. 
 
 I — C. How do you get a glass of cold water? I turn on the faucet; I 
 draw the water. I — C. What do you do next? I turn off the faucet; I shut 
 off the water. 
 
 I — C. Now we will see where this water comes from. Where does the 
 water come from into the faucet? To what is the faucet connected (continuing 
 sketch from the faucet already drawn) ? The faucet is connected to the water 
 pipe. Repeat please. We will write down "water pipe." To what is the water 
 pipe connected (continuing sketch) ? The water pipe is connected to the "street 
 water mains" (writing those three words.) Where do the water mains go to? 
 The water mains go to the "pumping station" (write last two words and indicating 
 by a rectangle and tall stack the pumping station in the sketch). What is done 
 there? The water is purified, and is driven by great pumps mto the mams and 
 pipes up a hundred feet, and here it is; have some? Will you see those great 
 pumps? Where is your pumping station? 
 
 I — C. How does the water reach the pumping station? To what is the 
 pumping station connected? The pumping stations are connected to great brick 
 or concrete water tunnels tliat lead to the lake and out under the lake bottom 
 as far as the Cribs which stand out there in the lake, some two miles and others 
 four miles from shore. The water is not taken from the top of the lake, but from 
 the cool, clean and sand bottom. Where is the water cooler? At the top or 
 bottom? 
 
 NOTE — The water system Is such an important municipal service, and it is associated 
 with so much interest, that it forms the most templing material for instruction in these classes 
 to the extent that lime, capacity and the interest of the student permit. Therefore, subjects for 
 such development follow. 
 
 26 
 
Course of rvaler from the lake to faucet, reversing the order above given : 
 
 I — C. Now let us form a chain of students, each student going with this 
 glass of water through only one step of its journey from lake to lip. All ready 
 (set)? Who will start the run? (Successive steps are numbered.) 
 
 1 . It's cold out here in the lake. Here's a building. I'll dive in. 
 
 2. Nice round tank. Pulled by the leg into a dark hole? Good night! 
 
 3. Bumped and scraped along. Miles and miles. It's a tunnel; no light, 
 no end. 
 
 4. Big noise just ahead. Doctor Robertson has dosed me! Ugh! 
 
 5. Picked straight up and shot into a 4-foot iron pipe, no give. Awful. 
 Like tlie elevated at Christmas. 
 
 6. Crowded into a smaller main. Have a heart. 
 
 7. Squeezed into a small pipe, is it possible? If I could only crowd by 
 this rubber ball; will they never let me out? 
 
 8. Out! Into a nice glass. Thanks for light and air! 
 
 Course of rvater hurrymg from lake to a fire. 
 
 Course of water parting at the river's moutli, choosing path to the North 
 Atlantic, or to the warm Gulf, and beyond. 
 
 Course of water from lake through a steam boiler, engine, turbine, whistle. 
 
 Chicago is wedded to the romance of waters, and owes to them her very 
 being. The waters of a great water-shed assemble here in order tliat they may 
 find their voice in the friendly bellow of the fog horn, in the stirring "p'pe to 
 quarters " of industry and whir of countless wheels and tools; to find a more than 
 tropic warmth over white fires ; and there to feel the glow of their resistless power 
 and to measure it triumphantly against all the combined tasks of a world center 
 tliat can be pitted against it. We speak, see, move, and our arms are fortified by 
 the power of these waters; they bear our burdens; we are cooled, refreshed and 
 inspired by their presence. Whatever part of this romance the instructor can 
 bring before these students will serve to interpret part of their daily labor and life. 
 The very waters are important partners to these new Americans, as well as to 
 the rest of us who have come here a few boat-leads ahead of them. 
 
 I — C. What world city has the largest and best supply of pure, fresh 
 water? Our own City of Chicago. It is a well 350 miles long and 800 feet deep. 
 
 I- — C. How much water is supplied from this well for every man, woman 
 and babe every twenty-four hours? Over 250 gallons. At 10 pounds a gallon 
 (students to figure it), 2,500 pounds; 2,000 pounds to a ton, a ton and a 
 quarter for each person. And still the well never goes dry as many wells do; 
 it never freezes, the keepers at the Crib watch that. How would you like to pump 
 that much and carry it upstairs, even when the pump was working? That means 
 a good many baths, plenty of clean clothes, clean streets, fresh lawns and parks. 
 
 I — C. Dees good water help to make a city healthy? What large city 
 has the lowest death rate in the world? Again, our own City of Chicago. 
 
 I — C. Why is Chicago the healthiest large city in the world? S. Pure 
 water and plenty of it; pure milk, because Chicago is so near to the cows that 
 produce it; the good work of our city Health Department and other departments, 
 and Chicago people receive and gladly accept and obey good health rules. 
 
 27 
 
I — C. Who owns die whole water system from the Cribs out in the lake 
 to the mains in front of your house? S. The City, the People, of Chicago. 
 Who keeps it running, and plans its needs twenty-five years ahead of time? The 
 People, through their chosen officers. 
 
 I — C. Was it always so? No. At first the water was furnished by a 
 private company which delivered little water, and that was very bad. So the 
 people of Chicago took it out of their hands and take pride in keeping this great 
 fountain of water playing its millions of streams for every emergency. What 
 would happen to the steam boiler without a constant supply of water? It would 
 blow up. What would happen to our houses and sanitary arrangements? And 
 what about great fires? We cannot prepare a meal without water. Not a wheel 
 in this city except a few of the gasoline cars would turn without it. The City of 
 Chicago is a partner that furnished this necessity faithfully to every man, woman 
 and child whatever he does, wherever he goes ; it is ready for him before he comes, 
 ready every minute while here, and will be ready for others to come, just as 
 impartially and efficiently. Chicago "keeps up with the procession." 
 
 I^ — C. Who decides and writes the ordinances that order this work done, 
 and that arrange for payment of the expense? The City Council. 
 
 I — C. Who approves the ordinances? The Mayor. Who sees that the 
 work is done? The Mayor, through his department assistants. 
 
 I — C. Who pays for the water? The owner of a building pays a water 
 tax. 
 
 The Server, or Drainage System: 
 
 I — C. I have no further use for this water. Will someone please pour it 
 out? 
 
 I — S. Where did you throw the water, out of the window? S. No; 
 into the sink. 
 
 I — C. With what is the sink connected ; what becomes of all the waste 
 water from the bathroom, kitchen, from rains and snow? Please find out all you 
 can about it, and we will talk it over at another session. 
 
 28 
 
LESSON 7 
 
 Review last lesson on the Water Sps/e/n briefly. 
 LAW: Definition. Examples. 
 
 NOTE — There is need for explanation of this fundamental word in civics. The fol- 
 lowing is a more compact form than its class presentation would be. 
 
 I — C. In the last lesson, who did you say makes the ordinances, the laws 
 about the water system? The City Council. 
 
 I — C. What is law? (Showing one-foot rule, or sketch thereof.) What 
 is this? A rule. A law is a rule. A rule to measure things or what we do, our 
 acts. Please repeat: A Law is a rule. 
 
 I — C. You do not talk or make a noise while I speak. That is a law, a 
 rule of COMMON SENSE. If you made a noise, you could not hear; that 
 would be your PUNISHMENT for breaking that rule. If you made a noise, 
 I would have to talk very loud, you obey a law of Humanity and politenss and 
 are quiet. If you made a noise I would talk so loud I would get a sore throat, 
 that would be a punishment to me. So there are laws of common sense and of 
 humanity that make life easier. 
 
 I — C. I hold this object. I let go of it. What happens? It falls (suit- 
 ing action to word). That is a law. It is a rule of action that always works. 
 
 I — C. A man walks on his feet. A man does not walk on his hands. 
 That is a law of convenience and of his nature. 
 
 I — C. We breathe. That is a law of our life. To break that law means 
 death. That is the punishment, the penalty. The same is true of the law that 
 we must take food. 
 
 I — C. There are thousands of such laws that we obey every day that we 
 never need think about, so they do not need to be written down. There is no 
 written law saying I must take so many breaths today. I don't want anyone to 
 write a law and set a punishment about that, because I shall take just as many 
 or as few breaths as I need, and no one else knows how many that will be, nor 
 do I ! I can't take the trouble to keep count. I don't believe I could count that 
 far. I would be all out of breath just counting. 
 
 I — C. But there are some of these rules that must be written down so 
 that we will know how we stand, and to save arguments and fights. Take this 
 rule (ruler). If there were no law, what would happen? The buyer would 
 have a very long rule, and the seller a very short one. No trade, or maybe 
 fights, or arguing over a trade for days, as in some countries you know. Clear, 
 honest rules make quick trades and good business and a good living for everybody. 
 The same rule applies to the time clock, and the work on the job ; everybody must 
 know the rule and stick by it honestly. Then business knows what the figures 
 will be, and can set a price because it knows what tilings cost. 
 
 I — C. Who makes the rule, the law, about this measure? (ST. p. 1, 
 Sec. 8 — Constitution.) Turn to p. 31 of ST., Sec. 8. Look at p. 29 and tell 
 us what that is? That is the highest law of the U. S., and we will refer to it 
 often. Have a student read: "Sec. 8. The Congress shall have power to 
 fix the standard of weights and measures." Who? Can anyone else 
 change this? No. This is the highest law (ST., p. 87, Bureau of Standards). 
 There are rules, measures, weights in that office in Washington from which all 
 other rules in this country are made ; our City Bureau of Weights and Measures 
 has copies of many of them and inspects weights and measures in Chicago. 
 
 29 
 
I — C. The UNITED STATES also furnishes the right time everp 
 da^ by telegraph through every railroad station in the country, and also by wire- 
 less. This time is taken from the sun and stars, every clock in the country cor- 
 rected to the time of our Navy. (ST., p. 73, U. S. Naval Observatory.) 
 The hands of that clock point the time for every train to start ; our street cars ; 
 our factories, schools, churches, our banks and business keep naval time. Time 
 is a rule, fixed by written law, and measured by the march of the stars. 
 
 DRAINAGE: 
 
 I — C. What did we do with the glass of water last session? Poured it 
 in the sink. And I asked you to be able to say where it went. With what is the 
 sink connected? Drainpipe. And next? Trap (sketching) . What is that for? 
 It traps things that might clog the pipe lower down ; it traps out the air below ; it 
 is a "water-seal" to keep out bad air; it acts as a "water-tight" cork or plug, or 
 door. From the trap, where does the drain go? To the Soil pipe. Where does 
 the Soil pipe go? Straight to the ground to meet the drain pipe that leads to the 
 sewer in the street (some apartments have a sediment tank for surface and roof 
 drainage) . 
 
 I — S. Where do the street sewers go? Do they empty into the lake? 
 They do not empty into the lake ; they empty into the river or into canals, which 
 do not empty into Lake Michigan. That the Chicago River until 1 900 flowed 
 into Lake Michigan, and necessarily carried with it all the drainage into the lake, 
 spoiling the water. That in order to save the purity of the water and the lives 
 of the people of Chicago the Sanitay or "health" canal was dug or blasted out of 
 the rock for thirty miles, so that the Chicago River has now turned around and 
 now runs away from the lake, and instead of flowing East, it flows West and 
 South, and now finds its way to the Illinois River, and to the Mississippi ("Father 
 of Waters"), and into the warm Gulf; that the waters at the mouth of the 
 Chicago River part company, the other stream going North and East into the icy 
 waters of the North Atlantic ; they reach the sea by two channels ; that which 
 goes to the Gulf helps to form the warm Gulf stream which crosses the Atlantic 
 and makes life in Europe possible and agreeable through the warmth it brings. 
 
 I — C. Did any of you travelers from Europe notice the Gulf stream, any 
 difference of color or temperature when you crossed the stream on your way to 
 America? They say it has a different color from the sea. 
 
 NOTE, — Bring to the class as far as possible the fact that no one man could have given 
 us the boon of good potable water; that many different talents and classes of skill were 
 required to bring it about; ihe physician who knew its relation to health, the scientist, the 
 political genius with the welfare of the city at heart who could persuade the people to support 
 the plan and who had the integrity to have it carried out; the skillful engineers as well as the 
 craftsman and the strength and good will of the laborer; that none of these could have made 
 his part effective without the harmonious working together of all, each doing his plain duty; the 
 best that was in him. In these days of frenzied discussion of Class consciousness, it is a good 
 time to emphasize at every opportunity the ideas of interdependence and the solidarity of all 
 classes and not the solidarity of a single class; that we are all partners; that we must all 
 "hang together, or we will hang separately," is as true of us moderns as it was for those who 
 fixed the conditions for citizenship upon a "pledge to each other" of life, fortune and sacred 
 honor. 
 
 Advantages derived from Government. Another thought that should be 
 brought home to these students, if possible, is the beneficent intervention of govern- 
 ment, in this case, the City government, which can through its authority, taxing 
 power and other penalties and through the courts compel the selfish or unprogressive 
 citizen to go along with the rest of his neighbors to support and help pay for needed 
 improvements; he cannot block them, after they are decided upon and accepted 
 by the majority of those interested. He must "keep up with the procession." 
 This helps to make our streets, our City, a desirable place to live in. 
 
 30 
 
LESSON 8 
 
 Continued study of the City government. 
 
 Review, briefly, the following subjects of the last lesson: 
 
 What is a law? Are there many laws that are not written? 
 
 What written laws of the City, what written laws of the U. S. in last lesson? 
 
 Who makes City laws? Who is at the head of the department that sees 
 the laws are enforced? 
 
 Drainage. "Health" Canal. Cost $1 00,000,000, the same as the Suez 
 Canal. 
 
 The Panama Canal cost $375,000,000. Drainage Canal 22 feet deep. 
 
 The necessary civic services of all classes of citizens; for their harmony, 
 and pulling together. That is the way to get things done. 
 
 The necessity for government to compel execution of the wish of the majority 
 of citizens, through power of taxation and through other penalties. 
 
 HEALTH DEPARTMENT: The instructor to give whatever students 
 can grasp. 
 
 I — C. Who examines the water to see that no accident happens and water 
 becomes unfit for use? The Health Department. Issues warnings when any- 
 thing happens to endanger the water supply. Issues Health Bulletin, inspects 
 food, destroys poisonous food; iguards purity of milk and percentage of cream; 
 requires food manufacturers and dealers, restaurants, bakers, confectioners to 
 keep food clean, protected from flies and vermin ; supervises plumbing and other 
 sanitary measures for buildings, and contributes enormously to the public safety 
 in epidemics. In tlie influenza epidemic of 1918 most large cities suffered three 
 timec< as much as Chicago. Infantile paralysis in New York in 1916 and 1918 
 shows five times as many deaths as in Chicago. "Diphtheria killed 34 children 
 in Chicago in September, 1 920. These deaths were needless, due to delay and 
 failing to give the anti-toxin" — Bulletin, October 23, 1920. Typhoid fever fell 
 from I 7.2 per 1 ,000 m 1 891 to about 1 Yz per 1 00.000 in 1918. Chicago has 
 fewer deaths from this filth and fly disease tlian any other large city in America. 
 
 The instructor is referred to Bulletins, Posters, and Reports of the depart- 
 ment. They contain much material of interest in these courses. 
 
 FIRE DEPARTMENT: 
 
 I — C. What other City department needs a large supply of water, ready 
 for every minute, day or night, winter or summer. A splendid, picked force of 
 2,300; four killed from injuries, another in discharge of duty; 64 injured. Fortyr 
 five persons in immediate peril of life rescued; 14,407 fires in 1919; total prop- 
 erty at fires, 1919, over 225 million; loss five million. Expense a little over 
 five million; $1.87 for each man, woman and child in Chicago as cost for this 
 insurance of life and property and the brave service of these men for which we 
 can never fully pay. To report fires, pull the nearest fire-box, or call on telephone. 
 Main 0. 
 
 POLICE DEPARTMENT: 
 
 Of the little over 5,000 brave men in this service, 1 were killed in 1919, in 
 discharge of duty, protecting the life or property of citizens; many others died 
 from exposure to disease (contagious) in their police and ambulance work. They 
 aided 22,1 18 sick or injured persons. They kept a close watch on poolrooms, 
 hotels and other places so that your boys and girls should not be enticed and 
 
 31 
 
injured. Of 8'/2 millions of property reported stolen they recovered 6|/2 mil- 
 lions. They helped in prosecution of crimmals. The department was given 9|/2 
 millions to do this work, $3.50 a year for each man, woman and child. The 
 department, of course, rendered much other service, reporting complaints on 
 defective streets, sidewalks, hydrants, sewers, electric wires, street lamps, nuisances, 
 defective buildmgs, etc., regulating traffic, etc. 
 
 To call the Police Department call Main 1 3, which for people who do not 
 do right is an unlucky number. 
 
 BOARD OF EDUCATION: 
 
 Location, No. 650 South Clark Street; Telephone Wabash 2, for all 
 information. 
 
 Enrollment, 1919, 377,058; teachers, 8,558. 
 
 Elementary schools, high schools, technical training. 
 
 Evening schools, citizenship classes. Afternoon classes for women. 
 
 Community centers. 
 
 MUNICIPAL COURTS: 
 
 City Hall, La Salle Street between Randolph and Washington. Criminal 
 branches (Police Courts) at Police Stations. 
 
 APPROPRIATIONS: 
 
 Chicago's necessary expenses for useful objects in 1919 were about 1 00 mil- 
 lion dollars; with 50 aldermen, the per capita responsibility on this item will be 
 two million dollars each. Aldermen are very important officers. The City govern- 
 ment has to look after property worth 225 million dollars. That is a great 
 responsibility. This is only our "home branch" of "the people's business," and 
 we all have the greatest interest in wanting to see this business prosper, as it gives 
 to us such a very great part of what makes life worth living. 
 
 FRANCHISES: 
 
 Among the most important powers of ttie Council is the right to make con- 
 tracts, called "franchises," giving the right to do business to corporations giving 
 such important service as transportation, gas, electricity, telephones, etc. That, 
 also, is a great responsibility. 
 
 CITY CHARTER: The constitution's "highest law" of the City govern- 
 ment is not made by the people of the City, but is given by the State Legislature. 
 This City cannot make laws unless the State Legislature chooses to give it the 
 right to do so. The City of Chicago is dependent upon the State Legislature 
 for any enlargement of its powers that may be necessary; and so the people of 
 Chicago have a very special interest in the men who represent us in tlie State 
 Legislature, who can help us to secure these rights. 
 
 PARKS: 
 
 Lincoln Park Board, appointed by the Governor of Illinois. 
 
 West Park Board, appointed by the Governor. 
 
 South Park Board, appointed by judges of the Circuit Court. 
 
 Small parks and playgrounds, bathing beaches, etc., are operated by the City 
 government. 
 
 Have you been to the Municipal Pier? Where is it; what are the 
 advantages and the entertainment? 
 
 3?. 
 
CHICAGO A SEAPORT: 
 
 Do you know that Chicago is one of the great world ports; that its com- 
 merce is equal to many of the large world ports? 
 
 That Chicago not only receives and sends out large quantities of goods, but 
 improves and transforms them into articles of use. It converts cattle into pre- 
 served meats, leather and other valuable products; Chicago cleans the grain; 
 turns rock into iron and steel, and these into ingenious and powerful machinery 
 to help do the work of the world. These are some of tlie useful tasks that these 
 students, as part of the people of Chicago, are doing. They are partners to each 
 otlier and to the people who need tliese articles. Refer to Quotation Nos. I to 7. 
 
 S3 
 
LESSON 9 
 THE COUNTRY GOVERNMENT: 
 
 After the foregoing outline of the City and its government, it will be neces- 
 sary to do more than indicate the sequence of ideas to be presented to diese stu- 
 dents, following similar methods. This sequence is intended to form a natural 
 growth out of what has preceded ; it is hoped that a logical connection of ideas 
 between City and County, County and State, State and National will enable the 
 student to see that these subdivisions form necessary parts, each in its sphere, of 
 himself, of his business, that is administered by officers he helps to choose, and to 
 whom he should give his support in the conscientious carrying out of their duties. 
 
 Ccnnectmg Idea: Taxes, to pay for what the City gives us. 
 
 We have just learned something about our City and its government, and 
 that it takes a lot of money to pay for this necessary and desirable work, some of 
 which is raised from licenses to do different thmgs, but the larger part comes from 
 Taxes. Now can any student tell us who looks after that part of our business, 
 to lay and collect taxes? 
 
 It is the County government: 
 
 The Board of Assessors, live members, figure the value of property. 
 
 The Board of Review, three members, review ("look over") this valuation. 
 
 The County Clerk knows what the State, County, City, etc., need in money 
 for the next year, and charges it against each piece of property in the county 
 according to its value. The County Treasurer keeps the county's money. 
 
 The Board of County Commissioners, which makes the laws for Cook 
 County, decide how much the County's business will need, and advise the County 
 Clerk. This is for the County Hospital and other hospitals, the farm at Oak 
 Forest, for the poor, for Mother's Pensions, to run the Courts of Cook County, 
 etc. The President of the County Board in his report for December 1, 1919, 
 said that the County during that year "housed, fed and gave medical aid and 
 treatment to about 40,000 sick persons," it paid out $269,542 in Mothers' Pen- 
 sions involving 1 ,254 cases and near 3,900 children. 
 
 It looked after 5,424 delinquent and dependent children, and housed, fed 
 and cared for 4,800 children. 
 
 It received 4,200 victims of insanity. 
 
 It compelled 6,000 defendants to support their wives, children, or near 
 relatives. 
 
 It aided in maintaining order in riots. 
 
 It took care of 1 0,000 prisoners in the County Jail ; most of them required 
 medical attention. 
 
 It supervised the elections. The Recorder of Deeds made a record of 
 transfers, etc., affecting property. 
 
 The county had 3,000 employes. The County collected and distributed 
 $50,000,000 m taxes. 
 
 The County bills amount to $12,000,000 a year. There are ten members 
 of the Board of Commissioners from the City of Chicago and there are five from 
 the rest of the county, making fifteen members; this makes a per capita appro- 
 priation per member of nearly one million dollars. These are important officers 
 and have great responsibilities. They look after $20,000,000 worth of County 
 property. 
 
 34 
 
The Sheriff: Custodian of the Jail, County Building and Criminal Court 
 Building, the County Courts. Public Executioner. He can require any citizen to 
 serve as a deputy. 
 
 County Court: Supervises Elections. Special assessment cases, etc. 
 
 Probate Court: Distribution of property of deceased persons; appoints 
 guardians for minors, etc. 
 
 STATE COURT held in and for COOK COUNTY: 
 
 Circuit Courts, 20 judges, elected by people, 6 years (Naturalization 
 Court) . 
 
 Superior Court, 20 judges, elected by people, 6 years (Naturalization 
 Court) . 
 
 Criminal Court: Criminal cases, judges taken from Circuit and Superior 
 Courts. This court held in the Criminal Court building, West Austin Avenue 
 and North Dearborn Street, the Circuit and Superior Courts in the County 
 Building; Naturalization clerks. Circuit and Superior Courts, in Rooms 412 and 
 437 respectively, both on 4th floor. The State's Attorney has offices in both 
 tlie County and Criminal Court Buildings. The Sheriff's office is on the 4th floor. 
 County Buildmg. 
 
 NOTE — The presentation of the important functions of the Courts to these students 
 is, of course, through concrete instances of what they give, i. e. (Probate Court.) A man 
 dies. Is there a way m which I can collect a just debt if he had property. If someone seizes 
 or keeps the property from widow and children, is there any way they get justice'? How 
 about orphans? (Criminal Court.) A man burglarizes my house or commits some other 
 crime against me. Do I have to punish him, hire a lawyer, etc.? 
 
 (Circuit and Superior Courts.) A man I do business with buys a house from, etc., 
 does not live up to his contract. Can I get someone who will compel him to do so, or make 
 him pay for the loss to me, even if he is bigger physically, or richer? Do we elect men who 
 will give a square deal to rich and poor alike? If there is no such arrangement, it will 
 mean a lot of bad feeling and violence and a very unsettled and dangerous and expensive 
 and wasteful condition. 
 
 The State's Attorney is the prosecutor of State cases; that is, criminal cases 
 brought against people in the name of the State of Illinois. He is elected by the 
 people of the County. Unless we have an honest, energetic, fearless State's 
 Attorney in this County, especially in our great City where it is so easy for crimi- 
 nals to hide and where tliere are bound to be so many that they can combine and 
 can afford to raise large sums of money to escape punishment, it would not be 
 safe to live here. The State's Attorney is one of the most important protectors 
 of the people of the County. 
 
 It is the duty of the citizen to give the City Police Department, or to the 
 State's Attorney, and the Grand Jury, information he may have concerning any 
 crime that has been committed. To fail to do so is not only to undermine his own 
 safety and to assist in the success of crime, but his silence makes him a partner 
 of the criminal, and a real "enemy" to all good citizens and to good order. He 
 is a traitor to his promise in the Oath of Allegiance (ST. 43-45) to support and 
 defend the laws against all "enemies." 
 
 It is against the laws and against the Constitutional rights of citizens for any 
 person to take the law into his own hands to punish a person who has com- 
 mitted an offense against him. The people of the United States declare in their 
 highest law that "The trial of all crimes . . shall be by jury" (ST. 34) 
 
 and that no one shall be "deprived of life, liberty, or property, without due 
 process of law" (ST. 37). This is to protect us from mistakes, and false accu- 
 sations. 
 
 FOREST PRESERVES: About 15,000 acres. Literature may be 
 secured from the President of the County Board of Commissioners. 
 
 35 
 
LESSON 10 
 STATE OF ILLINOIS: 
 
 Connecting Idea: The laws of the State, applied by the State Courts in 
 Cook County and by the County Courts already listed. 
 
 There are I 02 counties in the State of Illinois. (Show map.) Some of the 
 laws we have been studying under the County government are the same in every 
 other County. That means they were passed by one set of men ; where do they 
 meet? What are some of these laws that the State gives? 
 
 The laws that protect you from criminals, swindlers and get-rich-quick cor- 
 porations. They make the laws to supervise State Banks. 
 
 State laws require safe and healthful conditions for workmen, and provide 
 for compensation in case of injury. 
 
 They fix the election laws; the laws concerning marriage, etc., and descent 
 of property. They provide for a Mother's Pension. 
 
 They require all children to receive a good common school education and 
 for that purpose regulate employment of children. 
 
 The state gives to Chicago its charter, which gives and limits the right to 
 control our own local affairs. 
 
 All of these laws which are of such importance to the citizen are given by 
 the State of Illinois. 
 
 MAP STUDY: Have students explain the origin of the North and 
 South line of the Eastern border, the East and West line of the Northern border, 
 the square shape, except for river boundaries, of counties, of their own streets, 
 considered in Lesson 2. Illinois a State since 1818. Cook County Seal has 
 2 1 stars, why? 
 
 36 
 
LESSON 11 
 
 STATE OF ILLINOIS (Continued): 
 
 In the last lesson we learned about some of the important tilings the State 
 gives, or the things that the people of this County and the people of the other 
 counties give and insure to each other. They do this under their contract with 
 each other, the State Constitution, approved by vote of the people. 
 
 That Constitution says the laws of Illinois shall be made by a General 
 Acsembl]) made up of a senate and a house of representatives. To assemble 
 means to get together, to come together. However, the United States Constitu- 
 tion speaks of the general assembly as the "legislature"; so both names are used, 
 General Assembly and Legislature. The word senate means the "older" men, as 
 they must be at least 25 years, while representatives need be only 21. All State 
 officers take an oath to support the Constitution and laws. 
 
 The State Constitution says there shall be 5 1 state senatorial districts, from 
 each of which one senator shall be elected for four years, and also three repre- 
 sentatives for two years each. How many state senators? State representatives? 
 Full number in both "houses"? The Lieutenant-Governor is President of the 
 Senate. These state senatorial districts are numbered. In what state senatorial 
 district do you live? For how many State Senators can you vote? Representa- 
 tives? What very important things, what special law just for Chicago, does the 
 State legislature give? The City Charter. The legislature must meet on the 
 Wednesday next after the first Monday in January after the election of members. 
 
 The Governor. To enforce laws. Appoints many officers to assist him. 
 Is commander-in-chief of the State militia. Reports to the legislature and recom- 
 mends laws he thinks should be made; can "veto" laws, but they may be repassed 
 over his objection. 
 
 The Supreme Court. The highest law of the State; seven justices elected 
 by the people for terms of nine years. 
 
 Springfield. The State Capital, where the Governor resides and the legis- 
 lature meets, and the Supreme Court holds Its sessions. 
 
 Springfield was tlie home of Abraham Lincoln when he was elected to be 
 President; he Is buried there. Abraham Lincoln was nominated to be President 
 in the Wigwam at Chicago In 1 860. His house and many of his things may be 
 seen in Springfield. Many of his letters and other interesting things may be seen 
 at the Chicago Historical Society and in the Memorial Room in the Chicago 
 Public Library. There is a cast of the President's hand in the Art Institute. 
 It is holding a piece of a broom handle which he sawed off in his woodshed and 
 whittled smooth for the Chicago artist who was in Springfield when he was 
 nominated. 
 
 The last census showed that Illinois has a population of 6,485,098, of 
 which 3,053,01 7, very near half, live In Cook County, and of these 2,701,705 
 live in the City of Chicago. 
 
 37 
 
LESSON 12 
 
 THE FEDERAL GOVERNMENT. (See Student's Textbook and 
 Government Chart.) 
 
 Connecting Idea: 
 
 We have learned in our study of IlHnois about the State Constitution, and 
 that the State Constitution must agree with the United States Constitution in 
 important respects. But before we study the Constitution, let us see if we can 
 find things that the United States gives us right here in Chicago, and right in our 
 hands. Has any student anything with him here that he received from the 
 United States Government? I mean besides the Textbook? 
 
 Someone will finally suggest that it is "money." Who has the right to 
 make money, that is coins or currency? (ST., p. 31, Sec. 8.) Have student 
 read: "The Congress shall have power ... to coin money." What 
 are coins? What is currency? Have students examine both. Everyone bears 
 the full name United States of America, not merely United States, as there are 
 other "United" states. What is the full name of our country? 
 
 Is it good money? Do you find many bad pieces? As many as you did 
 in the old country? Who sees that our money is kept clean? When you get 
 bad money report to the Secret Service, Post Office Building, from whom and 
 when you got it. What country has the best money in the world, especially now. 
 (ST., p. 31, last 2 lines.) 
 
 What department of the U.S. government has many men working in this City 
 busily engaged every hour of the twenty-four? What representative of the United 
 States goes by your door every day several times, or comes to your house? The 
 mail carrier, or collector. What is the greatest, best and cheapest delivery service 
 in the United States? The United States mail. Has any one the right to delay 
 or hinder the transportation or delivery of the mails? No. It is United States 
 Mail. Any such offense is punished severely in the United States Courts. Parcels 
 Post. Money Order Service. Postal Savings Banks. (ST., 70-71, U. S. 
 Postal Savings System; ST., 32, 1st line.) 
 
 What other department officers of the United States in Chicago? Where 
 do you receive assistance to become a citizen? (ST., 31, Sec. 8, 4th para- 
 graph.) The office of tlie Chief Naturalization Examiner is at Room 776, 
 Federal Building (Post Office), Clark, Adams and Dearborn Streets; telephone 
 Harrison 61 60. AH information free. (See Government Chart.) 
 
 The Immigration Service, 542 South Dearborn Street. 
 
 The United State's Attorney, the prosecutor of offenses against the United 
 States and the United States Marshal, who has a position similar to the sheriff in 
 the County government, on the 8th floor, Post Office Building. 
 
 United States District Courts, 6th floor, Post Office Building; Clerk of 
 United States District Court, Room, 600, Post Office Building, where naturaliza- 
 tion papers may also be filed. 
 
 Who protects a State from foreign invasion? The United States, through 
 its Army and Navy. (See Powers of Congress, p. 32, ST.) Who has tlie 
 power to declare war? Who is the Commander-in-Chief of the military and 
 naval forces of the United States? 
 
 38 
 
LESSON 13 
 
 FEDERAL GOVERNMENT (Continued): 
 
 Review last lesson. 
 
 In the last lesson you learned about many things the United States, that is^ 
 the People of the United States through their chosen officers, give to us right 
 here in Chicago. 
 
 Now, who can tell us who has the power to make these laws? You remem- 
 ber we looked them up in the Constitution. The Congress. Has the Congress 
 power to make any law, all laws? And if so, why do we have a General 
 Assembly m Ilhnois or a City Council in Chicago? 
 
 Congress can make laws on such subjects only as are assigned to them in the 
 United States Constitution. (ST., 31, Sec. 8, etc.; also Articles IX and X of 
 Amendments.) Refer to recent Amendments. How many states must approve 
 an Amendment to the United States Constitution. (ST., p. 35, Article V, Con- 
 stitution.) 
 
 Congress consists of two houses, a Senate of 96 members chosen for 6 
 years, 2 from each State, and a House of Representatives (members usually 
 called "Congressmen") of 435 members from the different States, according to 
 population determined by Census every 10 years; 25 Congressmen from 25 Con- 
 gressional districts in Illinois and 2 at large from the entire State ; total number 
 of Congressmen 27; one congressman for about 21 1,000 people. These dis- 
 tricts are numbered, in what district do you live? 
 
 Does Congress see to it that the laws are enforced? No, that is the duty 
 of the President, and of his assistants, his 1 cabinet officers. 
 
 You have already learned that there are United States District Courts in 
 the City of Chicago. 
 
 What is the highest Court of the United States? The Supreme Court. 
 
 See STUDENT'S TEXTBOOK, Government Chart, etc. 
 
 What appears to be the reason the wise framers of this government gave the 
 power to make laws to one set of men, to enforce laws to another, and to apply 
 and explain laws and weigh cases to still another? 
 
 In order not to place too much power with one set of men. 
 
 A law-maker who could not prevent enforcement of a law will be very 
 careful not to make unwise laws and not to make such a mistake. 
 
 A law-enforcer need have no hesitancy in enforcing the law, he cannot be 
 held responsible for the law, he did not make it ; it is simply his duty to enforce it. 
 Laws are likely to be enforced and respected. 
 
 As law-maker, law-enforcer and law-interpreter are different persons, laws 
 are likely to be enforced and interpreted equally to all citizens. 
 
 Where is Washington, D. C. ? What does D. C. mean? (ST., p. 98, 
 
 54-55.) 
 
 39 
 
LESSON 14 
 
 MAP STUDY. Point out the City, County, State; that 2,701,705 
 live in Chicago; 3,053,01 7 hve in Cook County, of the population of 6,485,098 
 in Illinois. Why do one-half of the people of Illinois live here? It is tlie center 
 of the richest agricultural section in the world (point out) and is tlie natural 
 transportation point (point out) ; it is half way between the iron and copper ore 
 (point out) and the coal (point out) ; "that is the section where your underground 
 partners dig out your heat and power for you," 30,000,000 tons of it a year 
 for your use ; it is they, and your employers that give to your arms the strength 
 of a thousand horses, if you have the skill to use it. This City is alive with 
 power, with the power of coal and steam and electricity ; with the power of 
 money; with the power of good-will, and the spirit of "I Will." What is that, 
 "I Will?" What is the device of our City? Of our County? Of our State? 
 Of our Country? 
 
 Point cut the Forest Preserves. 
 
 Our Flag. (See Student's Textbook; also Quotations.) Will one of the 
 students undertake to memorize and recite Riley's lines? Or others? Saluting 
 the flag. What are the flag days? Have you a flag at home? 
 
 Our Holidays. (See Student's Textbook.) 
 
 Our National Hymn. We rise and stand at attention during its rendition. 
 Illinois, our State song. 
 
 -•0 
 
LESSON 15 
 
 See Additional Lesson Material: Money, Its Purpose and Use, etc., and 
 other subjects. 
 
 Reading of inexpensive pamphlets on Washington, Lincoln, etc., similar to 
 those published by Hall & McCreary, Chicago. 
 
 Advert to the fact that America owes much of its strength and desirability 
 to the fact that it takes its strength from all classes so far as they can exist in a 
 republic ; its strength comes out of every household, the cabin of the Lincolns or 
 the manor of tlie Washingtons; that all give tlieir service and good-will unre- 
 servedly to our country. (See Quotation No. 20, Extract of Washington's 
 Letter Refusing Pay for Services as Commander-in-chief.) That the well-to-do 
 man, Washington, gave his time and service at the continual danger of his life, 
 WITHOUT PAY, to the government, and also advanced a large part of his 
 fortune to the government in expenses ; tliat other patriots gave their fortunes — 
 all risked their necks, liberty and property ; that poorer men have always been 
 just as eager to do their duty, like Lincoln and every soldier who had to face 
 death. 
 
 That men OF ALL ORIGINS have been inspired by what America 
 stands for, to forget their differences and to stand together in united support as 
 partners of the greatest and best government that human brain and heart have 
 been able to bring forth, the UNITED STATES OF AMERICA. 
 
 41 
 
LESSON 17 
 
 SPECIAL LESSONS ON OUR COURTS. 
 
 1 . In the foregoing pages, the operation of some of the civil departments 
 has been sufficiently explained, but the Courts have only been touched upon. 
 They deal with matters of absorbing human interest. The presentation of cases 
 to the Court is material of great dramatic value; and these facts naturally suggest 
 a dramatic presentation to these students of court procedure. Any dramatization 
 by the students or others should be in accordance with the best practice and 
 traditions. 
 
 2. The students should take such part in these dramatizations as their 
 knowledge of our language will allow. Generally, it will be confined to jury 
 service, and to holding the positions of marshal or sheriff, and clerk of court. The 
 judge, district or state's attorney and one other person to represent opposing 
 counsel must usually be secured outside the student body. If the instructor is 
 prepared to take one of tliese positions, it leaves only two other positions to be 
 supplied. It is hoped that suitable persons can be found to make careful prepara- 
 tion for a dramatic presentation of characteristic scenes and situations in our 
 courts. This is a matter that should be taken up with the Assistant Superintendent 
 in charge in due time. The rest of the class will be spectators. 
 
 3. The cases presented should touch such laws and situations as are likely 
 to concern these new citizens or their families ; this presentation will then be of 
 direct educational value to the student. Constitutional rights and guarantees 
 should be illustrated by suitable situations in the proceedings. 
 
 4. A schedule of matters to be dramatized follows: 
 
 1 . Oath of office of a judge. 
 
 2. Ceremony of opening a term of Court. 
 
 3. Admission of an attorney: His oath. 
 Impaneling of a grand jury. Instructions of the Court. 
 Hearing of two cases by a grand jury ; one on which No Bill is 
 
 voted, the other A True Bill. Taking a student into custody. 
 Arraignment. 
 
 6. Drawing a jury and trial of one complete criminal case. 
 
 7. Drawing a jury and trial of one civil case. In these cases the 
 
 necessary degrees of proof, "beyond a reasonable doubt" and 
 "greater weight," to be explained by the court, to show the 
 safeguards to the liberty of the citizen. 
 
 8. Hearing on a petition for citizenship. 
 
 5. As this work will require special preparation, adapted to the particular 
 cases selected for dramatization, no further details are here given. It is probable 
 that this work will occupy about three sessions; one for items 1 to 5, one session 
 for number 6, and one for numbers 7 and 8. 
 
 42 
 
LESSON 16-20 
 
 COST OF GOVERNMENT. 
 
 Comparative cost of the City, County, State and National government. 
 That the national government received between 400 and 500 millions the past 
 year. The responsibilities of our officers. 
 
 See Additional Lesson Material. 
 
 Review, and whatever is necessary to complete the course. 
 
 EXAMINATION OF STUDENTS FOR STUDENT'S DIPLOMA 
 BY NATURALIZATION EXAMINERS. 
 
 To be arranged by instructors through the Assistant Superintendent. 
 
 Blank examination slip should be obtained one or two sessions in advance, 
 and should be distributed and filled out by students, rating and attendance marked 
 by instructor, and slip then presented by each student as he is examined. These 
 examination slips may be secured from the Chief Naturalization Examiner, 776 
 Post Office Building, Harrison 6160. 
 
 STUDENT'S TEXTBOOKS, government charts, penmanship sheets, 
 may be secured from the Assistant Superintendent. 
 
 Naturalization forms and information thereon may be secured from the 
 Chief Naturalization Examiner. 
 
 43 
 
THE NEW CITIZEN IS A NEW BUSINESS MAN AND 
 
 MUST ATTEND TO HIS BUSINESS— CAN NOT 
 LEAVE IT ALL TO HIS PARTNERS 
 
 An election is not only to put the best men in, but it is just as 
 much to keep all others out. You are to help run the greatest busi- 
 ness in the world, the United States Government, your State and 
 your City. You are to be a full partner in this great business, and 
 as a business man you can no longer get away from a business man's 
 cares honestly, or leave it all to your partners. A business man has 
 to work just as hard to keep second-class helpers out as to get first- 
 class helpers in, and it is the same in the elections. The people's 
 business must be run on business principles or it will suffer and 
 injure not only you, who may have neglected your duty, but your 
 partners who did their duty. That is not fair to your partners. 
 
 In these elections, there are many things to be decided, about 
 
 improvements that may be needed, or how much money we should 
 spend, or borrow. Not to study and help decide these questions, 
 that will be put up to you correctly, is an injustice to your partners 
 and fellow citizens, and to those who are selected to carry on your 
 business. 
 
 Every private citizen in the United States has at least two busi- 
 nesses to attend to, his PRIVATE business, by which he makes a 
 living, and his PUBLIC business, by which his rights to enjoy the 
 fruits of his private business are assured. These businesses will not 
 run themselves. We must attend to both. 
 
 So, let us all be fair to our partners, and live up to the pledge of 
 all citizens, from the first citizen to the last, the pledge of "life, 
 fortune, and sacred honor." 
 
 (Refer to ST., pp. 40-41, for definition of primary and general election; 
 secret ballot, etc.) 
 
 44 
 
Quotations 
 
 for Use in 
 
 Citizenship Classes 
 
 Compiled with a Foreword by 
 F. W. WEBER 
 
 NOVEMBER • 1920 
 
 BOARD OF EDUCATION 
 CHICAGO, ILL. 
 
SUBJECT INDEX 
 
 Pages 
 
 FOREWORD, TO THE INSTRUCTOR.. 5 
 
 CHICAGO. OUR HOME TOWN 6-7 
 
 "COMMON SENSE" . ., 7 
 
 DUTY AND SERVICE TO COUNTRY.. 8-9 
 
 EDUCATION 9-10 
 
 EQUALITY 10 
 
 FLAG .10-11 
 
 FREEDOM AND LIBERTY .1 1-12 
 
 HISTORY' AND GOVERNMENT, SIGNIFICANCE 12-14 
 
 LABOR 15 
 
 MILITARY' POWER 15 
 
 POLITICAL PRECEPTS 16 
 
 RELATIONS, FOREIGN 16 
 
 VOTING 17 
 
 WOMEN AS PATRIOTS 1 7 
 
FOREWORD TO QUOTATIONS 
 
 To the Instructor in Citizenship : 
 
 In the generous warmth of simpler and fairer conceptions of human rela- 
 tions and through tireless labors to clear the ground, to plant and to cultivate these 
 principles, men of America have voiced a new spirit and ideal in living words 
 that for all time will be the inspiration of citizens of our republic, and of freemen 
 everywhere. Forged in the furnace of passionate devotion and endeavor, and 
 under the pressure of desperate situations in an epoch alive with the thought of a 
 broader freedom and equality, tliese words will always have a vitality and power 
 to stir and to inspire that no paraphrase can equal. 
 
 These words disclose such unvarnished truth and direct reasoning, and they 
 light so candidly tlie lessons of experience and history, unshaded by conceit of 
 accidental or fancied superiority, hyprocnsy, or selfish interest tliat, at the earliest 
 opportunity, they should be brought forward by the instructor to help light the 
 pathway of our new citizens and to illuminate for them, as tliey do for us, the 
 ideals of truth and justice toward which the efforts of our citizens must ever be 
 directed. It is hoped that instructor and student in citizenship classes will find 
 frequent reference to these selections an interesting feature of tlieir study. The 
 selections are numbered to facilitate such reference. 
 
 It would be desirable to include pithy sayings of Americans who have 
 devoted themselves more exclusively to practical affairs; but, in general, their 
 material works and performance speak clearly for the lightening of heavy burdens, 
 for multiplying objects of necessity and comfort, as the expression of their desire 
 to serve the commonwealth. That the daily labor of these adult students and the 
 products of their toil and industry speak to us the same message of dignity and 
 equality of labor and service as the stirring words and deeds of other patriots is 
 a truth they should take with tliem from their studies, to support them and inspire 
 them, and to help remind them that all, employer and employe, producer and con- 
 sumer, however they may be separated by modern conditions, are still fellow- 
 citizens who are working together for each other ; and that the best guaranty of 
 domestic welfare and external safety lies in a spirit of justice and in fair dealing 
 among all citizens. 
 
CHICAGO: OUR HOME TOWN. 
 
 1 . Be it ever so humble. 
 
 There's no place like home. 
 
 — Howard Payne. 
 
 2. Will you seek afar off? You surely come back at last, 
 
 In things best known to you finding the best, or as good as the best. 
 In folks nearest to you finding the sweetest, strongest, lovingest. 
 Happiness, knowledge, not in another place, but this place. 
 Not for another hour, but this hour. — Walt Whitman. 
 
 3. To own a bit of ground, to scratch it with a hoe, to plant seed and 
 watch their renewal of life — this is the commonest delight of the race, the 
 most satisfactory thing one can do. — Charles Dudley Warner. 
 
 4. A great city is that which has the greatest men and women. 
 
 If it be a few ragged huts it is still the greatest city in the whole world. 
 
 —Walt Whitman. 
 
 5. Prophecy of the Great City of the Lal^es, by Robert Chevalier de La 
 Salle, in the year 1682, to a friend in France: 
 
 "After many toils I came to the head of a great lake and rested 
 for some days on the bank of a river of feeble current, now flowing 
 into the lake, but which occupies the course that formerly the waters 
 of these great lakes took as they flowed southward to the Mississippi 
 River. This is the lowest point on the divide between the two great 
 valleys of the St. Lawrence and the Mississippi. The boundless 
 regions of the West must send their products to the East through this 
 
 point. THIS WILL BE THE GATE OF EMPIRE, THIS 
 THE SEAT OF COMMERCE. Everything invites to action. 
 The typical man who will grow up here must be an enterprising 
 man. . . . Each day as he rises there will be spread before 
 him a boundless horizon, an illimitable field of activity." 
 
 6. "She stands the living embodiment of her motto, 'I WILL.' " — 
 Mayor William Hale Thompson. 
 
 7. 1 673. First visited by white men, Marquette and Joilet. 
 I 679. Visited by La Salle in "The Griffin." 
 
 1804. Fort Dearborn (named after Gen. Henry Dearborn, then Secre- 
 tary of War under President Thomas Jefferson) , the reserva- 
 tion extending from the present Washington Street to the 
 River and West to the middle of State Street. 
 
 1835. City organized, population 3,265. 
 
 1 848. First railroad, Chicago & Galena (now Chicago & Northwestern). 
 
 1 860. Abraham Lincoln nominated for President in the Wigwam at 
 Chicago. 
 
 1861-1865. Then a city of 156,000, furnished 28,000 soldiers for 
 Lmcoln's armies and navies to preserve the Union. 
 
 1871. Great Chicago Fire (Chicago Day, October 9th), loss in prop- 
 erty, business, etc., $290,000,000 out of a total estimated 
 value of $620,000,000 before the fire— nearly one-half. 
 
 1 886. The Haymarket Riot. The end of Anarchists in this town. 
 
 6 
 
1893. The World's Columbian Exposition in Jackson Park; 400th 
 Anniversary of the Discovery of America by Columbus. 
 
 1 898. Furnished four militia regiments and thousands of other volun- 
 teers to the regular army in the Spanish-American War. 
 
 1 900. Sanitary District Canal opened and lake water turned in. 
 
 191 1. Great Aeronautical meet in Grant Park. 
 
 1917-1918. Chicago in the World War: 
 
 Number of men furnished for military service 42,528 
 
 Number of casualties (in France). 2,131 
 
 War charities $ 33,400,000.00 
 
 Subscriptions to vs^ar bonds 1,569,825,100.00 
 
 1920 CENSUS: 
 
 CHICAGO 2,701.705 
 
 ^COOK COUNTY ...3,053,017 
 
 ILLINOIS 6,485,098 
 
 ^Population of the WHOLE United States at the First Census in 1790 was 3,893,635, 
 of which 694,280 were slaves and 3,199,355 were free; there are nearly that many persons 
 now in Cook County alone. 
 
 ''COMMON SENSE": 
 
 8. Knavery and flattery are blood relations. — A. Lincoln. 
 
 9. If you once forfeit the confidence of your fellow-citizens, you can 
 never regain their respect and esteem. IT IS TRUE THAT YOU 
 MAY FOOL ALL THE PEOPLE SOME OF THE TIME; YOU 
 CAN EVEN FOOL SOME OF THE PEOPLE ALL THE TIME; 
 BUT YOU CANT FOOL ALL OF THE PEOPLE ALL THE 
 TIME.— A Lincoln. 
 
 1 0. My reliance is upon the unsophisticated good sense and noble spirit 
 
 of the American people. — William Pinkney. 
 
 11. Is it not the glory of the people of America that, while they have 
 paid a decent respect to the opinions of former times and other nations, 
 they have not suffered a blind veneration for that antiquity, for custom, or 
 for names to overrule the suggestions of their own good sense, die knowledge 
 of their own situation, and the lessons of their own experiences? — James 
 Madison. 
 
 1 1 '/2. We will walk on our own feet; we will work with our own hands; 
 
 we will speak our own minds. — R. W. Emerson. 
 
 12. Energy and persistence conquer all things. — B. Franklin. 
 
 1 3. Dost thou love life? Then do not squander time, for that is the stuff 
 
 life IS made of. — B. Franklin. 
 
 14. "You and I were never intended to wear these things. If they were 
 
 stronger they might do well enough to keep out the cold, but they are a 
 failure to shake hands with between old friends like us. — A. Lincoln, try- 
 ing to get on a pair of kid gloves to please f. w. (friend wife), addressing 
 a friend. 
 
 :7 
 
DUTY AND SERVICE TO OUR COUNTRY: 
 
 "I love my country's good, with a respect more tender, more holy 
 and profound, than my whole life. — Shakespeare, the Universal. 
 
 15. The only principles of public conduct that are worthy of a gentle- 
 
 man or a man, are to sacrifice estate, ease, health, and applause, and even 
 life, to the sacred cause of his country. — James Otis. 
 
 1 6. We must all hang together, or we will hang separately. — B. Franklin. 
 
 1 7. Burn Boston! and make John Hancock a beggar if the public good 
 
 requires it. — John Hancock. 
 
 1 8. AH I have to say is that I regret I have but one life to lose for my 
 
 country. — Nathan Hale. 
 
 19. I will take the lead, and be the first to advance. You that are willing 
 to follow, poise your firelocks! — Ethan Allen at Fort Ticonderoga. 
 
 20. As to pay, sir, I beg leave to assure the Congress that as no pecuniary 
 consideration could have tempted me to accept this arduous employment at 
 the expense of my domestic ease and happiness, I DO NOT WISH TO 
 MAKE ANY PROFIT FROM IT. I will keep an exact account of 
 my expenses. These, I do not doubt they will discharge, and that is all I 
 desire. — George Washington, to the President of Congress, refusing pay 
 for service, when appointed Commander-in-Chief of the American Army. 
 
 2 1 . United we stand, divided we fall. — Motto of Kentucky. 
 
 22. The struggle of today is not altogether for today. It is for a vast 
 future, also. — A. Lincoln. 
 
 23. I appeal to you again to constantly bear in mind that with you (the 
 people) , and not with politicians, not with presidents, not with office seekers, 
 but with you, is the question, shall the Union, and shall the liberties of the 
 country, be preserved to the last generation. — A. Lincoln. 
 
 24. I have faith in the people. — A. Lincoln. 
 
 25. Here, without contemplating consequences, before Heaven, and in 
 the face of the world, I swear eternal fidelity to the just cause of the land 
 of my life, my liberty, and my love. — A. Lincoln. 
 
 26. Die when I may, I want it said of me by those who know me, that I 
 always plucked a thistle and planted a flower where I thought a flower 
 would grow. — A. Lincoln. 
 
 27. The perpetuity of our institutions depends upon ourselves. — A. 
 Lincoln. 
 
 28. I will be as harsh as truth and as uncompromising as justice. — 
 William Lloyd Garrison. 
 
 29. It's faith in something, an enthusiasm for something that makes a life 
 worth looking at. — O. W. Holmes. 
 
 30. Citizenship has its duties as well as its privileges. — Benjamin Harrison. 
 
 3 1 . There they are, boys ! We beat them today, or Mollie Stark's a 
 widow. — Gen. John Stark. 
 
 8 
 
32. I will face the enemy until I die. — Gen. Nicholas Herkimer. 
 
 33. Hold the fort, I am coming. — Gen. W. T. Sherman. 
 
 34. Every man must be for the United States or against it. There can be 
 no neutrals in this war. — Stephen A. Douglas, 1861. 
 
 35. If I can't be President, I at least can hold his hat.— Stephen A. 
 Douglas, Lincoln's opposing candidate, at the inauguration of President 
 Lincoln. 
 
 36. You are the navy, you are the army, you are the State, for you are 
 the Citizen. — John D. Long. 
 
 37. The American patriot has a different object . . . from any 
 other kind of patriot who ever lived before our government was founded. 
 These otlier patriots defended themselves and their own children ; they 
 fought to hold their own power and the privileges of their own class. 
 
 The American patriot lives for the great commonwealth. He does 
 not defend merely his own rights ; he does not vote for his own rights or his 
 own interest. Show him what is best for all the people. He stands to 
 defend and serve them. — Charles F. Dole. 
 
 38. Every voter exercises a public trust. — Grover Cleveland. 
 
 39. The theft is to the thief, 'and comes back most to him, 
 The gift is to the giver, and comes back most to him, 
 
 And no man understands any greatness or goodness but his own, or the 
 indication of his own. — Walt Whitman. 
 
 40. There are many qualities which we need alike in private citizen and in 
 public man, but tliree above all, three for the lack of which no brilliancy 
 and no genius can atone, and those three are courage, honesty, and common 
 sense. — Theodore Roosevelt. 
 
 EDUCATION: 
 
 4L Were half the power that fills the world with terror, 
 
 Were half the wealth bestowed en camps and courts. 
 Given to redeem the human mind from error. 
 There were no need of arsenals and forts. 
 
 — H. W. Longfellow. 
 
 42. Let us by all wise and constitutional measures promote intelligence 
 among die people as the best means of preserving our liberties. — James 
 Monroe. 
 
 43. Religion, morality and knowledge, being necessary to good govern- 
 ment and the happiness of mankind, schools and the means of education 
 shall forever be encouraged. — Article 3, Ordinance of I 787, for the gov- 
 ernment of the territory of the United States Nortliwest of the River Ohio. 
 
 44. On the diffusion of education among the people, rests the preservation 
 and perpetuation of our free institutions. — D. Webster. 
 
 45. It was in making education not only common to all, but in some sense 
 compulsory on all, that the destiny of America was practically setded. — 
 J. R. Lowell. 
 
 9 
 
46. There is one thing that I have learned. . , . It is only one 
 word "through." — A. Lincoln. 
 
 47. The true prosperity and greatness of a nation is to be found in the 
 elevation and education of its laborers. — U. S. Grant. 
 
 48. It is the high privilege and sacred duty of those now^ living to educate 
 their successors for the inheritance which awaits them. School houses are 
 the Republic's line of fortifications. Next in importance to freedom and 
 justice is popular education, without which neither justice nor freedom can 
 be permanently mamtamed. — James A. Garfield. 
 
 EQUALITY: 
 
 49. God must like the common people, or he would not have made so 
 many of them. — A. Lincoln. 
 
 50. I never had a feehng, politically, that did not spring from the senti- 
 ments embodied in the Declaration of Independence. It was that which gave 
 promise that in due time the weights would be lifted from the shoulders of 
 all men, and that all should have an equal chance. — A. Lincoln. 
 
 5 1 . The cause of the least of Americans is the cause of all America. — 
 
 Henry George. 
 
 52. We know no masters; we acknowledge no dictators. — D. Webster. 
 
 FLAG: THE STAR-SPANGLED BANNER: 
 
 .53. Its stripes of red, eternal-dyed with heart streams of all lands; 
 
 Its white, the snow-capped hills, that hide in storm their upraised hands; 
 Its blue, the ocean waves that beat round freedom's circled shore ; 
 Its stars, the print of angel's feet that burn forevermore. 
 
 — James Whitcomb Riley. 
 
 54. Keep the flag flying! Don't give up the ship! — James Lawrence. 
 
 55. The Republic never retreats. Its flag is the only flag that has never 
 known defeat. — A. J. Beveridge. 
 
 .56. The American flag older than flags of other countries: 
 
 American flag adopted June 14, 1777. 
 French tricolor adopted 1 794. 
 Great Britain's present banner adopted 1801. 
 German Empire, 1870. 
 
 57. Our flag ie the banner of dawn. It means Liberty: the galley slave, 
 the poor oppressed conscript, the down-trodden creature of foreign despot- 
 ism, sees in the American flag that very promise and prediction of God, 
 "The people which sat in darkness saw a great light, and to them which 
 sat in the region and shadow of death, light is sprung up." — D. Webster. 
 
 58. The fairest vision on which these eyes ever rested was the flag of my 
 country in a foreign port. Beautiful as a flower to tliose who love it, 
 terrible as a meteor to tliose who hate it, it is the symbol of the power and 
 tlie glory and the honor of a hundred milliop of Americans. — George 
 Frisbie Hoar. 
 
 10 
 
59. The Flag Makers. The Flag addresses its "makers" as follows: 
 
 "Let me tell you who I am. The work that we do is the making 
 of the real flag. I am not the flag, not at all. I am but its shadow. 
 I am whatever you make me, nothing more. I am your belief in 
 yourselves, your dream of what a people may become. I am all that 
 you hope to be and have the courage to try for. 
 
 "I am the day's work of the weakest man, and the largest dream 
 of the most daring. ... I am no more than what you believe 
 me to be, and I am all that you believe I can be. I am what you 
 make me, nothing more. 
 
 "My stars and stripes are your dreams and your labors. They 
 are bright with cheer, brilliant with courage, firm with faith, because 
 you have made them so out of your hearts, for you are the makers of 
 the flag and it is well that you glory in the making." 
 
 — Secretary Franklin K. Lane, to his clerks. Flag Day, 1914. 
 
 60. Our flag has fluttered a response to every heart beat of our national 
 life. It has observed the generalship of Washington, of Grant and of 
 Pershing and the devoted heroism of our soldiers and sailors; it has bowed 
 in grief over every patriot bier ; it has been a witness to every inaugural and 
 legislative enactment ; it has been the sentinel over every military outpost, the 
 advance guard and protector of every settler, whether citizen or immigrant. 
 It has converted every sea-pirate and freebooter to the praiseworthy policy 
 of minding his own business, and of non-interference with the affairs, the 
 lives and the property of Americans throughout the whole round circle of 
 the seas. — F. W. Weber. 
 
 FREEDOM AND LIBERTY: 
 
 "The mountain nymph, sweet liberty." — John Milton. 
 
 6L "Proclaim Liberty throughout the land unto all the inhabitants 
 
 thereof." — Leviticus, xxv., 10. 
 
 The Motto on the Liberty Bell: Cast in London in 1 752. Weight 
 2,000 pounds. Cost about $500. Still preserved in the State House at 
 Philadelphia. 
 
 62. Interwoven is the love of liberty with every ligament of the heart. — 
 George Washington. 
 
 63. I know not what course others may take; but as for me, give me liberty 
 or give me death. — Patrick Henry. 
 
 64. We hold these truths to be self-evident; that all men are created 
 equal; that they are endowed by their Creator with certain unalienable 
 rights; that among these are life, liberty and the pursuit of happiness. — 
 Thomas Jefferson. 
 
 65. The Declaration of Independence is the grandest, the bravest, and 
 the profoundest political document that was ever signed by the representa- 
 tives of the people. — Robert G. Ingersoll. 
 
 66. The Declaration of Independence is the fundamental constitution of 
 every state. — Alexander Hamilton. 
 
 11 
 
67. Resistance to tyrants Is obedience to God. — Benjamin Franklin. 
 
 68. A liberty only to that which is good, just and honest. — John 
 Winthrop. 
 
 69. Liberty and union, one and inseparable, now and forever. — Daniel 
 Webster. 
 
 70. Our fathers repudiated the whole doctrine of the legal superiority of 
 families or races and proclaimed an equality of men before the law. Upon 
 that they created a revolution and built a republic. — Thaddeus Stevens. 
 
 71. I am for freedom everywhere. — A. Lincoln. 
 
 72. This nation, under God, shall have a new birth of freedom, THAT 
 
 GOVERNMENT OF THE PEOPLE, BY THE PEOPLE, AND 
 FOR THE PEOPLE, SHALL NOT PERISH FROM THE 
 
 EARTH. — Abraham Lincoln. 
 
 73. Golden shackles, by whomsoever or by whatsoever pretense imposed, 
 are as fatal to our country as are the iron bands of despotism. — William 
 Henry Harrison. 
 
 74. Despots are made possible by slavish minds and venal souls. What 
 does it avail to be the citizen of a powerful and free State, if we ourselves 
 are weak and the slaves of greed. — John Lancaster Spalding. 
 
 75. Commerce is born of freedom. — Charles Sumner. 
 
 75. Our people are free in every sense — free in the sense of Magna Charta 
 
 and beyond Magna Charta. — Henry A. Wise. 
 
 HISTORY AND REFERENCES TO THE DECLARATION OF 
 INDEPENDENCE, THE CONSTITUTION, GROWTH AND 
 MEANING OF OUR REPUBLIC- 
 COLUMBUS. 
 
 77. The good maid said: "Now must we pray. 
 
 For lo ! the very stars are gone. 
 Brave Admiral, speak: what shall I say?" 
 "Why, say 'Sail on! sail on! and on!' 
 
 — Joaquin Miller. 
 
 78. All parts away for the progress of souls. 
 
 I announce splendors and majesties to make all the previous politics of the 
 
 earth insignificant. 
 I announce a life that shall be copious, vehement, spiritual, bold. 
 
 —Walt Whitman. 
 
 79. The world is a battlefield strewn with the wrecks of government and 
 institutions, of theories and of faitlis that have gone down in tlie ravage of 
 years. — Henry W. Grady. 
 
 12 
 
oO. In the fullness of time a Republic rose up in the wilderness of 
 
 America. Thousands of years had passed away before this child of the 
 ages could be born. From whatever there was of good in the systems of 
 former centuries she drew her nourishment ; the wrecks of the past were her 
 warnings. . . . She washed the gold of political wisdom from the 
 sands wherever it was found; she cleft it from the rocks; she gleaned it 
 among the ruins. . . . She entrusted the guardianship of established 
 rights to law ; the movements of reform to the spirit of the people and drew 
 her force from the happy reconciliation of both. — George Bancroft. 
 
 81. Here the free spirit of mankind at length 
 
 Throws its last fetters off; and who shall place 
 A limit to the giant's unchained strength, 
 Or curb his swiftness in the forward race? 
 
 — William Cullen Bryant. 
 
 82. The plan of this Government was laid on the shores of the lake of 
 Galilee, when the Savior of mankind taught that in the sight of God all 
 men are equal. — Bourke Cockran. 
 
 83. Humanity has won its suit in America, so that liberty will never more 
 be without a refuge. — Marquis de Lafayette. 
 
 84. It was not only^ the independence of America which was then 
 declared; it was the dignity of human nature. — George Frisbie Hoar. 
 
 85. Our political creed is . . . that the will of the people is the 
 source, and the happiness of the people the end, of all legitimate government 
 upon earth. — John Quincy Adams. 
 
 86. The great object of a free people must be so to frame their government 
 and laws, and so to administer them, as to create a confidence in and 
 respect for the laws. — Richard Henry Lee. 
 
 87. Freedom of religion, freedom of the press, freedom of person under 
 the protection of habeas corpus, and trial by juries impartially selected — 
 these principles for the bright constellation which has gone before us and 
 guided our steps through an age of revolution and reformation. — Thomas 
 Jefferson. 
 
 88. America will be the broad and solid foundation of otlier stupendous 
 fabrics reared on the basis of liberty, and not less magnificent. — Alexander 
 Hamilton. 
 
 89. Men may die, but the fabrics of our free institutions remain unshaken. 
 — Chester A. Arthur. 
 
 90. The civilized world is tending to republicanism, and our own great Republic 
 IS destined to be the guiding star to all nations. — U. S. Grant. 
 
 9L Thou, too, sail on, O Ship of State! 
 
 Sail on, O UNION, strong and great! 
 Humanity with all its fears. 
 With all the hopes of future years. 
 Is hanging breathless on thy fate! 
 
 — H. W. Longfellow. 
 
 92. The success of our republic has changed the whole trend of human 
 
 thought. — Bourke Cochran. 
 
 13 
 
93. Ours is the one great nation of the New World, the Mother of Amer- 
 ican RepubHcs. — John M. Thurston. 
 
 94. The American Repubhc was estabHshed by the united valor and 
 wisdom of the lovers of liberty from all lands. — Daniel W. Voorhees. 
 
 95. Pessimists and cynics cannot develop this country. — Charles E. 
 Hughes. 
 
 96. Our government has trodden down no man's liberties ; it has crushed 
 no State. Its daily respiration is liberty and patriotism ; its yet youthful 
 veins are full of enterprise and courage, and honorable love of glory and 
 renown. — Daniel Webster. 
 
 97. Nothmg from man's hands, nor law, nor constitution, can be final. 
 Truth alone is final. — Charles Sumner. 
 
 98. The principle of free government adheres to the American soil. It is 
 bedded in it, immutable as the mountains. — Daniel Webster. 
 
 99. America means the freedom of the race. — John Henry Barrows. 
 
 1 00. There is inspiration in the air of America. — John Lancaster 
 Spaldmg. 
 
 101. They founded institutions which have withstood the test of foreign 
 invasion, of political passions, of party strifes, of individual ambition and 
 the shock of the mightiest civil war the world has ever seen. The influ- 
 ence of their successful experiment . . . has revolutionized and 
 liberalized the governments of the globe. — Chauncey M. Depew. 
 
 102. The future, what will it be? . . . There will be inequalities 
 among men, and passions will disturb the peace of souls ; but I do believe 
 there will be more mercy in the world, more justice, more righteousness. 
 There will be more respect for manhood. . . . Brute force will 
 more and more yield to reason ; mind will more and more assert itself 
 over matter and over passion. 
 
 Which will be Providence's chosen nation to guide now the 
 destinies of mankind? The Nation of the future? Need I name it? 
 Your hearts quiver, loving it: 
 
 My country, 'tis of thee. 
 Sweet land of Liberty, 
 ) Of thee I sing. 
 
 — John Ireland. 
 
 103. I know that Europe's wonderful, yet something seems to lack; 
 The past is too much with her, and the people looking back. 
 But the glory of the Present is to make the future free, — 
 We love the land for what she is to be. 
 
 Oh, it's home again, and home again, America for me! 
 I want a ship that's westward bound to plough the rolling sea. 
 To the blessed Land of Room Enough beyond the ocean bars. 
 Where the air is full of sunlight, and the flag is full of stars. 
 
 — Henry Van Dyke. 
 
 1 04. What I am I owe to my country. — U. S. Grant. 
 
 14 
 
LABOR: 
 
 '0^- I was a hired laborer. Free labor has the inspiration of hope, the 
 
 power of hope upon human exertion and happiness is wonderful. — 
 Abraham Lincoln. 
 
 I 06. The one great lesson which sums up the teaching of American his- 
 
 tory is the dignity of labor. — George Frisbie Hoar. 
 
 ' 07. Ah, little recks tJie laborer 
 
 How near his work is holding him to God, 
 The loving Laborer through space and time. 
 
 —Walt Whitman. 
 
 MILITARY POWER, AND WAR: 
 
 War is hell. — Gen. William Tecumseh Sherman. 
 
 108. Force is all conquering, but its victories are short-lived. — Abraham 
 Lincoln. 
 
 109. To prepare for war is one of the most effectual means of pre- 
 serving peace. — George Washington. 
 
 1 1 0. Millions for defense, sir, but not one cent for tribute. — Charles 
 
 S. Pinkney. 
 
 ^ 1 ' • In my opinion there never was a good war or a bad peace. — 
 
 Benjamin Franklin. 
 
 1 '2. Let us have faith that right makes might, and in that faith let us, 
 
 to the end, dare to do our duty as we understand it. — Abraham Lincoln. 
 
 1 '3- "Let us have peace." (Gen. Grant, stretching his hand to Gen. 
 
 Lee.) 
 
 ' ' 4. Althcuch a joldier by education and profession, I have never felt 
 
 any sort of fondness for war and have never advocated it except as a 
 means of peace. 
 
 The truth is, I am more of a farmer than a soldier; I take little 
 interest in military affairs; and, although I entered the army thirty-five 
 years ago, and have been in two wars, I never went into the army 
 without regret, and never retired without pleasure. — General U. S. 
 Grant. 
 
 1 15. The government of the United States was not calculated to wage 
 
 offensive foreign war; it was established for the common welfare and 
 defense. — John Randolph. 
 
 116. The happiness, prosperity and advancement of our country have 
 
 been the offspring of freedom, and not of power. — James K. Polk. 
 
 ' 1 7. The United States cannot act upon the ancient heresy that might 
 
 makes right. — Carl Schurz. 
 
 118. THE MILITARY SHALL BE IN STRICT SUBORDI- 
 
 NATION TO THE CIVIL POWER.— Section 15, Article II, 
 Illinois Constitution of 1870. 
 
 15 
 
POLITICAL PRECEPTS: 
 
 1 19. With malice toward none; with chanty for all; with firmness in the 
 
 right. — Abraham Lincoln. 
 
 120. Politics is but the common pulse-beat of which revolution is the fever 
 spasm. — Wendell Phillips. 
 
 121. There is no "Republican," no "Democrat" on the Fourth of July — 
 all are Americans. All feel that their country is greater than party. — 
 James G. Blaine. 
 
 122. Sir, I would rather be right tiian to be President. — Henry Clay. 
 
 123. Dear is my country, dearer still is Liberty; dearest of all is truth. — 
 Francis Lieber. 
 
 1 24. Before men made us citizens, great Nature made us men. — Lowell. 
 
 125. He that does good for good's sake, seeks neither praise nor reward, 
 though sure of both at last. — William Penn. 
 
 126. The waste of public money is a crime against the citizen. — Grover 
 Cleveland. 
 
 127. The public money, raised from all, belongs to all. — Benjamin 
 Franklin. 
 
 128. There is no such thing as a small injustice. All injustices strike at 
 the root of human welfare. — Thomas E. Watson. 
 
 RELA TIONS Wl TH O THER NA TIONS : 
 
 129. Mankind are all of a family. — Benjamin Franklin. 
 
 1 30. Abraham Lincoln said, "No man was ever created good enough to 
 
 own another," 
 No nation was ever created good enough to own another. 
 
 — George F. Hoar. 
 
 131. Foster a spirit of independence too just to invade the rights of 
 others, too proud to surrender our own, too liberal to indulge unworthy 
 prejudices ourselves, and too elevated not to look down upon them in 
 others. — James Madison. 
 
 132. Our country! May she always be in the right; but our country, right 
 or wrong! — Stephen Decatur. 
 
 Our country ! When right to be kept right ; when wrong to be put 
 right! — Carl Schurz. 
 
 133. Observe good faith and justice towards all nations; cultivate peace 
 and harmony with all. 
 
 Against the insidious wiles of foreign influence (I conjure you to 
 believe me, fellow citizens) , the jealousy of a free people ought to be 
 constantly awake, since history and experience prove that foreign influence 
 is one of the most baneful foes of republican government. It is folly in 
 one nation to look for disinterested factors from another. 
 There can be no greater error tlian to expect or calculate upon real favors 
 from nation to nation. It is an illusion, which experience must cure, 
 which a just pride ought to discard. — George Washington. 
 
 16 
 
WOMEN AS PATRIOTS: 
 
 1 34. AH that I am, or hope to be, I owe to my aged mother. — Abraham 
 
 Lincoln. 
 
 135. If all tliat has been said by orators and poets since the creation of 
 
 the world in praise of women were applied to the women of America, it 
 would not do them justice for their conduct during the war. — Abraham 
 Lincoln. 
 
 1 36. Patriotic men cannot be produced in homes where patriotic women 
 
 do not exist. — May Wright Sewall. 
 
 1 37 The best of teachers, a good mother. — Louise Barnum Robbins. 
 
 VOTING: 
 
 1 38. At one time questions were settled by fighting them out with clubs, 
 
 until some genius suggested that about as fair a decision might be reached, 
 with less trouble, by counting noses instead of broken heads. The side 
 with the greatest number won. That was a victory of a majority over 
 military government. 
 
 In a Republic itt is necessary for all citizens to vote in order tliat 
 decisions shall be made by a fair majority, and not by a better organized 
 or selfish minority. This is the only way to insure that the majority shall 
 be satisfied to uphold the laws and the government. To fail to vote, 
 should, therefore, be considered a crime against other citizens and against 
 the State, and as a failure to live up to the contract in the oath to support 
 and defend our constitution and laws, which can be kept in force only 
 through popular elections. 
 
 17 
 
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LIBERTY 
 
 NO ESTABLISHED CHURCH 
 KREE EXERCISE OF RELIGION 
 TKEE SPEECH AND PRESS 
 RIGHT TO PEACEABLY ASSEMBLE 
 RIGHT TO PETITION GOVERNMENT 
 
 NO QUARTERING OF SOLDIERS IN TIME OF PEACE 
 
 RIGHT TO KEEP AND BEAR ARMS 
 
 NO SEARCH OF HOMES WITHOUT WARRANT AND CAUSE 
 
 WRIT OF HABEAS CORPUS 
 
 POWERS NOT DELEGATED TO THE FEDERAL GOVERNMENT 
 ARE RESERVED TO THE STATES QR TO THE PEOPLE 
 
 j'OWER OF IMPEACHMENT 
 
 EQUAIITY 
 
 dUSTICE 
 
 NO SLAVERY 
 RIGHT TO EQUAL PROTECTION OF THE LAWS 
 RIGHT TO VOTE. REGARDLESS OF RACE, COLOR. 
 
 OR PREVIOUS SLAVERY 
 NO SPECIAL PRIVILEGE— NO TITLE OF NOBILITY 
 NO OFFICER TO ACCEPT FOREIGN TITLES OR 
 
 PRESENTS WITHOUT THE CONSENT 
 
 OF CONGRESS 
 
 OUR, 
 CP RIGHT5 
 
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 RIGHT TO "DUE PROCESS OF LAW- 
 GRAND JURY INQUIRY IN CASE OF CRIMES 
 RIGHT TO SPEEDY AND PUBLIC TRIAL 
 
 RIGHT OF TRIAL BY JURY FOR CRIME. W H E R E COMMITTED 
 BIGHT TO BE CONFRONTED BY WITNESSES 
 RIGHT TO COMPEL ATTENDANCE OF WITNESSES IN DEFENSE 
 BIGHT TO COUNSEL IN CRIMINAL CASES 
 NOT COMPELLED TO BE A WITNESS AGAINST SELF IN 
 
 CRIMINAL CASES 
 NO PERSON FOR SAME OFFENSE TO BE PUT TWICE IN 
 
 JEOPARDY 
 
 NO EXCESSIVE BAIL OR FINE 
 
 NO CRUEL AND UNUSUAL PUNISHMENT 
 
 RIGHT TO JURY TRIAL IN CIVIL CASES 
 
 INVOLVING «20 OR MORE 
 NO BILL OF ATTAINDER 
 NO EX POST FACTO LAW 
 NO CORRUPTION OF BLOOD 
 NO PBIV.VTE PROPERTY TAKEN FOR 
 
 PIBI.IC I'SE WITHOUT JUST COMPENS.VTION 
 U. S. JUDGES HOLD OFFICES 
 DURING GOOD BEHAVIOR 
 
 I ©STATE Sl^SENATE 
 
 T LEGISIi\TURE statc^^^^^ 
 
 
 
 THE FRUITS OF THIS TREE 
 
 ARE TRUE TO THE PURPOSE AND SPIRIT 
 EXPRESSED WHEN IT WAS PLANTED. . ■ . 
 SEE THE PREAMBLE OF THE 
 CONSTITl'TION OF THE UNITED STATES. 
 
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 'V. 
 
 THE PEOPLE 
 
 OF THE UNITED STATES " 
 
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 H K1KI1 IIV PKOPLK. (MINOR OFUCF.HS MO.STI.Y APPOINTED) 
 
 Kl FXTEI) IIV PKOPI.K, THKOI'GH KLECTOHS 
 M'POINTF.I) FlY PRESIDENT. WITH CONSENT OF SENATE 
 VMENDMKST BY T II R E E ■ F O U H T H S OF THE STATES 
 
 AMENDMENTS TO THE STATE CONSTITUTION MUST BE 
 APPROVED BY TIIF PEOPLE 
 

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