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TEACHING 
 IN THE ELEMENTARY SCHOOLS 
 
 CIVICS AND CITIZENSHIP 
 
 D. E. CLOYD 
 
Digitized by the Internet Archive 
 
 in 2008 with funding from 
 
 IVIicrosoft Corporation 
 
 http://www.archive.org/details/civicscitizenshiOOcloyrich 
 
TEACHING 
 IN THE ELEMENTARY SCHOOLS 
 
 A SERIES OF MONOGRAPHS 
 
 Number 1 
 CIVICS AND CITIZENSHIP 
 
 BY 
 DAVID E. CLOYD 
 
 Deui of the School of Exlucation 
 Det Momes CoUege, Det Moines, Iowa 
 
 NOVEMBER 1916 
 Det Moines, Iowa 
 
Copyrighted and Published 
 
 By the Author 
 
 Des Moine^ Iowa 
 
 1916 
 
 40 Pages— 1 copy 15c, 10 copies or more, 12 cents each 
 
 
 
PREFACE. 
 
 The purpose of this monagraph is to emphasize 
 the importance of instruction in citizenship in the 
 elementary schools. The brief discussions of the 
 several phases of the subject and of the methods 
 of teaching it are sufficient to give the teacher 
 the modern social point of view and to awaken an 
 enthusiasm for the subject. The course of study- 
 in civics given at the close of the treatise is in- 
 tended as a guide to the teacher in the selection 
 of life-units for the instruction and training of 
 the boys and girls in active citizenship. The 
 fundamental principle of co-operation in group life 
 for the mutual welfare of all citizens is made 
 prominent throughout the course. 
 
 The list of references given at the close is de- 
 signed to help the teacher select one or more books 
 adapted to this work. 
 
 November, 1916. The Author. 
 
 359438 
 
 Page Five 
 
C'JNTENTS. 
 
 Frontispiece, Little Citizens 2 
 
 Preface 5 
 
 What Civics Is - 7 
 
 Why Civics Should be Taught 7 
 
 Civics Instruction Needed in all Grades 9 
 
 Citizenship — Its Modern Meaning 10 
 
 Specific Aims in Teaching Civics 12 
 
 The Method of Approach in the Teaching of Civics 18 
 
 Relation of Civics to Other Subjects 19 
 
 The Place of Civics in the Daily Program ^0 
 
 Motivations in Civics Teaching ^2 
 
 Teaching Civics Through the Life of the School _ 23 
 
 Teaching Civics Through Local and State Oflacials and 
 
 Institutions _ 23 
 
 The City as a Unit in Civics Teaching, „ 24 
 
 Teaching Civics Through Dramatization ^ 25 
 
 Teaching Civics Through Community Organizations 26 
 
 Teaching Civics Through Holiday Celebrations 26 
 
 Teaching Civics Through Juvenile Leagues —27 
 
 Teaching Civics Through Textbooks „ _... 28 
 
 Course of Study in Civics Through the Grades — 
 
 First Grade 31 
 
 Second Grade 31 
 
 Third Grade 31 
 
 Fourth Grade 32 
 
 Fifth Grade _ ,..33 
 
 Sixth Grade 34 
 
 Seventh Grade 35 
 
 Eighth Grade 35 
 
 Textbooks and Reference Books on Civics and Citi- 
 zenship » 36-40 
 
 Page Six 
 
CIVICS AND CITIZENSHIP. 
 
 What Civics Is- ^'""'^^ '^ *^^ ^''^^^''^ *^^* 
 
 Wtiat Livics IS. teaches people how to be 
 
 good citizens in group I'fe, such as the family, the 
 school, the city, and the state. It deals with such 
 topics as manners, obedience, duty, industry, pro- 
 tection of life, health and property, the payment 
 of taxes and rents, the work of the community, of 
 officials, of the courts, of legislatures, congress, 
 political parties, fraternal and patriotic organiza- 
 tions. 
 
 This subject places emphasis upon relationships 
 between individuals in a group and between 
 groups of individuals in their efforts to deal with 
 and to serve one another. In other words, civics 
 is the subject that treats of the co-operative rela- 
 tions of individuals and groups in their attempts 
 to live and work together. It pertains to the life 
 of children as well as to the life of adults. For 
 these reasons it is one of the most important 
 school subjects. 
 
 Why Civics Should 
 Be Taught: 
 
 An examination of the 
 courses of study in typical 
 schools throughout the 
 country reveals the fact that not very much atten- 
 tion is given to this subject in a serious or sys- 
 tematic way, in the daily program of the schools. 
 This is doubtless due to the fact that in past years 
 civics has been regarded as a formal text-book 
 subject, dealing with the machinery of govern- 
 ment and suited only to the upper grammar 
 grades and the high school, as preparation for 
 adult citizenship. But in recent years the view- 
 point has changed. The school life is now more 
 like life outside of school in its aims, methods and 
 
 Page Seven 
 
subject matter. Society is realizing that the ideas 
 and habits acquired by children do not change ma- 
 terially as they grow into adults. Hence, a 
 greater effort is being made through the school 
 to supply the children with the ideas and the ac- 
 tivities that result in habits of conduct and habits 
 of service befitting a co-operative social, polit- 
 ical and industrial life. Children come to under- 
 stand the more remote and more complex phases 
 of life through an understanding of and an inter- 
 est in the concrete activities of their daily human 
 relationships. This puts civics, the subject that 
 treats of these relationships, in the program of 
 every grade of the course of study. When the 
 population was very scattered the necessity for 
 this civic training was not strongly felt, but now 
 that people are massing together in villages, 
 towns and* cities, and even the rural settlements 
 are being brought into close contact by telephones, 
 postal service and improved methods of transpor- 
 tation, the pressure for a harmonious and stimu- 
 lating conception and control of human relation- 
 ships is growing greater day by day. Likewise, 
 the movement for equal suffrage calls for civic 
 training of the girls as well as the boys, thus add- 
 ing to the importance of this school subject. 
 
 And the ever increasing difficulties of main- 
 taining peaceful international relationships call 
 for a higher type of world citizenship and a new 
 interpretation of patriotism. Love of humanity 
 must transcend love of country in this new citizen- 
 ship, if the people of the world are to succeed in 
 living close together, as the new inventions and in- 
 creasing population is placing them. A striking 
 illustration of this new community life is the rural 
 consolidated school as the center of all phases of 
 
 Page Eight 
 
child and adult life the year around. Another il- 
 lustration is the consolidation and federation of 
 churches, both at home and in the foreign fields, 
 for the strengthening of the feeling of oneness of 
 human interests and the breaking down of the 
 unreal and artificial differences between mankind. 
 The free public school is the greatest institution 
 ever devised by society for developing a demo- 
 cratic social consciousness. Because of its non- 
 partisan, non-sectarian character the school is be- 
 ing used more and more to take over the activi- 
 ties of the home and the church and the newer 
 activities of society as a whole. In a large meas- 
 ure the school is a laboratory in which the activi- 
 ties of the community are observed, explained and 
 applied as factors in the unfolding and developing 
 child life, not for service, but in service. The 
 simple principles of group life may thus be un- 
 derstood, formulated and used habitually, and 
 consciously as guides in civic advancement. 
 
 ^. . r . ,. The unbroken continuity 
 
 Civics Instruction « , , ^^ ^ . , • j- -j i 
 
 Needed in All Grades • ^^ ^^^ ^'^^ ^^ ^^^ individual, 
 
 as such, and as a member 
 
 of social groups makes civics instruction neces- 
 sary in every grade of the school work. An anal- 
 ogy of this is found in the religious training of 
 children in the home and the church where the 
 efforts of the parents and religious teachers are 
 unceasing. The child, as it enters school and 
 passes from grade to grade, is conscious of its 
 duties to others and of its blessings from others. 
 It also sees the necessity of modifying its habits 
 and notions regarding right and wrong as its in- 
 terests and relationships widen. In these newer 
 and richer experiences he needs not only the en- 
 vironment that calls forth and necessitates the 
 
 Page Nine 
 
changes, but also the sympathetic and intelligent 
 guidance of those directing his fuller training. 
 The gradation in the child's development is par- 
 alleled by the grades in the school and should be 
 met grade by grade with more intensive study of 
 the lessons begun in the lower grades and also 
 with new interests. Learning from environment 
 is not enough, the teacher must help the child to 
 organize its reactions upon this environment so 
 as to make more certain a wholesome interest and 
 a social attitude. The gradation of the work in 
 classes from primary to the higher grades should 
 be from an observation of the services rendered 
 by one individual to another, upward through the 
 social groups and institutions to the machinery of 
 government as a means of conducting, controling 
 and advancing all individual and social activities. 
 At every step emphasis must be put upon helpful 
 human service, as the fundamental principle of 
 true citizenship. 
 
 Citizenship— Its ^^ indicated above, a new 
 
 Modern Meaning: conception prevails today of 
 
 the citizen and citizenship. 
 The narrowness of the Greek city-state is deep- 
 buried in the past; the suzerainty of the Roman 
 Government was razed to the ground by the viril- 
 ity of the Teutons; the divinely appointed king 
 ruling over the rest of us as subjects now sleeps 
 peacefully; lords and serfs today dine together; 
 capitalists and laborers look for protection to the 
 same courts ; rival nations are dreaming of a uni- 
 versal board of arbitration; one language, 
 through trained interpreters, tells these tales of 
 progress the world around; eight minutes on the 
 wires, by relays, encircles the earth with a mes- 
 sage of man's triumph. 
 
 Page Ten 
 
These changed conditions make a new world 
 and necessitate a new type of citizenship. The 
 nations of the earth are closer together today 
 than the Greek States were two thousand years 
 ago. All kind of commercial, political and social 
 relations among the nations makes each nation 
 dependent upon each other nation. These ties 
 call for a citizenship and patriotism free from 
 race antagonisms and illumined with the spirit of 
 human service. 
 
 The means of education have so multiplied 
 through books, schools and the press that the peo- 
 ple of the world can no longer be kept in ignor- 
 ance of what the world offers to the enlightened. 
 
 Every citizen of a free country aspires to read 
 and think for himself, to vote and to have a voice 
 in shaping every institution of society. 
 
 We are fed, clothed, and entertained from every 
 land and every clime and we traverse the world 
 over for pleasure, knowledge and wealth. All of 
 these privileges and blessings are brought to our 
 homes and shared with our children. The lives 
 of children and adults day by day are enriched 
 from the treasure-stores of the world. The morn- 
 ing, noon, and evening press tells us of the strug- 
 gles, conquests, sorrows, and joys of mankind 
 everywhere. The new citizenship means a prepa- ^' 
 ration for the understanding and appreciation of 
 this complex and rich world-life. The leading na- 
 tions are all engaged in this progressive develop- 
 ment of civilization. The echoes of war are but 
 accidents in this forward march of humanity. 
 The peoples of the world understand each other 
 better and are more deeply concerned with their 
 mutual welfare than ever before. The proper ed- 
 ucation of our children for the further develop- 
 
 Page Eleven 
 
ment of this spirit and work is the most vital 
 
 cause in which society can engage. 
 
 CY 'j:- A • • Civics is as rich in spe- 
 
 Specific Aims in -r, • . ,. 
 
 rn /. ^. . cmc aims as is any other 
 
 Teaching Civics: u- j. ^ xi • i 
 
 subject of the curriculum. 
 
 These aims are even more vital in the development 
 of real men and women than are the aims of 
 other subjects. In fact, the highest aims of all 
 the subjects of the curriculum are the ones whose 
 blossom and fruitage is citizenship. 
 
 1. Reverence for the home is fundamental in 
 the training of children. 
 
 The ceaseless grind of the unhallowed divorce 
 courts attests this need. The family and the home 
 of the family is the unit for civilization. No vir- 
 tue is needed, or in fact can be, in any other so- 
 cial, political, or industrial group that is not es- 
 sential to a pure and efficient home. Patience, 
 sympathy, duty, service, obedience, honesty, 
 truthfulness, courage, fortitude, industry, sacri- 
 fice, forgiveness, purity, — are not all of these the 
 virtues of a righteous home? Do all children re- 
 ceive sufficient training in these virtues in their 
 home? The first duty of the school is to supple- 
 ment the work of the home in developing in the 
 children the habits and attitudes which underlie 
 the character of a true citizen. Children not 
 reared in a spirit of reverence for the home — the 
 institution that brought them into existence — are 
 but poorly equipped to enter into the broader re- 
 lationships of life in which the home is but a unit. 
 Virtues are not acquired by merely passing over 
 the boundary line from one institution into an- 
 other — they must become bone and sinew of the 
 individual. 
 
 Page Twelve 
 
2. Learning to share with one another our 
 blessings is an aim in citizenship. 
 
 The child needs to learn early and well the les- 
 son that no one can live his life alone and that he 
 enjoys no blessing to which others have not made 
 a contribution. The home is protected from fire 
 and from the robber by the organized service of 
 the individuals of society. The school that the 
 child attends is maintained by a common tax. 
 Likewise the church, the library, the parks, the 
 roads — these are made possible by a sharing of 
 service. The good citizen makes his contribution 
 to the common welfare. More and more society 
 is expecting this mutual service from her mem- 
 bers — both from the poor and from the rich. The 
 idea today is that the good citizen is the one who 
 holds an opportunity or wealth only as a trustee 
 to use it for the common good. He is not a para- 
 site, living without working, but is a producer of 
 wealth; he is not a miser, hoarding his income, 
 but is a distributor of his goods. With this point ' 
 of view, that individual or that nation which cre- 
 a4:es and distributes the most to the peoples of the 
 world is the best and greatest in citizenship. The 
 school in all of its teachings and activities should 
 give the children this point of view. This is the 
 thought in the Preamble to our Constitution, "to 
 promote the common welfare and to secure the 
 blessings of liberty to ourselves and to our pos- 
 terity.^' 
 
 The child in its simplicity will catch this spirit 
 if it is the tone and the teaching of the home and 
 the school. 
 
 3. Citizens should be able to make the wisest 
 selections of vocations, and should see, appreci- 
 ate, and do what society needs. 
 
 At this point the present-day training for cit- 
 
 Page Thirteen 
 
izenship is weak. But little is being done system- 
 atically to help the boys and girls to discover what 
 they are best fitted to do and to help them to ana- 
 lyze the needs of society in the various industries 
 and professions. And society is not doing enough 
 in an unselfish way to aid young people in enter- 
 ing upon their vocations with assurance of suc- 
 cess. It is reliably stated that only about one- 
 fifth of our people are successful financially. This 
 means a large percentage of dissatisfied and in- 
 efficient people — a type of citizenship that creates 
 problems difficult to solve. To admit that this 
 condition cannot be remedied is to place a low es- 
 timate upon the business ability of humanity and 
 a low estimate upon the ability of the one-fifth as 
 teachers of the four-fifths. If it is possible to 
 turn the millions consumed in war and other non- 
 productive enterprises into helping the young to 
 choose the right vocation and to get started right 
 in it, thereby many of the social problems would 
 be solved. Several of the leading countries and 
 many cities in the United States are doing val- 
 uable work in vocational directing. But the work 
 is in its infancy. The goal in citizenship should 
 be, every citizen at the work for which he is best 
 fitted and meeting with success in that work. If 
 this directing is to be done through the school, 
 then this means that the school is to be the very 
 center and heart-beat of our nation. The work is 
 too big for an individual or for private enterprise, 
 it must be done by society as a whole through a 
 universal institution. We have but one such in- 
 stitution and that is the school. A sad refrain is 
 heard on every hand, "If I had only known what 
 to go at when I was a boy." If society can remedy 
 this condition through the right kind of education 
 
 Page Fourteen 
 
and direction of her youth, alms houses, jails, and 
 penitentiaries will close automatically. A large 
 percentage of lawyers, doctors and promoters 
 might, with profit to society, be turned into voca- 
 tional directors for the young. 
 
 4. Citizens should protect their nation, but not 
 destroy others. 
 
 The policy of live and let live, applied to the 
 individuals in our home, should be applicable, in 
 the same sense and equally so, to the nations of 
 the earth. It will be so if the human conscious- 
 ness ever expands sufficiently to grasp the idea 
 of world citizenship. If our youth grow up with 
 the idea that it is only the best to which they are 
 to be true and that imaginary geographical boun- 
 dary lines do not sever truth and human interests, 
 then the love of one's country will not be despoiled 
 by the hatred of other nations. The doctrine of 
 "My Country, right or wrong," has no place in 
 the schools of a Christian Democracy. The citi- 
 zens of any country should be prepared — abun- 
 dantly prepared for defence against any foe, but 
 the bulwarks of their defence should be the vir- 
 tues of a righteous nation. These may justly be 
 manned by guns and trained soldiers. Any other 
 means of national defence is but for a day. When 
 a citizen of one country sees justice in the claim 
 of a citizen of another country" then he must be- 
 come the protector of his fellow citizen. It is in 
 this sense that citizenship transcends boundary 
 lines and nations are kept at peace. 
 
 The child can understand this principle in his 
 school and community relationships, if he be 
 guided by one who sees the end of it all. 
 
 5. Citizens should understand and know how 
 to enjoy the best in work and leisure. 
 
 The riches of a civilization are of no conse- 
 
 Page Fifteen 
 
quence except as they are understood and used. 
 The wealth of literature, art and science are like 
 the mines in the earth until revealed to the minds 
 of men. The contributions made by the earlier 
 peoples make life richer both in service and en- 
 joyment if properly interpreted. We need to 
 know how other people have lived, thought, and 
 governed themselves in order to fully appreciate 
 our own conditions and to know whether to repeat 
 or to avoid their manner of life. This is a duty 
 of an intelligent citizen. 
 
 Likewise a helpful use of leisure hours calls for 
 a wide knowledge and careful training. The lack 
 of this fills the gambling hall, the saloon, the loaf- 
 ing dens with aimless, disintegrating characters. 
 The remedy lies in appreciation of literature, art, 
 music, healthful games, social amusements, mov- 
 ing-pictures, public parks. The schools are de- 
 veloping these activities very extensively and so- 
 ciety is realizing the value of it as redeeming and 
 preventive factors in education. Such work is em- 
 phasizing the fact that training for citizenship is 
 much more than mere preparation to vote and to 
 make laws. An intelligent laborer in a wisely 
 chosen vocation with wholesome leisure hours is 
 the highest product of any civilization. 
 
 6. The practice of civic virtues and the appre- 
 ciation of rights and duties is a constant aim of 
 all instruction in civics. 
 
 It Is the individual in service, with a happy 
 heart and a moral will, guided by a social con- 
 science, that is the aim today of all educational re- 
 formers. The child must learn that his right to 
 life, liberty, property, and joy is coupled with a 
 duty to secure and preserve the same right to 
 every other individual. The home, school, and 
 
 Page Sixteen 
 
community are full of opportunities and necessi- 
 ties for the practice of this virtue. In these 
 phases of group life, in which the child is partici- 
 pating, example counts for more than precept. 
 Here the habit is formed that makes a good cit- 
 izen. 
 
 7. Knowledge of the organization and adminis- 
 tration of the machinery of the government is 
 necessary for the fullest conception of the func- 
 tions of its several parts. 
 
 The machinery of government is of no value 
 aside from what it does for society. The citizen 
 needs to know this machinery so that he may use 
 it to bring to pass desired social results. He 
 should be taught to think of it not as something 
 either sacred or static, but as something that can 
 and must change as human needs change. In this 
 regard only must the citizen respect government, 
 officials, laws, and courts. Good citizens make 
 good government. 
 
 8. A supreme aim in the teaching of civics is 
 to prepare citizens to meet and destroy the efforts 
 of organized vice. 
 
 On every hand, in life about us, is found organ- 
 ized vice, luring our boys and girls and adult cit- 
 izens away from the path of righteousness. Il- 
 lustrations are the saloon, the gambling dens, the 
 traffic in women, the corrupt methods in business. 
 All of these activities are conducted by our fellow- 
 men through organizations and methods that en- 
 gage the keenest intellects guided by depraved 
 motives and wrecked moral wills. A knowledge 
 of the nature of the methods and of the blighting 
 results of these institutions of vice is necessary 
 for our better citizens who would eliminate them 
 from civilization. It is this kind of preparedness 
 
 Page Seventeen 
 
that the schools the world over should be giving 
 rather than that of military prearedness. This 
 work today is too largely of the form of adult re- 
 sistance to the enemy of vice that has been sys- 
 tematically bred and nourished in our own home- 
 land. A people will far more quickly recover 
 from the devastation of war than from the devas- 
 tation of vice. The home and the school should be 
 the point of attack while the present righteous 
 population stands guard. 
 
 mi n/r J.1 J £ A 1. The true idea of govern- 
 
 The Method of Approach i. - i.. . n 4.. 
 
 . ^7 m T-- X ment IS that of co-operation 
 
 '^ «fe^ reacAtn^ of j^^ ^^^^^j ^^^^^^^ ^j^jj_ 
 
 dren early appreciate what 
 is done for them and learn to enjoy doing things 
 for others. It is in these experiences that the 
 teaching of civics has its beginnings. In other 
 words, it is through the functions of the govern- 
 ment and not through the machinery of govern- 
 ment that the child learns how to behave, how to 
 obey, serve and respect the individuals and insti- 
 tutions of society. 
 
 The interests aroused in the small group — ^the 
 home, school, church and community — widen out 
 gradually into the interests of the larger group — 
 the city, state, and nation. This method of ap- 
 proach naturally gives civics a place by the side 
 of other subjects from the first grade on through 
 the entire course of school work. 
 
 The formal study of text-books on the machin- 
 ery of government has not appealed to the inter- 
 ests of children and has not resulted in the awak- 
 ening of a social consciousness. Children love ac- 
 tion and are interested in its results This is the 
 key to success in civics instruction. Every local 
 unit in group life is the proper text book for this 
 
 Page Eighteen 
 
work. Such units are (1) the fire department for 
 
 protection, (2) the police for safety of property 
 
 and life, (3) the hospitals for the care of the sick, 
 
 (4) the streets and roads for service, (5) taxes 
 
 and rents for the use of property, (6) home and 
 
 school government, and the many more units that 
 
 these suggest. The study of these life-units gives 
 
 a simplicity to the teaching of civics that keeps it 
 
 within the range of the child's experiences and 
 
 keeps him interested in good government as it 
 
 touches his own life. 
 
 This type of concrete work will be of great value 
 
 to the pupil that drops out of school along the 
 
 way and so never reaches the higher grades and 
 
 the study of formal text-books on civics. 
 
 n , .. £ ri' ' Civics gleans from all 
 
 Relation of Civics ,, i_. i. xi ^ 
 
 . ^.. o T. • J. other subjects the lessons 
 
 to Other Subjects, ^^ . . i_ i -u u j. 
 
 that teach children how to 
 
 live. Civics furnishes motivation for all other 
 subjects. The child studies history, geography 
 and other subjects because they interest him in 
 his growth as an individual and as a member of 
 the group. In history he learns what men have 
 done, how they have done it, what mistakes they 
 have made, where they have advanced and where 
 they have hindered human welfare. In geography 
 he learns how people have used the earth to make 
 it feed, clothe and shelter man. In language and 
 grammar he learns how individuals communicate 
 with one another for their pleasure and advance- 
 ment. So it is with all other school subjects, the 
 center of their interests is life more abundant. 
 In the furthering of all of these human interests, 
 the practice of social virtues, the observance of 
 rules, regulations and laws, the recognition of 
 inter-state and international rights are every- 
 
 Page Nineteen 
 
where apparent. Learning to read is for the dou- 
 ble purpose of finding information and joy — both 
 necessary for an efficient citizen. Hence, it is 
 easy and advisable to teach civics in connection 
 with and as a part of all subjects in the curricu- 
 lum. But it is also necessary to group together 
 the lessons and principles of civics as they are un- 
 folded in daily life and in the study of the sub- 
 jects of the school curriculum and make these les- 
 sons the objects of conscious observation and 
 study. In other words, civics has a content of its 
 own that is both interesting and invaluable and 
 which calls for a separate and continuous treat- 
 ment in the daily program of the school. It is 
 rich in its significance because it constitutes the 
 vitalizing motive of all school subjects. 
 
 rm m x n- • • The importance of the 
 
 The Place of Civics m , ^ • • • xi j -i 
 
 ., ri -7 r» lessons of CIVICS m the daily 
 
 the Daily Program, ,.„ ^ . , , .,, , "^ 
 
 life of the child, at every 
 
 stage of its development and in every human re- 
 lationship, justifies giving this subject a place of 
 its own in the regular program throughout all of 
 the grades of the school. It is so recognized in 
 many of the best schools in the United States and 
 foreign countries. In some schools, however, 
 some of the topics necessary for training in 
 citizenship are grouped under the subject of 
 ethics. This seems to be a needless division of 
 subject matter and results in a confusion of em- 
 phasis. The better plan is to keep the instruction 
 closely, but broadly organized under the one sub- 
 ject of civics and citizenship. For instance, the 
 subject of right and duty is just as appropriately 
 called civics as ethics and has a more significant 
 me'aning in the term of citizenship, if so desig- 
 nated. 
 
 Page Twenty 
 
Viewing the subject of civics thus broadly, as 
 including all conduct of the individual and the 
 group, we see clearly the necessity for daily at- 
 tention not only to the practice of civic virtues, 
 but to the interpretation, appreciation and organ- 
 ization of the principles of moral and civic life. 
 
 In the 'primary grades this work should be in 
 the form of heart-to-heart talks with the chil- 
 dren a few minutes per day, two or three times 
 per week, as the opportunities are offered in con- 
 nection with the school activities, with the read- 
 ing and language lessons and with the home and 
 community relations. 
 
 In the intermediate and grammar grades a reg- 
 ular place on the program should be given two or 
 three days per week for a careful consideration of 
 civic problems through boys' and girls' club work 
 and the various organizations for community life. 
 The teacher can find much help in the organiza- 
 tion of this material in the many elementary 
 books and articles in educational papers that are 
 appearing in the last few years on the subject of 
 civics and citizenship. In the upper grades a sim- 
 ple text, placing the emphasis upon the function- 
 ing of government, should be used by the pupil, 
 in daily study. 
 
 In the eighth grade a careful organization of 
 the principles of conduct and government should 
 be made around the machinery of government 
 that the state uses to direct and control the life of 
 its citizens. This last course would necessitate 
 the use of a good text-book and it should be closely 
 related to the final survey made in this grade of 
 the history of the United States. 
 
 Such a course of instruction will tend to fill so- 
 ciety with individuals who know how to and have 
 
 Page Ttventy-one 
 
the habit of governing themselves and who have 
 the knowledge and habit of co-operation with 
 others in government. Legislation will then tend 
 more and more to place its emphasis upon pro- 
 viding the means of correct and universal educa- 
 tion and likewise the courts and federal institu- 
 tions will grow less and less in prominence and 
 consequence. 
 
 ,,,... . On the basis of the child's 
 
 Motivations m 4. i • i 4. t j 
 
 ^. . rr, 7 • natural impulse to live and 
 
 Civics Teaching, . , ,, . 
 
 to do something civics is 
 
 one of the richest subjects in its appeal to and 
 satisfaction of his interests, desires and aims. 
 The satisfaction found in agreeable, harmonious, 
 and helpful relationships with his fellows is se- 
 cured through the observance of regulations and 
 principles that control group life. The child de- 
 sires the approval of parent and teacher, hence 
 he obeys. He desires protection, hence he pays 
 his share of the necessary expense. He desires 
 the use of the public highway, hence he observes 
 the laws governing it. He desires to travel abroad 
 or to trade with other nations, hence he acquaints 
 himself with the customs and laws of those na- 
 tions. In all of these human relationships he is 
 a participant and therefore interested, and con- 
 cerned with the results. He has these experiences 
 in a concrete way in the groups to which he be- 
 longs, thus satisfying his immediate interests or 
 motives. The alert and resourceful teacher finds 
 an abundance of ways in which to stir the child's 
 imagination for the use of these present experi- 
 ences in his preparation for the future or more 
 remote aims of adult life. 
 
 Page Twenty-two 
 
Teaching Civics Through 
 the Life of the School: 
 
 The school itself is a rich 
 civics laboratory where 
 every child is participating 
 in the exercises and the teacher is creating the 
 environment and conditions favorable to results. 
 The child desires liberty and is taught that he 
 finds it most where order and obedience abounds. 
 He learns that industry brings the best rewards. 
 He learns to appreciate good roads and courteous 
 treatment on the way to and from school. In the 
 various forms of pupil government, the class so- 
 cities, literary societies, athletic teams, he learns 
 to co-operate, obey and rule. Through the indus- 
 trial activities of the school, such as the manual 
 training, cooking and sewing, he learns how the 
 school is served by other institutions in supplying 
 needed materials. Through the school savings 
 bank, he learns how to co-operate with society in 
 the care and use of wealth. In the use and care of 
 his books and school property he learns the val- 
 uable lessons of the use and care of public and 
 private property. In his relation to the school 
 board, the attendance officer, medical director, 
 school nurse, and play ground officials he is broad- 
 ened and enriched in his civic experiences and 
 fitted for the wider life outside of the school. Like- 
 wise, his imagination is awakened by the study 
 of the deeds of men in history. The proper util- 
 ization of this life of the school is the richest of 
 all civic instruction. 
 
 rr 1.' n- ' rri, I, The school children are 
 
 Teaching Civics Through • . j -^.11 ^ r^ 
 
 T 7 \i dj. J. r\^ ' 1 acquainted with local offi- 
 
 Local and State Officials • i , -, 
 
 , r ... .. cials, such as road commis- 
 
 and Institutions: . .„ 
 
 sioners, village or city coun- 
 
 cilmen, mayor, policemen, justice of the peace, as- 
 sessors, the county superintendent of schools, mail 
 
 Page Twenty-three 
 
carriers and postal clerks. The work of these of- 
 ficials, the children can understand and appreci- 
 ate because it contributes to their daily life. They 
 will be interested in studying the method of elec- 
 tion or appointment and control of these officials. 
 The greater part of the information needed for 
 this work can be obtained by the children from 
 their parents and friends, thus co-ordinating the 
 school and community interests. The study of the 
 work of these officials and institutions should be 
 approached through concrete problems, such as 
 getting money for public work, keeping the roads 
 in order, adjusting troubles between individuals, 
 sending and receiving mail. In finding the solu- 
 tion to these problems the children receive the de- 
 sired information and training in citizenship. 
 
 The City as a Unit in ^^^ ^^^^^ development of 
 
 ^ . . rr 1, • cities and the great extent 
 
 Civics Teaching: ^ i . i u xi ^ j i 
 
 to which both city and rural 
 
 life is controlled by the social and political organ- 
 izations of the city makes the city a very impor- 
 tant unit of civic study. The city government in 
 all of its phases touches not only the life in the 
 home, but is in every essential respect like the 
 government of the state and the nation. It is of 
 greater consequence to the majority of citizens 
 because of the more intimate relations they main- 
 tain with the city. And because of this closer in- 
 timacy, the problems of social need and control 
 are more concrete and therefore more readily un- 
 derstood and appreciated. Every municipal in- 
 stitution and plant may be seen at its work and a 
 first-hand study made of its contribution to the 
 individuals and home of the city. 
 
 Such problems as the following open up the 
 study of the entire life of the city: (1) The in- 
 
 Page Twenty-four 
 
spection and care of food, (2) the supply and cost 
 of water, (3) the paving and care of streets and 
 roads, (4) the construction of public utilities, (5) 
 the provision for education, amusement and leis- 
 ure, (6) the care of the poor, the sick, and the 
 aged, (7) the election, duties and pay of officials, 
 (8) the work of churches and fraternal organiza- 
 tions, (9) the closing of saloons and dens of vice. 
 This life-like work through the school gives the 
 pupils a feeling of ownership in the life of the city, 
 and therefore a feeling of personal responsibility 
 for its proper care. This consciousness of respon- 
 sibility for good government is one of our great- 
 est social needs. It can never be developed 
 through text-book study, but must come through 
 actual participation in civic life. 
 
 7, ,. ^. . Children enjoy the activi- 
 
 Teachmg Civics .. . , ... ,, . 
 
 mi ^ n ±' J.' ties m dramatizing their 
 
 Through Dramatization: ,11 j 
 
 school lessons and so re- 
 ceive more good from the instruction and drill 
 given them. Much of the work in civics can be 
 made life-like through dramatization. For in- 
 stance, a number of the pupils may represent the 
 school board, and others, representing parents or 
 agents, may appear before the board in session, 
 on certain business relations pertaining to the 
 school. In this way the pupil may learn of the 
 duties of the board and of their methods of doing 
 business. In a similar way the pupils may drama- 
 tize the work of the city council, the justice 
 courts, the directors of a bank, the health depart- 
 ment, etc. Having to discharge the duties of the 
 members of these bodies the pupils take more in- 
 terest and care in posting themselves regarding 
 these duties. As a means of enriching this work 
 visits should be made to see some of these bodies 
 
 Page Twenty-five 
 
in session. In each of the play-sessions with the 
 
 pupils a real problem in government should be 
 
 the subject for consideration. 
 
 m -u- n- ' mv. i. The most vital training 
 
 Teaching Civics Through . ... ...j -u- 
 
 ^ '. ^ . m citizenship today is being 
 
 Community Organiza- . ,, ^ J.^ • 
 
 ... given through the various 
 
 forms of community organ- 
 izations in which all members of society are par- 
 ticipating. Illustrations of these organizations 
 are the Parent-Teachers' Associations, the Farm- 
 ers' Clubs, the Chamber of Commerce, the Church 
 Leagues, the Women's Clubs, the Christian Asso- 
 ciations. All of these organizations are voluntary 
 and exist for civic and religious improvement 
 without pay or legal coercion. The nature and 
 motive of these organizations place them on a high 
 civic plane, making them worthy of observation 
 and study by the school children. Branches of 
 many of these organizations exist for children so 
 that they as members may actually participate in 
 the same character of civic work. These organ- 
 izations exist primarily for the purpose of awak- 
 ening, developing and fostering high ideals and 
 practices of civic virtues. They are the forerun- 
 ners of good laws and law enforcement. They 
 are the foundations and strength of good schools, 
 righteous homes, and spiritual churches. It is 
 through these organizations that the members of 
 a community come to know, love, and co-operate 
 with one another in the work of citizens. 
 
 Teaching Civics Through , ^l'^^.^^ celebrations have 
 Holiday Celebrations: ff f ^'^ pnmary purpose 
 
 the deepening m the mmds 
 of our children their appreciation of the past he- 
 roes and events that have given to us our coun- 
 try and its blessings. These celebrations, by their 
 
 Page Twenty -six 
 
concrete and dramatic method, stir the imagina- 
 tions of our children to a fuller understanding of 
 the worth of these historic personages and 
 achievements as means of securing the same high 
 type of life today. These appeals to the imagina- 
 tion and the emotions result in a type of patriot- 
 ism and an, impulse to civic service that is of 
 great value in the trials and tests that come to 
 our citizens in critical moments of national life. 
 Such lessons magnify the ideals of citizenship to- 
 ward which all civic instruction tends and en- 
 riches the aesthetic joy which comes from a 
 knowledge of the beauty of unselfish human serv- 
 ice. Such days as Christmas, Thanksgiving, Me- 
 morial Day, Washington's Birthday, Fourth of 
 July, and many others, are centers around which 
 rich historic memories cluster that should never 
 die in the consciousness of our nation. Good cit- 
 izens love these days and our schools do well to 
 help to perpetuate them. All peoples and nations 
 have their festal days. The programs for these 
 celebrations should bring out clearly and simply 
 the true values of the contributions made by the 
 historic heroes and events and not permit these 
 values to be overshadowed by the sensational and 
 transient features of the ceremonies. These ex- 
 ercises offer excellent opportunities for interest- 
 ing the adult citizens in the work of the schools 
 as well as interesting the children in the work be- 
 yond the school. 
 
 /IT 7 • r^' ' rrn, I. The theory that the child 
 
 Teaching Civics Through ....... 
 
 ., ^ IS father to the man is rec- 
 
 Juvenile Leagues: • j • j.i i j 
 
 ^ ognized m the plan and 
 
 work of the many Junior Civic Leagues through- 
 out our country. Some of these, such as the Boy 
 Scout Movement and the Camp Fire Girls, have 
 
 Page Twenty-seven 
 
reached great proportions as national organiza- 
 tions. Their supreme purpose is a clean, happy, 
 useful citizen. The churches, likewise, have the 
 King's Daughters and various Guilds for their 
 young people in civic and religious work. In some 
 cities there are also Junior Civic and Industrial 
 Leagues working as branches to the Commercial 
 Clubs to train the boys and girls to know, to ap- 
 preciate and to serve in the industrial life of the 
 cities. The far-reaching significance of this work 
 among the young cannot be better expressed than 
 by this quotation from one of our greatest states- 
 men, William Jennings Bryan, in an address be- 
 fore the National Educational Association : 
 
 "Each individual finds his greatest security in 
 the intelligence and happiness of his fellows — the 
 welfare of each being the concern of all, and he 
 should therefore exert himself to the utmost to 
 improve conditions for all and to elevate the level 
 upon which all stand." 
 
 -- ,. ^. . The old text-books on civ- 
 
 T earning Civics • • i.- i. v. 
 
 m 1 m J. -u 1 ics, m which was empha- 
 
 Through Text-books: • j xu u- ^ 
 
 ^ sized the machinery of gov- 
 
 ernment, are of but little value, as th^ey fail to in- 
 terpret to the pupil the facts and relations of his 
 own community life. The newer books of recent 
 years have the "socialized" point of view, and in 
 subject-matter and method, are approaching 
 somewhat nearer to the needs of our schools. A 
 text-book that closes up the hitherto gap between 
 organized subject-matter and the daily life of the 
 child is a good text for use. There is need for 
 this type of text-book work on civics and citizen- 
 ship in the upper grades. Such a book can well 
 be termed "Community Civics," with the broad 
 conception of community as the group-life 
 
 Page Twenty-eight 
 
throughout the state and nation. In this text- 
 book work emphasis should be placed upon the 
 principles of government as they have been un- 
 folded to the pupils in the concrete work in which 
 they have participated in the lower grades. Like- 
 wise a study should be made of the ways in which 
 these principles are applied by our law makers 
 and administrative officials in serving the will of 
 the people. Such a study should have as its ulti- 
 mate purpose an intelligent initiative on the part 
 of the citizens in the co-operative work of the 
 government as it pertains to human betterment. 
 The text-book work will secure such results only 
 as it is supplemented and enriched with the meth- 
 ods and devices interpreted and described in the 
 foregoing discussions. Such a course of instruc- 
 tion and training will produce a citizenship ca- 
 pable of maintaining, "a government of the peo- 
 ple, by the people and for the people," the dream 
 of our immortal Lincoln. 
 
 Page Twenty -nine 
 
CIVICS AND CITIZENSHIP 
 
 Course of Study 
 
 Page Thirty 
 
CIVICS AND CITIZENSHIP. 
 
 Course of Study. 
 
 This syllabus is largely suggestive and it can be 
 modified and enlarged by any resourceful teacher, 
 teacher. 
 
 Primary Grades. 
 First, Second and Third. 
 
 1. Duties in the home, school and community: 
 Kindness, helpfulness, industry, self-respect, un- 
 selfishness and co-operation, loyalty, self-control, 
 cleanliness, punctuality, honesty, truthfulness, so- 
 cial courtesies. 
 
 These virtues are taught in connection with all 
 of the lessons and activities of the school, 
 
 2. Care of life, health and property: How to 
 avoid dangerous animals and vehicles, what to do 
 in case of accidents, how to keep well, the care of 
 the eye, ear and throat, how to use and protect 
 one's own and others' property. 
 
 These duties are taught in connection with the 
 social and legal regulations governing them, 
 
 3. How to play and to be happy — in the group 
 games in class and on the playground, in the 
 home, in the parks, in contests, and alone with 
 books, in garden, field, and woods. 
 
 Emphasis is to be placed upon the provisions 
 made by home, school and society for play and joy, 
 
 4. How to save and invest — Tomorrow's needs, 
 the school savings banks, the lessons of the school 
 garden and the canning clubs, the poultry yard 
 and the seed corn, the granary, the store-house 
 of the squirrel and the bee. 
 
 Emphasize the many ways in which society en- 
 courages and promotes thrift. 
 
 Page Thirty-one 
 
5. Friendships: How to make and keep 
 friends, right kind of friends, of people, animals, 
 plants, books, pictures, and ideals. 
 
 Stories can be used of great friendships in his- 
 tory, Bible and other literature. 
 
 6. The method of civics instruction in the pri- 
 mary grades is always concrete and centers 
 around the lessons and activities of the class room, 
 the school, the street, the highway, the parks, the 
 church, the hospitals, libraries, woods and fields. 
 
 These lessons create and develop the life and 
 spirit of the individual and the group. 
 
 7. Holidays and Patriotism: Thanksgiving, 
 Christmas, Washington's Birthday, Lincoln's 
 Birthday, Fourth of July, Decoration Day. 
 
 These celebrations should consist of simple ex- 
 ercises in which every child can have a part. 
 
 The aim should be true patriotism as a result 
 of an intelligent appreciation of the unselfish serv- 
 ice of these heroes and also an awakened desire 
 to do something worthy of appreciation. 
 
 8. Reverence: Of parents, self, friends, truth, 
 beauty, work, home, church and God. 
 
 This spirit is the fruitage of all other lessons 
 properly taught. It is the feeling and attitude of 
 mind that nothing shall be permitted to stand be- 
 tween the individual and these objects of rever- 
 ence. 
 
 Fourth Grade. 
 
 1. Continuation of the lessons of the primary 
 grades in their broader application to the com- 
 munity and the state. 
 
 2. The relation of the home to the community: 
 The right kind of homes, the community institu- 
 tions that the home needs, such as the market, 
 
 Page Thirty-two 
 
lighting system, telephones, postal service, fire 
 departments, granaries, flour mills, coal mines, 
 lumber yards, parks, hospitals, police depart- 
 ments, churches, libraries. 
 
 Theses should he emphasized as supplements to 
 the home and as supported by the co-operative 
 work of the homes. Proper balance should be 
 given to the advantages of both rural and city 
 home and community life. The advantages of each 
 must overshadow the disadvantages. 
 
 3. Teamwork in Class, Games and Clubs: 
 Forms of pupil government, debating societies, 
 athletic contests, street cleaning brigades, flag 
 drills, fire drills. 
 
 In all of this work the emphasis is to be placed 
 upon the importance of co-operation in group life. 
 
 Fifth Grade. 
 
 1. The City — All of its Activities. 
 
 (1) Looking after health. 
 
 (2) Inspecting and care of food. 
 
 (3) Providing water. 
 
 (4) Keeping the city clean and beautiful. 
 
 (5) The work of the fire department. 
 
 (6) The police department. 
 
 (7) The council and the laws. 
 
 (8) What the city does for the schools. 
 
 (9) Providing recreation and amuse- 
 
 ments. 
 (10) How Children's Leagues can help in 
 such work. 
 
 2. The Country Community — All of its Activi- 
 
 ties. 
 
 (1) The school and the problem of con- 
 
 solidation. 
 
 (2) Making good roads. 
 
 Page Thirty-three 
 
(3) Mail service and telephones. 
 
 (4) How farmers are improving their 
 
 crops and animals. 
 
 (5) The problem of health in the country. 
 
 (6) What the county officials do for the 
 
 people. 
 
 (7) What country people do for recrea- 
 
 tion and pleasure. 
 
 (8) The opportunity and work of the 
 
 country church. 
 
 (9) Boys and Girls' Club work. 
 
 Sixth Grade. 
 
 1. The State Institutions, 
 
 (1) The necessity for and the different 
 
 kinds of schools and reformatory 
 institutions. Show how these mean 
 good citizenship. 
 
 (2) Show what the state does through 
 
 taxes. 
 
 (3) Show how the government controls 
 
 certain kinds of business for the 
 good of the people. 
 
 (4) Show what young citizens can do to 
 
 help the state officials to give the 
 people good government. 
 
 (5) Show what the community can do 
 
 without the state helping. 
 
 2. Privileges and Duties of IndividuMs in a 
 
 State, 
 
 (1) Personal and property rights and 
 
 duties. 
 
 (2) Suffrage rights and duties. 
 
 (3) Educational rights and duties. 
 
 (4) Military rights and duties. 
 
 (5) Religious rights and duties. 
 
 (6) Health rights and duties. 
 
 Page Thirty-four 
 
(7) Leisure and amusement rights and 
 duties. 
 
 Seventh Grade. 
 
 1. What the national government does for all 
 citizens. 
 
 2. The rights and duties of all citizens in re- 
 lation to national government. 
 
 3. How the national government regulates her 
 relations with all citizens. 
 
 4. How each state works with the national 
 government. 
 
 5. How the government gets money. 
 
 6. Who are citizens of the United States and 
 what are their duties. How we make citizens out 
 of foreigners. 
 
 7. How business between the states is regu- 
 lated. 
 
 Eighth Grade. 
 A good text should be studied in this grade. 
 
 1. A systematic study of the organization and 
 work of the national, state, county and city gov- 
 ernments, through the several departments and 
 officers. 
 
 2. A study of the ways in which the govern- 
 ment seeks to equalize responsibilities and bless- 
 ings. 
 
 3. The mutual relation of the United States 
 and other governments should be made significant 
 through a few type studies; such as, immigra- 
 tion, commerce, travel privileges, studying abroad, 
 religious privileges, intermarriage, treaties. 
 
 Page Thirty-five 
 
REFERNCE BOOKS ON CIVICS AND 
 CITIZENSHIP. 
 
 1. Town and City, Book Three, By Jewett, 
 1906, Ginn & Company. 
 
 This is a most excellent little book on commu- 
 nity hygiene. It is easily readable in the interme- 
 diate grades. 
 
 2. Community Civics, By Field and Nearing, 
 1916, The Macmillan Company. 
 
 This book is especially designed to teach civics 
 in rural life. It is adapted to the intermediate 
 grades. 
 
 3. Good Citizenship, By Richman and Wallace, 
 
 1908, American Book Company. 
 
 This is an excellent supplementary civics 
 reader for the intermediate grades. It presents 
 in a most interesting way the child's opportuni- 
 ties for rendering civic service. 
 
 4. The Young American, By Judson, 1908, 
 Charles E. Merrill Co. 
 
 This is a civics reader consisting of historical 
 discussions of the simple and vital principles of 
 government and also containing many selections, 
 largely from American authors, to be used as an 
 aid in teaching true patriotism and citizenship. 
 It is usable in the lower grammar grades. 
 
 5. The Young Citizen's Reader, By Reinsch, 
 
 1909, Sanborn & Company. 
 
 The main purpose of this little book is to train 
 boys and girls to notice and to understand what 
 is going on about them in their town, state and 
 nation. It is adapted to the grammar grades. 
 
 6. Arms and the Boy, By Gignilliat, 1916, The 
 Bobbs-Merrill Company. 
 
 Page Thirty-six 
 
This is a fresh, vigorous, and full presentation 
 of the ideals and methods of military training in 
 schools and colleges. It is a good book for the 
 reference library. 
 
 7. Socializing the Child, By Dynes, 1916, Sil- 
 ver, Burdett & Company. 
 
 This is a teachers' guide for the teaching of his- 
 tory in the primary grades with the aim of em- 
 phasizing certain aspects of social education. It 
 has valuable suggestions for the first, second, and 
 third grades. 
 
 8. The Community and the Citizen, By Dunn, 
 1914, Heath & Company. 
 
 The theory of this book is that the object of 
 study in civics instruction is not the text-book, 
 but the community of which the pupil is a mem- 
 ber. It is one of the best books for the grammar 
 grades. 
 
 9. Iowa and the Nation, By Chandler and 
 Cherny, 1915, A. Flannagan Company. 
 
 As the title suggests, this book is a combination 
 of state and national civics. It is modern in its 
 point of view and is adapted to the grammar 
 grades. 
 
 10. Preparing for Citizenship, By Guitteau, 
 1914, Houghton-Mifflin Company. 
 
 This is an interesting and valuable book for the 
 grammar grades. It emphasizes several features 
 of the modern method of teaching civics. It is a 
 grammar grade book. 
 
 11. Essentials in Civil Government, By For- 
 man, 1909, American Book Company. 
 
 This book is intended for the seventh, eighth, or 
 ninth grade, as systematic instruction in political 
 ideals and civic morality. Its style is simple and 
 popular. 
 
 Page Thirty-seven 
 
12. Government in the United States, By Gar- 
 ner, 1916, American Book Company. 
 
 This book is a thorough discussion of the na- 
 tional, state and local government for grammar 
 grade or lower high school. 
 
 13. The Government of American Cities, By 
 Munro, 1912, The Macmillan Company. 
 
 This volume is an advanced treatment of the 
 framework of municipal government. It is an ex- 
 cellent book for the library of the teacher or the 
 school. 
 
 14. The Government of European Cities, By 
 Munro, The Macmillan Company. 
 
 This volume presents a study of the govern- 
 ment of French, Prussian, and English cities in 
 comparison with the government of American 
 cities. It is an advanced treatment desirable for 
 the library of the teacher or the school. 
 
 15. How the Other Half Lives, By Riis, 1890, 
 Charles Scribner & Sons. 
 
 This book describes life in the tenement district 
 of New York. It is a classic of its kind and can 
 be used to awaken an interest in and a sympathy 
 for the less fortunate workers in the world. 
 
 16. The Making of Iowa, Sabin, 1916, A. Flan- 
 agan Company. 
 
 The aim of this little volume is to awaken and 
 keep alive state patriotism. It is an excellent sup- 
 plementary reader for the grammar grades. 
 
 17. Civil Government, By Flickinger, 1901, 
 Heath & Company. 
 
 This is a scientific historical treatment of the 
 development of government from local up to na- 
 tional systems. It is a good reference text. 
 
 18. Form and Functions of American Govern- 
 ment, By Reed, 1916, World Book Company. 
 
 Page Thirty-eight 
 
This volume is fresh, interesting and modem. 
 It is a high school text, but should be in the ref- 
 erence library of teacher or school. Part VI, 180 
 pages on The Functions of Government, is of 
 great value for instruction in citizenship. 
 
 19. History and Civil Government of Iowa, By 
 Seerley and Parish, 1908, American Book Com- 
 pany. 
 
 This volume correlates the history and civics of 
 Iowa. It is valuable in the development of state 
 patriotism and in the general training for cit- 
 izenship. 
 
 20. The Government of the United States, By 
 Shimmell, 1916, Charles E. Merrill Company. 
 
 This is an old style book on the machinery of 
 government, suitable for reference. 
 
 21. The American City, By Harold S. Butten- 
 heim. Editor, Published monthly by the Civic 
 Press, 87 Nassau Street, New York. Subscrip- 
 tion price, $3 a year. 
 
 This periodical is always full of valuable articles 
 on city, town and rural civic life. It should be in 
 every library for reference work. 
 
 22. Lessons for Junior Citizens, By Mary Hill, 
 Ginn & Company. 
 
 This is a good book for the intermediate grades. 
 It aims to develop an interest in the government 
 and environment around the school and commu- 
 nity. 
 
 23. Boy Scouts of America, Handbook for 
 Boys, 1916, 200 Fifth Avenue, New York. 
 
 The work of this organization is to train the 
 boys of America in good citizenship. Every 
 teacher and school should have this book. 
 
 24. Camp Fire Girls Manual, 17 West Seven- 
 teenth Street, New York. 
 
 Page Thirty-nine 
 
The purpose of this organization is to "seek 
 beauty, give service, pursue knowledge, be trust- 
 worthy, hold on to health, glorify work, be happy." 
 It is an excellent organization for school girls. 
 
 25. Boys and Girls' Club Work, Extension De- 
 partment, State College, Ames, Iowa. 
 
 These are excellent bulletins for various kinds 
 of club work. 
 
 Page Forty 
 
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