University oi the State oi Hew York Bulletin Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, act of October 3, 1917, authorized July 19, 1918 Published Fortnightly No. 739 ALBANY, N. Y. August 1, 1921 SYLLABUS IN CIVICS Ninth Grade or First Year High School INTRODUCTION Experience with the Elementary Syllabus in Civics and Patriotism has shown that it contains a large amount of work to be covered in the seventh and eighth years. We have also lacked a suitable syllabus in community civics adapted to first year high school. The present syllabus contains the topics of the eighth year of the ele- mentary syllabus with such changes and additions as will adapt it for use in the ninth grade or first year high school. If this syllabus is given in the first year high school, it is suggested that the topics out- lined for the seventh grade be given in the eighth grade or distributed through the seven and eighth grades. Now that instruction in civics is required in every grade of the elementary school and a syllabus for the grades has been issued, it is possible to define the aims of this subject in the high school and provide an outline of the work. The ultimate aims here are no dif- ferent from those in the grades but with more mature pupils who have had the benefit of preliminary training it is possible to use more advanced subject matter. This syllabus, therefore, is intended to he the capstone of the Syllabus in Civics and Patriotism for the Elementary Schools issued as University of the State of New York bulletin 704. High school teachers of civics ought to have this bulle- tin at hand and might well make themselves familiar with its intro- duction, subject matter and methods. For instance, most of the work on local units of government has been covered in the lower grades and is treated here under the topic “ Units of Government ” only as a cross section review of the services rendered by the differ- ent units. H 1 26 r-D 2 1 -4000 ( 443 ) * LIBRARY UN1VERSIF/ OF ILLINOIS URBAN A The chief reason why the work done in civics in high schools fails to function properly is that both teachers and pupils are apt to regard the study as principally informational. All such may well bear con- stantly in mind two golden sentences found at the opening of the introduction to the syllabus for grades 1 to 6. “ The keynote of the new civics is service. Action is the goal toward which we are striv- ing.” To make ourselves a conscious part of intelligent, progressive public opinion, and to help others to become so, is one of the greatest services a citizen can render his country. Teachers should realize and make pupils realize that intellectual force is as important as any physical action — just as important as serving on juries, voting, or holding office, or, for the junior citizen, collecting statistics or mak- ing investigation or complaint. To this end, special attention is called to the “ Suggested Activities for Junior Citizens ” found at the end of each of the major topics. These are merely suggestive and every teacher ought to devise and put into practice other activities suited to her own class or locality. It is better to work out a few projects well than to attempt too many. Another reason why pupils do not take seriously the work in civics is that they are apt to regard the duties of citizenship as remote both in time and place. The average high school boy or girl does not habitually think of himself or herself as a citizen now. Naturally, therefore, he puts off all responsibility to some future time when he expects to become a citizen. Evidently he thinks that on his twenty- first birthday some magic change is to occur and he will then become not only a citizen, but a good, intelligent and interested citizen. He should be constantly reminded that he will be after 21 about the kind of citizen in his community that he is now, and if he does not acquire and practise the civic virtues in school, he is not likely to do so, in later life. In the same way the pupil is likely to think that the responsibility for good government resides solely at Albany or Washington. Per- haps he has absorbed this point of view from the conversation of his elders or from reading the newspapers. He should be taught that the mirrors of the seat of government simply reflect a composite of the ideas of citizenship which prevail throughout the country. Not often does the legislation of Congress get ahead of the views of the people and if perchance it does the executive is powerless to enforce laws which are not supported by public opinion. Responsi- bility for good government, therefore, rests finally upon all citizens, in school as well as out. A good start on the year’s work would be the reading in class of Franklin K. Lane’s “Makers of the Flag” and a study of its lessons. [ 2 ] Af VS ? u X The work of the ninth year is built around two essential aims : 1 The economic aim. This endeavors to impress upon the pupil his duty to become a self-supporting economic unit, a contributor to the common wealth not merely a debtor. It teaches the dignity of work, the value of thrift, the services rendered by economic wealth, the duty of trying to understand modern economic conditions and problems. From these topics he is led to consider his individual responsibility for the wise choice of a proper vocation. He is taught some of the principles which should guide him in choosing a life work which shall not only secure him a livelihood but shall minister to the common good of society. All this might be called vocational civics. 2 The good citizenship aim. This involves such a treatment of the government as shall emphasize the need of the social virtues. It dis- cusses the means of training for citizenship. It ends upon the high note of the privileges and responsibilities of citizenship and aims to produce young men and women able to fulfil the responsibilities and enjoy the opportunities of free life in a free society. What every American high school boy and girl has is high ideals for his country. It remains for us to teach them that “ the very life of the Republic depends upon the daily lives of her citizens ; and if she is to serve humanity, we must serve her.” I Wealth A Definitions of wealth, capital, property B Importance of wealth 1 To supply the immediate needs of the worker for food, clothing, shelter etc. 2 To supply the needs of the community's dependents 3 To produce a surplus for individual and community for future production and raise the standard of living C Sources of wealth 1 Natural resources 2 Raw materials 3 Labor D Problems comic cted with the production and use of wealth; agencies for solving them 1 Natural resources (see Van Hise, “ Conservation of Natural Resources ”) a Land. Reclamation of waste land, irrigation, drainage Scientific study of the soil for both increased and varied production; importance of scientific farm- ing to a nation’s life; control of water power; [ 3 ] necessity for cooperation of states with one an- other and with federal government. (Services of Roosevelt; meeting of governors, 1908. United States Department of Interior, Reclamation Service. Problem of controlling water power of Niagara Falls.) b Minerals (United States Bureau of Mines. Federal policy of withdrawing mineral lands from sale. Special world problem involved in oil lands. Historic importance of the discovery and use of minerals in advancing civilization, and the consequent need of their con- servation.) c Forests (United States Conservation Commission, Bureau of Forestry. Services of Gifford Pinchot. State for- estry commissions. Schools of forestry.) d Wild Life. Wild bird preserves; protection of migra- tory birds; reasons for fish and game laws; valuable and destructive insects, and the necessity for intelli- gent knowledge, observation and vigilance on the part of every citizen. e Human life (See topic on Industries) 2 Raw materials. Saving and use of by-products; for ex- ample, in packing houses and coal tar products. The wonderful service to humanity of modern chemists in in- creasing the number of products, other than by-products, that may be used for man’s benefit. 3 Labor (See topics under Industries and Protection) E Personal responsibility and opportunities for cooperation 1 Conservation of property, both individual and public. Care of school textbooks, supplies, furniture, school yard Waste of wealth a crime against society 2 Obligation of each individual to produce more than he con- sumes and as much as he can; reasons why labor under present conditions does not recognize the force of this obligation; suggestions of how this may be remedied 3 Obligation to help create an intelligent public sentiment on this subject 4 Thrift a Reasons for thrift [ 4 ] (1) To accumulate wealth for future improvements; for example, good roads, schools, factories, parks, libraries etc. (2) To provide for future personal advancement; for example, education, a start in business, buying a home. (3) To be able to satisfy reasonable wants; for ex- ample, clothes, books, travel. (4) To provide for emergencies; for example, sick- ness, unemployment, “ rainy day.” (5) To satisfy the love of beautiful things, such as flowers, music, pictures etc. The proper cul- tivation and ability to gratify a love of beauty is one of the most essential needs for morality and democratic citizenship. b Care of savings (1) Banks, building and loan associations, thrift stamps, savings certificates, United States bonds. (2) Investments, safe and otherwise, real estate, mortgages, bonds, stocks. (3) Insurance : life, health and accident. c When saving is not thrift. Certain expenditures both social and personal are necessary for progress. (1) When excessive economy prevents necessary spending; that is, miser, buying trash, endan- gering health, the spending of money for the objects mentioned in 4 a above. (2) When savings are hoarded and thus kept from circulation. 5 Guarding the expenditures of school district, city, town, county, State and Nation. Certain expenditures neces- sary for progress. Bonded indebtedness of these government units. What limitations on the issue of bonds? F Suggested activities for junior citizens 1 Are there any pieces of land in your vicinity not now in use which might be used to produce food? Make a list of these and bring it to your teacher. Can you think of any way to get this land under cultivation? 2 Do you produce any part of the food that you consume? If you did, would it not increase the wealth of your family? Suppose every boy and girl in America did the [5] same. Find out about the work of the United States School Garden Army. 3 Are there any building and loan associations in your vicinity? Find out how they are conducted and make a list of the ways in which they benefit a community. 4 What is the bonded indebtedness of your school district, city, county, State, Nation? For what was this money spent in each case? Who authorized the spending of this money? Was it wise? 5 What is there you now want very badly which you might have, had you not spent your money foolishly in small amounts as fast as you received it? 6 How much would you have at the end of the year if you saved 10 cents a week? 25 cents a week? How much would you have at 21, if these savings were deposited in a savings bank or invested in thrift stamps? II Industries The various ways in which different members of the community earn a livelihood are matters of common observation on the part of pupils, but the underlying economic importance of industries in the community life has never been called to their attention. The approach to this topic should be by a simple survey carried on by the pupils of the various local occupations. The various industries and business activities should be studied from two standpoints, first, the service rendered by the business enterprise to the local community through opportunities for employment, better transportation facilities, pro- viding the community with food, marketing the community’s native products, etc., and, second, the service rendered by the local communi- ties to other communities in satisfying their needs and in transform- ing and marketing their products. From this study will appear the triangle of industrial relationships, namely, the employer, the employed and the general public. No busi- ness enterprise can be operated without involving the interests of all three. Conflicting interests will soon become apparent and pupils should be led to see the need of some power to harmonize the desires and to regulate the actions of all so that the common welfare may be promoted. It should be emphasized that the law is not an arbitrary, external power, but the common agreement of the people as to the best way to promote community welfare and that wise laws them- selves are based upon fundamental economic principles which are unchangeable. Obedience to law is necessary in order to guarantee [ 6 ] the rights of all. It must be made evident at all times that the func- tion of government — local, state and national — is to see that every- body gets fair play. A Importance of work 1 To the individual a Economic: supplies his needs b Ethical: develops character 2 To the community a Supplies the community’s needs b Makes for progress but only if the work is of the right type and honestly done. Examples of wrong type, the tawdry useless articles made for Christmas sale; examples of dishonest work, paper-soled shoes sold for leather, careless house construction. B Why community action is necessary 1 Condition of one worker affects the welfare of the group 2 Only the organized community has the power to compel individuals to observe proper industrial methods, either as employer or as employee 3 Community action does not relieve the worker from indi- vidual responsibility. Danger of making the workman a “ leaner,” and thus destroying the American ideal of self-reliance. Error of working as little as you can 4 Unemployment, either voluntary or forced, a social evil C Industrial problems of the community and attempts to solve them Urban 1 City industries Guilds, labor unions, American Federation of Labor a Length of the working day State labor laws, State Industrial Commission b Wage United States Department of Labor, Bureau of Labor Statistics c Opportunity for advancement d Undesirable occupation ; for example, night work, sea- sonal etc. See “ The Labor Law and Industrial Code ” pub- lished by the State Industrial Commission. e Dangers (1) Occupational diseases (2) Fire hazards (3) Preventable accidents Workmen’s compensation law [ 7 ] 2 Efficiency * a The worker Fallacy of the “ make work ” theory Show it by applying it to a farm b Scientific management of plant, workers, output 3 Special classes of workers a Women in industry State labor law b Child labor Child labor law. Child welfare board. Child has a right to realth, education and to the joy of childhood c Immigrant labor 4 The workshop a Sanitary safeguards, clean, well lighted, well ventilated b Fire prevention and protection Building code; fire laws c Safety appliances First-aid outfits, pulmotors 5 Unemployment a Employment bureaus, United States Employment Service b Prevention c Relief Old-age insurance, public works to meet an emer- gency of unemployment 6 Relations of employer and employee. Interests identical Boards of trade, chambers of commerce, merchants’ associations, National Manufacturers’ Association, strikes, closed shop, sabotage, boycotts, lockouts, black list, welfare work, unemployment insurance, profit shar- ing, industrial democracy, arbitration in disputes, shop schools, shop committees, collective bargaining Note: These terms are to be understood, not studied in detail. Rural 1 Work on the farm “ Back to the farm ” movement. Roosevelt’s Country Life Commission. Report published by Sturgis & Walton a Advantages (1) Healthy (2) Opportunity for economic independence (3) Satisfaction which comes from work that the world needs [ 8 ] b Disadvantages (1) Seasonal (2) Arduous (3) Long hours (4) Lonely 2 Scientific farming State schools of agriculture, State College of Agriculture, experi- ment stations, Department of Farms and Markets, United States Department of Agriculture (Bureaus of plant industry, ento- mology, weather, soils etc.) 3 Conditions on the farm a Household conveniences b Labor-saving devices c Improved machinery d Connection with outside world. Telephones, rural free delivery, trolleys, the automobile, good roads e The country school and the rural teacher f The grange and farm bureau 4 Labor supply; reasons for a Scarcity b Poor quality c Floating supply 5 Farm marketing : the farmer and the a Middleman b Railroads “ The country feeds and clothes the world ” “ The world needs what the farm can give.” D Individual responsibility and opportunity for cooperation Urban 1 To be informed concerning the labor law, and to obey it: to insist upon others obeying it, too 2 To try to better conditions 3 To engage in some form of productive work 4 To produce a surplus, the most that one can Rural 1 To be informed concerning what the government is doing for the farmer and to take advantage of its service 2 To increase production in our foodstuffs 3 To improve methods of production 4 To improve methods of buying and selling 5 To try to improve rural life [9] E Suggested activities for junior citizens 1 Debate the question, “ Resolved, That no child under 16 should be employed in any factory ” 2 There were eleven thousand strikes during 1916, 1917 and 1918. On whom did this loss fall? 3 Debate the relative advantages of city and country life 4 A study of some local industries III Choice of a Vocation The teacher should constantly stress the need for a good general education as a basis for success in any vocation and also for happi- ness in later life. A Importance 1 To the individual Choosing one’s vocation the most important choice in life upon which his future usefulness and happiness depend 2 To the community Intelligent choice of a vocation and preparation for it by the young will largely a Eliminate unemployment and its problems b Eliminate pauperism and old-age dependence c Contribute to the wealth of the community d Make contented and law-abiding citizens B Problems of the community and attempts to solve them 1 How to guide young people in the choice of a life work a Vocational guidance b Parents c Teachers d Public lectures e Junior chamber of commerce 2 How to provide opportunities for education a General education The public schools b Vocational training Technical courses Continuation schools Shop schools Night schools Trade schools Agricultural schools Scholarships [ 10 ] 3 How to develop qualities of character on which success depends a Dependableness b Perseverance c Initiative etc. 4 How to choose a vocation wisely. Considerations that should guide a Usefulness b Permanence c Plealthfulness, outdoor or indoor 6 How to determine personal fitness of pupil for a given vocation a Autobiography of pupil (1) Ancestry (2) Health (3) Early traits and tendencies b School records (1) Studies showing best record (2) Studies best liked c Record outside of school (1) Use of outside time (2) Industry (3) Thrift (4) Money earned and use made of it (5) Preferences 7 How to estimate opportunities offered a Home ties b Influence of family or friends c Time and money available for education and training d Money for investment C Individual responsibility and opportunities for service 1 To produce something of value to the community; not to be a parasite or engage in a vocation that injures others 2 To be loyal to employer ; to be fair to employee 3 To help better conditions of all workers 4 To earn honestly what you receive ; to spend less 5 To make yourself worth more and thus earn advancement 6 To find opportunities for service to the community in your work D Suggested activities for junior citizens 1 Study the biography of some man or woman who has been truly successful and then list the things that you think contributed to his or her success and happiness [ii] 2 What are the requirements in this State for entering the following vocations: law, medicine, teaching, dentistry, pharmacy, nursing? Why are certain requirements set by law for these vocations and not for most others? 3 Make a list of so-called “ blind-alley ” jobs. Why are they undesirable ? 4 Make a list of desirable vocations. 5 List all the advantages you can of a high school education; of a college education IV Objects of Government A Definition: Government is the agency set up by the citizens to carry out the objects for which they group themselves together, and to it is given power of enforcing obedience to the will of the community B The objects of government 1 To safeguard our liberty 2 To preserve law and order 3 To administer justice 4 To do many other things for us which we either can not do at all for ourselves, or can not do effectively a Education b Care of our health c Building of roads d Cleaning of streets e Disposal of waste f What else? C Units of government 1 Town, village, city 2 County 3 State 4 Nation D Responsibility and opportunities for service 1 For the adult citizen a To study candidates and platforms before the election and to vote intelligently b To evince interest in the government on other days in the year besides • election day and the day the taxes are due 2 For the junior citizen a To study faithfully and prepare for his duties as an adult citizen [ 12 ] b To ask intelligent questions and help to arouse inter- est in public problems which the community must solve c What else? E Suggested activities for junior citizens 1 Make a list of twenty services rendered you or your family by some unit of government and tell in each case by which unit it is rendered and what your individual re- sponsibility is in return for the service. Star any which might be performed by private enterprise 2 Find out the birthday for your city (village or town), county and State. Plan a school program appropriate for the celebration of each of these birthdays, collect your material for the program, file, and on the anniver- sary day, use it in a school assembly Take four envelops, write on one “ City,” (or “ Village ” or “ Town ”) on the next “ County,” on the next “ State ” and on the last one “ Nation.” Watch the newspapers for news of services rendered by each of these units, and when you have three clippings in each envelop bring to school for the class files 3 Watch the newspapers for news of local by-laws or ordinances, state laws and federal laws. When you have one clipping about each, mount neatly with appro- priate caption and post on the bulletin board 4 Visit the town, village or city hall and watch your local board at work a Count the number present. How many absentees? b List important matters discussed and action taken in each case c Note names of one or two of the men who seem es- pecially active in meeting d Watch the newspapers for the account of the meeting and clip for your civics files 5 A class discussion of what types of social service or welfare work should be performed by the government, and what types should be left to private organizations 6 A debate as to the advisability of substituting for public charity, minimum wage laws, sickness, disability and unemployment insurance, mothers’ pensions, etc. [ 13 ] V Services of Different Units of Government A Our local government : town, village or city 1 Services and responsible officials Note . This will be a cross section review and summary. Only im- portant services should be taught, not salaries or length of term. 2 General plan of the local government a Powers of self-government conferred upon it by ( 1 ) State law (2) Special charter b Principal kinds of services performed for us by our local units Law-making Law-enforcing Law-interpreting and applying Town Village City Regulations made by Ordinances made by Ordinances passed by the voters assem- the board of trus- board of aldermen bled in town meet- tees ing Supervisor, who also Village . president, Mayor, who has power to acts as president of who is also presi- sign or veto city ordi- town board dent of the board nances, appoint many of trustees officials, and is respon- sible for the adminis- tration of the city’s affairs Justice of the peace. Police justice Judges of municipal courts 3 Commission form of government; city manager plan 4 Suggestions for improvement in the form of government in your local unit B Our local government, continued: the county 1 Services performed for us by the county. Review and summary. Also : a Secures titles to real estate by keeping records of deeds and mortgages County clerk b Sees that property of deceased persons is distributed according to law Surrogate c Investigates sudden deaths and deaths by accident Coroner d Arrests and tries violators of the state law Sheriff County judges District attorney e Collects the county and state taxes and distributes state school funds to the towns County treasurer 2 General plan of county government a Powers of self-government conferred upon it by state law [ 14 ] b Kinds of services and officials responsible for each Executive official : sheriff Legislative body : board of supervisors, an example of representative government Judges: county judges and surrogates C The State 1 The importance of the state government. Its sovereign powers a Power over life and death of its citizens ; for example, capital punishment, ordering out the state militia b Power over our property; for example, right of emi- nent domain 2 Services and responsible officials A review and summary 3 General plan of the state government a Legislative department (1) May pass laws on all subjects of interest to the State not forbidden by (a) The United States constitution ( b ) The New York State constitution (2) Two houses (a) Senate: the upper house, fifty-one mem- bers, elected every second year (b) Assembly: the lower house, one hundred fifty members, elected every year b Executive department (1) Governor (a) Executive powers See that the laws of the State are carried out May order out the militia if necessary (b) Legislative powers Signs or vetoes bills May call a special session of the State Legislature Sends messages to the State Legislature asking it to give special attention to certain matters (c) Judicial powers May reprieve, pardon and commute sen- tences (2) Lieutenant Governor (a) Presides over the Senate [15] (b) Votes in the Senate if there is a tie (r) Takes the Governor’s place if he can not serve (3) Secretary of State (a) Has charge of the state records ( b ) Keeps the great seal of the State (c) Supervises the printing of the state laws (4) Comptroller Manages the financial affairs of the State (5) Treasurer Receives the state money and pays it out as ordered by the Comptroller (6) Attorney General (a) Represents the State in all important cases in the courts ( b ) Gives legal advice to the officials of the State (7) State Engineer and Surveyor (a) Surveys and maps out the public lands of the State ( b ) Superintends the construction of state canals (8) Important departments and boards c Judicial Department Judges of the various courts, of which the highest are those trying the most important cases, namely (1) Supreme Court of the State of New York (2) Court of Appeals D The Nation ' 1 The importance of our federal government; some of the many services it renders us. See Preamble of the United States constitution, and article 1, section 8 a Foreign relations, war, peace, treaties b Commerce, foreign and interstate c Disputes between states, between citizens of different states, between one state and the citizens of another state d Currency e Copyrights and patents f Post office and post roads g Protection of citizens at home and abroad 2 The birth of the nation. Correlate with history a The critical period of our history [ 16 ] b The weakness of the Articles of Confederation c The Constitutional Convention: Historic compromises d Our constitution: A wonderful achievement “ The most wonderful work ever struck off at a given time by the brain and purpose of man.” Gladstone. Is this strictly true? 3 The plan of our Federal Government a Legislative department (United States constitution article 1, section 8. Notice paragraph 18, the so-called “ elastic clause ”) : (1) Senate (a) Members elected for six years. In New York State 1920, 1922, 1926, 1928 etc. ( b ) Special powers Trying impeachments Confirming presidential appointments Treaties (2) House of Representatives (a) Members elected every two years: 1920, 1922, 1924 etc. ( b ) Special powers Bringing impeachments Introducing all appropriation bills Electing the president, if the regular method fails (c) Speaker, elected by the members ( d ) The committee system b Executive department (1) President (a) Elected every four years: 1920, 1924, 1928 etc. (b) Executive powers Sees that the laws of the Nation are obeyed Is commander in chief of the army and navy Appoints many officials subject to the approval of the Senate Represents our Nation with other coun- tries (c) Legislative powers Signs or vetoes bills passed by Congress [17] Sends messages to Congress making recommendations May call a special session of Congress Makes treaties with the advice and con- sent of the Senate ( d ) Judicial powers May grant reprieves and pardons to persons convicted of crimes against federal laws (2) Vice President (a) Elected the same year as the President (b) Powers Presides over the Senate Votes in case of a tie Takes place of the President if the Presi- dent is unable to serve (3) The Cabinet: appointed by the President. Advises the President and administers federal departments (a) Secretary of State: has charge of foreign affairs ( b ) Secretary of Treasury: has charge of our national funds ( c ) Secretary of War: has charge of our army ( d ) Attorney General: our national lawyer ( e ) Postmaster General: has charge of our mails (/) Secretary of Navy : has charge of our navy ( g ) Secretary of Interior: has charge of a great variety of domestic matters, including education, Indian affairs, etc. ( h ) Secretary of Agriculture: has charge of the farming interests ( i ) Secretary of Commerce: attends to the interests of our commerce (/) Secretary of Labor: attends to conditions in industry c Judicial department: many different federal courts, the most important of which is the Supreme Court of nine members. The federal courts try [ 18 ] (1) Cases arising in the enforcement of the laws of Congress, of the United States constitution, of treaties (2) Cases involving disputes between states, be- tween citizens of different states, between one state and citizens of another state (3) Cases affecting ambassadors, crimes committed on the high seas, cases involving disputes be- tween citizens of a state and a foreign nation E Suggested activities for junior citizens 1 Resolved, That the Federal Government is nothing more than the American department of foreign affairs (Thomas Jefferson). Debate this question 2 “ In the partitionment of governmental functions between nation and state the state gets the most but the nation the highest. ,, (James Bryce.) Illustrate with three concrete facts 3 Compare the English cabinet with that of the United States as to a Number of members b Tenure of office c Powers d Responsiveness to public opinion 4 Read “ Makers of the Flag” by Franklin K. Lane; Green- law, “ Builders of Democracy,” Scott, Foresman & Co., 1918, and list ten ways in which boys and girls can help make the flag 5 Read “Builders of Democracy,” chapter 11, and make a list of the immemorial rights of Englishmen for which our fathers fought in the American Revolution and which we hold dear as American ideals today VI Direct and Indirect Action of Citizens A Election machinery 1 Party management 2 Primaries 3 Other methods of nominating ; for example, by petition 4 Voting 5 Who may vote in this State ? B Attempts to strengthen the citizen control of the government and to prevent abuses 1 Impeachment 2 Short ballot [ 19 ] 3 Civil service reform 4 Initiative, referendum, recall 5 Publicity (election contributions, etc.) C Individual responsibility and opportunities for service Cf. Objects of Government D Suggested activities for junior citizens 1 Start a collection of sample ballots. Ask your local board of elections to give you two or three different kinds, such as primary ballots of the different parties, a sample of the ballot voted the year of a state election, a sample of the ballot voted the year of a presidential election. Write to friends in other cities asking them for samples of their local ballots. The class may be able to collect a number that will be very different from those used in your community. 2 Organize a club and elect your officers with the same elec- tion machinery that your community uses — primaries, registration of voters, etc. 3 Draw up a constitution for your club with provisions for initiative, referendum and recall. ( See Model home rule charter of the National Municipal League) 4 Debate: Resolved , That direct primaries are a failure in New York State 5 Dramatize a nominating convention for one of your school assemblies 6 “If your party is wrong, make it better ; that’s the business of the true partisan and citizen.” (William McKinley) Interview someone in your town who is interested in politics and get his opinion as to this statement. Is it true? Is it practical? How can it be done ? 7 Write a letter to a boy in England describing carefully every step in the whole process of nominating and elect- ing a candidate for office in your town, village or city, from the initial designating certificate to the actual in- stallation of the official. Ask him to reply telling you how similar officials are elected in England 8 It will be most interesting if you study election machinery in the fall or in the spring, when your town is affording you an object lesson in the nomination and election of officials. Get a copy of the state election law and note the calendar of elections. As the different days come along follow events in the daily newspapers and talk them over with your older friends and with one another. [ 20 ] 9 Challenge each opinion presented to you, ask questions about every step you do not understand, and look up the meaning of every term you do not know. Investigate every statement that puzzles you. You will be giving yourself a training and establishing habits that will be of great service to you and to your fellow citizens later on 10 Discuss the value of a law that would take away a citizen's right to vote for continuous neglect to make use of his voting power 11 Discuss the necessity for an educational qualification for voting 12 Discuss the ultimate effect upon the negro as training for democratic citizenship in the way the South enforces its election laws with respect to its white and colored citizens 13 Discuss the value of independent voting, as opposed to party voting VII What Government Costs and How the Money is Spent A Objects of expenditure 1 Education 2 Protection 3 Public works 4 Care of unfortunates 5 Pay of public servants 6 Any other legitimate objects B The budget as a means to good government 1 What a budget is : all the objects of government represented a Expenditures b Receipts c Taxes d Other revenue e Loans 2 Local and state budgets a How they are made up b The most important items in the budgets for the previous year 3 National finances a Our former system of making appropriations in Con- gress b The value of a national budget 4 Difficulties in the way of making a good budget and keeping down expenses [ 21 ] 5 Results of careless bookkeeping and business management a Graft b Bribery c Waste d Extravagance e Bossism f Inefficient service g Party above public service C Individual responsibility and opportunities for service Duty to watch expenditures “ Eternal vigilance is the price of liberty.” (Patrick Henry) D Suggested activities for junior citizens 1 For what object does your town, village or city spend the greatest part of its revenue? Compare this amount with what it spends for schools. Compare the amount spent on schools with the amounts spent for health, prisons, care of the poor. Get your information from the town’s, village’s or city’s annual report or year book. Draw a graph showing the facts you have dis- covered and post on the bulletin board, or ask per- mission to post it in the town library 2 If possible attend a budget hearing of your town, village or city 3 Dramatize a budget hearing. Let selected pupils represent the local board which votes the budget, others represent taxpayers arguing for or against certain items in the budget. The members of the board which passes the annual budget may quiz the speakers and try to refute their statements 4 Show what percentage of the taxpayer’s dollar in city, State and Nation last year went for each of the objects listed in A above VIII Where the Money Comes From A Sources of revenue 1 Local a Property, real and personal b Licenses c Fees, fines, assessments etc. 2 State a Property, real and personal b Licenses c Incomes [ 22 ] d Inheritances e Corporation f Mortgages g Stock transfers h Automobiles 3 Nation a Tariff b Excises c Incomes B How property is assessed C How taxes are collected D Individual responsibility and opportunities for service 1 Prompt and cheerful payment of taxes 2 Scrupulous honesty and complete candor in regard to the value of the personal property one owns 3 Effort not to waste the public money by carelessness with public property E Suggested activities for the junior citizen 1 Find out how much money your local units of government raised by taxation last year, how much of this went to the county and how much to the State. Show these facts in a line graph large enough for the class bulletin board 2 Debate: Resolved, That the United States should adopt a policy of free trade 3 Make a chart showing the sources of revenue of your local unit of government by mounting pictures to repre- sent these different sources; for example, a picture of a house, a stock certificate (a form from one of the sets of business papers which accompany many of the bookkeep- ing texts will do), a piece of paper money, a copy or can- celed original of any form of license procured from your local government, etc. Any source of revenue which you can not show by a picture or by an object you may represent by a small slip of paper with the appro- priate word printed thereon, until such time as you can substitute something better 4 Find out the tax rate of your local unit of government for the last ten years and make a curve graph to repre- sent the data you have secured. Underneath write out an explanation of the increase or decrease in the rate. Get your facts by studying the budgets and by question- ing your older friends. Post on the class bulletin board [23] 5 “ Each citizen contributes to the revenues of the state a portion of his property in order that his tenure of the rest may be secure/’ A writer of the eighteenth century said this in trying to define taxation. Write a list of serv- ices rendered by your local government which are paid for out of the public treasury to illustrate how inadequate this definition is today 6 Debate: Resolved, That taxpayers only should have the right to vote 7 Discussion whether every citizen should not pay something to the support of government and how this might be achieved 8 Discussion of how the consumer indirectly pays many forms of taxation IX Citizenship: its Privileges and Responsibilities “ The duties of citizenship are always equal to its rights. If I can hold a man to his contracts, I ought (I owe it) to pay my debts; if I may worship as I please, I ought to refrain from persecuting another on account of his religion; if my own property is held sacred, I ought to regard the property of another man as sacred ; if the government deals fairly with me and does not oppress me, I ought to deal fairly with it and refuse to cheat it; if I am allowed freedom of speech, I ought not to abuse the privilege; if I have a right to be tried by jury, I ought to respond when I am summoned to serve as a juror; if I have a right to my good name and reputation, I ought not to slander my neighbor; if the government shields me from injury, I ought to be ready to take up arms in its defense.” A Who are citizens ( U . S. Constitution, art. XIV, sec. 1) 1 Citizens by birth. Those born in the United States or born abroad of American parents 2 Citizens by choice a Those who have been naturalized or whose fathers have been naturalized before the children were 21 b Alien women who have married citizens B How aliens may become citizens 1 Declaration of intention (first papers) 2 Petition for naturalization 3 Examination of qualifications; witnesses 4 Oath of allegiance 5 Certificate of naturalization (second papers) C Training for citizenship 1 Importance of the American home [24] a Training of children in the home in the democratic vir- tues: respect for authority, voluntary obedience to parents, teachers and the law, respect for others, honesty, thrift, self-control, cooperation, responsi- bility to obligations b Obligation of right marriage that the children of the Nation may have intelligent parents and a happy, healthful environment in which to live; marriage regulation, mothers’ pensions 2 Importance of the public school in civic training a Universal education, a developing American ideal (1) Free high schools, a growth since the Civil War; their necessity (2) Free universities, how far realized (a) In the newer states ( b ) in New York. University scholarships, Cornell scholarships, state col- leges of agriculture, forestry, teaching, home economics. An ideal for the future (3) Compulsory school attendance; reasons for it; first opposed as undemocratic; present re- quirements ; now extended to continuation schools (4) Evening schools for foreigners; reasons for them; present-day Americanization work b Educational ideal for the public school systems of a democracy (1) A sound body as the basis of a sound mind and to perpetuate a strong and healthy race (2) A well-rounded general education for the devel- opment of a broad-minded intelligence and morality in our citizens (3) A knowledge of our Government: functions, administration, problems to be solved, privi- leges and obligations of American citizenship ; development of an active civic consciousness (4) A clear teaching of national American ideals 3 Importance of organizations of junior citizens a Boy Scouts, Girl Scouts, Camp Fire Girls, Junior Red Cross Purposes and influence of these organizations in train- ing citizens b Athletic and debating clubs [25] c Junior chambers of commerce, good government clubs, student organizations 4 Importance of community cooperation to build up democracy a Public-spirited citizens. The fight is on for democracy within as well as without, in every community as well as at the seat of government b Enlightened public opinion ; the obligation to speak for democracy, to counteract disloyalty, to read papers, magazines and books in order to be well-informed citizens c Proper patriotism (1) The abandonment of extreme individualism and the cultivation of a strong community spirit (2) False ideas of patriotism; race hatred, religious hatred, class hatred, national jealousy, the feeling that the individual code of honor does not apply to the State (3) Loyalty to one’s country is as essential as loy- alty to one’s parents D Advantages of citizenship 1 Right to vote after reaching the age of 21 2 Right to hold office after reaching the age of 21 3 Right to government employment; civil service 4 Right of personal security. Protection of life and health from a Burglars, criminals, the insane b Disease, by pure food laws, etc. c Dangerous machinery, elevators, mines etc. d Fire, explosions etc. e Railroads, trolleys, speeding automobiles, etc. 5 Right of personal liberty a Right to do certain things (1) Freedom of speech and the press (2) Freedom of worship (3) Petition the Government to remedy wrongs b Right to protection of courts (1) Against false arrest (2) Fair, speedy and public trial (3) Trial by jury 6 Right of private property a Can not be taken by Government from one person and given to another [26] b Can not be taken by Government without just com- pensation c Can not be taken by Government without “ due process of law ” d Use of property can not be restricted so as to destroy or seriously reduce its value 7 Rights of property in labor a Workingman’s ability to labor is his peculiar property b Right of workingman to sell his labor in the highest market c Right to form labor organizations 8 Citizens of the greatest republic in the world E 'Responsibilities of American citizenship 1 Obey and respect the laws 2 Be informed concerning American problems and American ways of solving these problems 3 Serve on a jury 4 Enter actively into political life, vote intelligently and be ready to take part by holding office 5 Take an active part in community effort to better conditions 6 Support the constitution by word and deed 7 Fight for the flag F Responsibilities of junior citizens 1 Use to their best abilities the opportunities offered by the school 2 Work with their hands and their brains 3 Live clean lives 4 Love liberty 5 Strive to elevate public opinion 6 Honor the United States above all nations 7 Serve their country every day G Suggested activities for junior citizens 1 Tabulate five reasons why you are glad you are an American citizen. Print neatly, decorate with an appropriate design in red, white and blue and hang in your bedroom where you can see them often. 2 Study the life of one of the following: Carl Schurz, Jacob A. Riis, Edward A. Steiner, Professor Pupin, Carl Stein- metz, Otto Kahn. Give a 4-minute talk in class on “A Citizen by Choice.” This phrase was used by George Washington to distinguish our citizens who cast their lot [27] with us of their own accord from “ our citizens by birth.” Make your talk as inspirational as possible. 3 “ American Women in Civic Work,” by Helen Christine Bennett, contains biographies of women who have built their lives into the city wall. Read the book and charac- terize each of these women in one sentence that will tell the service she rendered her community. 4 Hunt for brief quotations of both prose and poetry express- ing ideals of citizenship. Write each quotation on a library card 3 by 5 inches or on a slip of paper of those dimensions, and file in school. Write one of these quo- tations on the blackboard each week. 5 Find someone in your town who is a naturalized citizen. Ask him to please tell you why he took out his papers. Ask him to tell you what he had to do to get them. Note carefully and report to the class. Verify his statements as to how he became naturalized by asking someone else the same question or by checking it up at the library from a civics book. 6 If there is a court nearby where naturalization proceedings are conducted, arrange for a committee of the class to visit it. If this is not possible, let the teacher attend the naturalization hearing and then help the class to drama- tize a scene in a naturalization court. 7 Debate the question, Resolved, That all newspapers pub- lished in this country should be printed in English. Try to get the opinions of social workers, of clergymen, teach- ers, librarians, foreigners and naturalized citizens. 8 It would be a fine kind of applied civics if you could under- take yourself to teach English to some one of the foreign- ers in your town ; for example, teach the hired man to read and write, giving him 30 or 40 minutes every evening be- fore you begin to study your next day’s lessons. Ex- change languages with him; half of the time you teach him English and the rest of the time let him teach you his language. He will then feel that he is giving value for what he gets, and will enjoy your lessons all the more. 9 Read the story called “ The Citizen ” in Laselle, Short Stories of the New America (Henry Holt & Co.). List some of the contributions the dreamers of the Old World have brought to America. 10 Tell why each of the following is an undesirable citizen: a The man who does not vote [28] b The man who sells his vote c The citizen who violates quarantine d The tax dodger e The boy who unnecessarily drops out of school f The girl who wastes paper in the classroom 11 Tell why you would class each of the following as a good citizen : a George Washington b Abraham Lincoln c Ulysses Grant d Horace Mann e Clara Barton f Thomas Edison 9 h « / > Fill in the names of four local good citizens 12 What do we mean by world citizenship? Discuss Roose- velt’s statement that only the man who is a good citizen of his own country can be a worthy citizen of the world community BOOKS FOR THE TEACHER A Helpful because of their point of view concerning the teaching of citizenship Teaching of Government. Report of Committee on In- struction of the American Political Science Association, 1916. Macmillan Hill, Mabel. The Teaching of Civics. Houghton Barnard & Others. The Teaching of Community Civics. U. S. Bureau of Education, Bulletin 23, 1915 Civic Education in Elementary Schools as Illustrated in Indianapolis. U. S. Bureau of Education, Bulletin 17, 1915 Social studies in Secondary Schools. U. S. Bureau of Education, Bulletin 28, 1916 Haines & Others. The Teaching of Government. Mac- millan Dunn. Civic Training through Service. Teachers’ Leaf- let no. 8, 1920. U. S. Bureau of Education Historical Outlook. Articles on the Teaching of Civics. McKinley Pub. Co. Philadelphia [ 29 ] B Helpful because of the information they contain Standard texts for high schools and colleges giving facts con- cerning our newer experiments in democratic government Young. The New American Government. Macmillan Reed. Form and Functions of American Government. World Book Co. Ashley. The New Civics. Macmillan Forman. Advanced Civics. Century Hart. Actual Government. Longmans Woodburn & Moran. The Citizen and the Republic. Longmans Guitteau. Government and Politics in the United States, new revised ed. Houghton Beard. American Government and Politics. Macmillan Magruder. American Government in 1921. Allyn & Bacon James & Sanford. Government in State and Nation. Scribner Garner. Government in the United States. Amer. Book Co. C Helpful because of their discussion of American ideals Eliot. America’s Contribution to Civilization. Century “ One of the finest tributes ever given to the vitality and actuality of American ideals.” Hill. Americanism. Appleton Clear and persuasive presentation of what Americanism means. The People’s Government. Appleton Abbott. Rights of Man. Houghton A valuable analysis of human rights in the light of Ameri- can ideals. Brewer. Responsibilities of Citizenship. Yale Univ. Press “A few plain, simple, commonplace truths in relation to these responsibilities.” Tufts. The Real Business of Living. Holt A study of the origins of our institutions and standards, of our business and political ideals. Ross. What is America? Century An illuminating study of American conditions: What they are and how they came to be and some solutions of present problems. Adams. The Power of Ideals in American History. Yale Univ. Press Fulton. Bryce on “ American Democracy.” Macmillan [30] Jordan. Democracy and World Relations. World Book Co. Powers. America among the Nations. Macmillan Bennion. Citizenship. World Book Co. Latane. From Isolation to Leadership. Doubleday A review of America’s foreign policy. Publications on the Constitution by National Security League, 19 W. 44th st., New York Publications of the National Association for Constitu- tional Government, 717 Colorado Bldg., Washington, D. C. D Helpful books on the socialization of education Smith. Introduction to Educational Sociology. Hough- ton Dynes. Socializing the Child. Silver, Burdette Gives subject matter and methods with type lessons for first three grades. McFee. The Teacher, the School, the Community. Amer. Book Co. Special emphasis on correlation. Robbins. The School as a Social Institution. Allyn & Bacon Whitney. The Socialized Recitation. Barnes E Sociology Ellwood. Sociology and Modern Social Problems. Amer. Book Co. Leavitt. Elementary Social Science. Macmillan Burch & Patterson. American Social Problems. Mac- millan Towne. Social Problems. Macmillan Rowe. Society, its Origin and Development. Scribner Hall. A Practical Sociology. Scribner F Economics Carver. Principles of Political Economy. Ginn Ely & Wicker. Elementary Principles of Economics, rev. ed. Macmillan Johnson. Introduction to Economics. Heath Adams. Description of Industry. Holt Fetter. Principles of Economics. Century Thompson. Elementary Economics. Sanborn Burch. American Economic Life. Macmillan Marshall & Lyon. Our Economic Organization. Mac- millan Dole. Economics for Upper Grades. Heath [31] G Vocational education Snedden. The Problem of Vocational Education. (River- side Educational Monographs.) Houghton Bloomfield. Vocational Guidance of Youth. (Riverside Educational Monographs.) Houghton Weeks. The People’s School. (Riverside Educational Monographs.) Houghton Leavitt & Brown. Prevocational Education in the Public Schools. Ploughton Davis. Vocational and Moral Guidance. Ginn Gowan & Wheatley. Occupations. Ginn Giles. Vocational Civics. Macmillan Brewster. Vocational Guidance for the Professions. Rand, McNally Puffer. Vocational Guidance. Rand, McNally Weaver & Byler. Profitable Vocations for Boys. Barnes Weaver. Profitable Vocations for Girls. Barnes Hoerler & Saltzberg. The Girl and the Job. Rand, McNally Brewer. Vocational Guidance Movement. Rand, McNally Cohen. Books on Choosing a Career. Rand, McNally Dickson. Vocational Guidance for Girls. Rand, McNally Sullivan. Bibliography concerning Vocations. Univ. State of N. Y. H Rural schools Cubberley. The Improvement of Rural Schools. Hough- ton Rural Life and Education. Houghton . Betts. New Ideals for Rural Schools Dewey. New Schools for Old I Magazines for current events * The Independent The Outlook The Literary Digest Current History of the New York Times World’s Work BOOKS FOR THE PUPIL A Textbooks Dunn. The Community and the Citizen. Heath Community Civics for City Schools. Heath Community Civics and Rural Life. Heath [ 32 ] Hughes. Community Civics. (New York State supple- ment.) Allyn & Bacon Elementary Community Civics. Allyn & Bacon Economic Civics. Allyn & Bacon Fradenburgh. American Community Civics. Hinds, Hayden & Eldredge Forman. Essentials in Civil Government. Amer. Book Co. Guitteau. Preparing for Citizenship. Houghton Ashley. The Government and the Citizen. Macmillan Dawson. Organized Self Government. Holt Ames & Eldred. Community Civics. Macmillan Finch. Everyday Civics. Amer. Book Co. Nida. City, State and Nation. Macmillan Dole. New American Citizen. Heath Hill. Community Life and Civic Problems. Ginn Howe. New Era Civics. Iroquois Pub. Co. B Supplementary readers Turkington. My Country. Ginn “ America : What it is, its people, its language, its ideals." Smith. Our Neighborhood. Winston Written for rural communities. Ziegler & Jaquette. Our Community. Winston Written for urban communities. Greenlaw. Builders of Democracy. Scott Foresman “ A revelation of the centuries of effort that have woven into the flag what we find there today.” Laselle. Short Stories of the New America. Holt Most inspiring; strong emotional appeal. McBrien. America First. Amer. Book Co. Patriotic prose and poetry. Monroe & Miller. The American Spirit. World Book Co. Excellent collection of patriotic selections grouped about ten central ideas. Long. American Patriotic Prose. Heath Excerpts from letters and speeches of great Americans. Gauss. Democracy Today. Scott Foresman Similar to the above, with special emphasis on the ideals set forth by President Wilson. War Readings. Scribner Compiled by a committee of the National Board for His- torical Service. Some of the War’s best literature is found in this book. Powell. Spirit of Democracy Hayes. American Democracy. Holt [ 33 ] C Inspiring biographies for supplementary reading Franklin, Benjamin. Autobiography. Amer. Book Co. Riis, Jacob A. The Making of an American. Macmillan Steiner, Edward A. From Alien to Citizen. Revell Washington, Booker T. Up from Slavery. Doubleday Antin, Mary. The Promised Land. Houghton See also two reading lists for boys and girls published by the New York Public Library, called “Heroism” (1914) and “Patriotism” (1917). D Reference books which the pupil should know how to use 1 Encyclopedias, especially Encyclopedia of Social Reform and Cyclopedia of American Government 2 Almanacs, like those published annually by the New York World and the Brooklyn Eagle 3 Year Books; for example, The American Year Book, Inter- national Year Book 4 Readers’ Guide and Cumulative Index 5 New York State Legislative Manual 6 Congressional Directory 7 Local year book or report of the local administration to the voters Above all, the pupil should know how to use the dictionary [ 34 ]