district by the appearance of the homes and the streets. The lawns were well kept. There were no old newspapers or tin cans or orange peelings on the pavement. The parents had caught the spirit and painted the little houses and planted shade trees. Best of all, the boys and girls of the Washington School were learning to be better citizens. When the back yard, the front yard, and the gutter have been put in order, it is time to start on the vacant lot. Twenty boys and girls, working together, can bury the tin cans and rubbish and turn an ugly vacant lot into a beautiful flower and vegetable patch, in the time that it takes to grumble about the looks of the neighborhood and the high cost of living.

There is a large scale civic beauty, just like the small scale civic beauty. The public square, the public buildings, the park, the streets, the water front, the railroad yardsall of these larger things must be taken in hand if a city is to be well-planned and attractive. Nevertheless, the boys and girls in a street can do much for civic well-being if they will set about the beautifying of their own yards, with a will to succeed. Such an effort will spread gradually, slowly, but inevitably, until the city itself shows the effect of this community coöperation.

TOPICS FOR INVESTIGATION AND DISCUSSION

1. Suppose a large addition is to be made to your city or town. Plan the new addition, giving reasons for your street layout and for the location of factories and of residence districts. Be sure to plan it with reference both to the older parts of the city and to other cities, and to transportation facilities.

2. Assume that you are the inspector of highways in your city. Report on:

(a) The condition of the streets

(b) Any need for more or better paving

(c) Cleanliness of streets and alleys.

3. Tell of the good done for you and for your community by the following servants of the neighborhood:

Street cleaners; road repairers; ash, garbage, and rubbish

collectors; lamp lighters; electric light inspectors; building inspectors.

4. Is your city or town a good place to live?

(a) How could it be improved as a living place?

(b) What might be done to make it a better living place for young people? for old people?

5. Does your city have a public market? What is its aim? What connection does it show between the city and the surrounding country district?

6. What city or town is the "county seat" of your county? What is meant by this? What influence would this fact have upon its duties, its industries, and its politics?

7. What has your city done to attract the people of the surrounding neighborhood to its industries, amusements, etc.?

8. What industries have made your city grow in reputation? In population? Have all of these industries helped your city? Name some which have added to its fame. Name some which may have injured it. What can be done by the city authorities to eliminate these undesirable industries? to attract good ones?

9. Is your city divided into wards? If so, how many are there? What is their purpose?

10. Do you know of any city rules and regulations concerning bus lines?

11. Plan a campaign to improve the cleanliness of your city.

12. Draw up a list of suggestions to be referred to a committee of your City Council to improve the tenement section of the city. 13. Report to the class how you would subdivide your community to follow the zoning plan suggested in the text.

SUGGESTED READINGS FOR COMMITTEE REPORTS

1. Look up the history and geography of the following cities: Rome, Carthage, Constantinople, London, Venice, St. Petersburg (Leningrad), New York, Philadelphia, Boston, Chicago, San Francisco, New Orleans, Washington. Which of these cities were planned and which were not? References: Van Loon's Story of Mankind; Compton's Pictured Encyclopedia, or any other encyclopedia; standard histories and geographies.

2. Chapter X of Tappan's When Knights Were Bold gives a clear description of the "how and why" of town planning during the feudal period.

Problem based on the above: What changes have taken place since those days to make such planning impractical now?

ADDITIONAL REFERENCES FOR ADVANCED STUDENTS AND TEACHERS

1. Zueblin's American Municipal Progress: Chapter XVII.

2. Du Puy's Uncle Sam-Wonder Worker.

3. Howe's European Cities at Work: Chapters V-IX. 4. Hotchkiss' Representative Cities of the United States. 5. Riis' The Battle with the Slum.

6. Riis' How the Other Half Lives.

7. Wald's The House on Henry Street.

8. Zangwill's Dreams of the Ghetto.

9. Beard's American City Government: Chapters I-IV. 10. Hughes' Problems of American Democracy: Chapter XXII.

11. Porter's The Gospel of Beauty.

12. The American City-monthly magazine.

13. The National Municipal Review.

CHAPTER XIII

THE DEMAND FOR LAWS

"Public sentiment is everything. With public sentiment nothing can fail; without it nothing can succeed. Consequently he who moulds public sentiment goes deeper than he who enacts statutes or pronounces decisions. He makes statutes possible or impossible to be executed."

-Abraham Lincoln

Have you ever thought how harmoniously human beings live together in communities? There is conflict, to be sure. But conflicts play relatively a very small part in our lives. The reason is that standards of conduct become customary; thus all the people in the same community tend to follow the same standards. Those who do not are "tabooed"that is, they are no longer welcome among those with whom they formerly associated.

Customs and Traditions. Customs spring from human experience. For example, it is the custom in most parts of this country for those passing in a road or on a street to keep to the right. But in Nova Scotia and in England people keep to the left. Tradition is the lesson taught by life in the past and handed on as beliefs to succeeding generations. This by tradition our presidents should not be elected to a third term. Customs we learn by mingling with people and by observing good manners and business ethics. We learn traditions from songs and mottoes and stories and from good literature.

The Eskimo differs from the American principally in customs and traditions, and these are largely due to the difference in education and environment. We, for instance, live in houses built of wood, brick, or stone. They often live in houses built of ice. In the mountainous districts of

Switzerland there are log houses with heavy stones on their roofs to keep the severe storms from carrying these roofs away. In France most of the houses have roofs made of tiny red tiles, while in the country districts of England there are many thatched roofs. There are differences in the customs of the peoples of these countries that are as marked as the differences in their houses. It is the difference in customs and traditions that in the main distinguishes the

AN ENGLISH THATCH-ROOFED FARMHOUSE

Houses of this type are familiar but not common sights in rural England.

Irish, the English, the Scotch, the French, the Germans, the Americans, and other nationalities one from the other.

Social life moves along in an orderly way because customs are observed and traditions are lived up to. They become a matter of habit and are easy to follow.

Why We Have Laws. The greater part, and the most important part, of social life is interwoven with unwritten customs, ideals, and traditions. But it is necessary to enforce certain customs for the public good. To enforce