Under this head may also be included the citizen's economic or vocational activities, and his care for his property. He works for a living primarily in his own interest; but he also owes it to the community to be self-supporting and to contribute to its economic welfare. Industry, efficiency, and thrift are civic, as well as individual, virtues. The citizen who is himself industrious, efficient, and thrifty can not get the full benefit of these qualities in himself if they are lacking in other members of the community upon whom he has to depend. Thus, again, self-interest may lead to an appreciation of the civic relations of conduct.

2. Conduct that is more evidently social in character and based primarily upon the interest of others or upon a common interest.

This includes the citizen's activities in cooperation with social agencies, voluntary and governmental. Thus he may become a member of such voluntary agencies as school organizations, boy scouts, consumers' leagues, child-labor committees, boards of trade, labor unions. He may cooperate, as an individual or in association with other individuals, with the health department by reporting contagious diseases; with the street-cleaning department by not littering the street; with teachers and school authorities in the work of the schools; with the charity organization society by not giving aid indiscriminately. Sometimes the citizen's cooperation may take the form of money contributions for the support of social agencies; and again, in proportion to intellectual endowment and force of character, it may take the form of leadership in organizing and directing such agencies.

The citizen also has a responsibility for the support and direction of government, which is the recognized agency of cooperation for the entire community. He not only pays taxes for the support of government, but he also has a voice, directly or indirectly, in determining the amount of money that shall be devoted to the support of each governmental agency. Through public opinion and the use of the franchise he decides what kind of public officers shall occupy governmental positions, and may exert an influence in holding them to the proper performance of their duties.

Finally, the citizen may, on occasion, be called upon to fill positions in government, and thus to direct and guide the affairs of the community as a whole.

The point of emphasis in all this, however, is that while we urge that the citizen should engage in these activities as far as opportunity offers, it is necessary to cultivate a motive sufficiently strong to lead him actually to do so. This motive is to be found in the common interest, which includes his interest, at least until such time as an ideal altruism may lead to the placing of the interest of others and the community above the interest of self.

PART II.

SUGGESTED TREATMENT OF THE ELEMENTS OF

WELFARE.

TOPIC I.-HEALTH.

Approach to the topic. In the introductory lessons the first thing to be fixed in the consciousness of the pupil is the importance of health. Each pupil should be led to see its importance to him, so that the entire class will deduce the fact that they have a common interest in the matter. By extension of the idea, it may be seen that health is a subject of common interest to the entire school and to the community as a whole. Also each pupil should be led to realize that, in this important matter of health, he is dependent upon the other members of the class and of the school and that the other members are likewise dependent upon him. The same interdependence exists in the community at large. This being true, the members of the class, the school, the city, the State, and the Nation must work together, and to this end definite provisions have been made by communities. Whether these community arrangements for health prove effective or not depends largely upon the interest and intelligence with which each citizen supports them.

The following suggestive approach to the topic "Health" was used last year by F. W. Carrier, principal of the Wilmington (Mass.) High School.

This class had just finished a course in hygiene. From their textbook in this subject they were asked to select nine of the most important rules of hygiene and to discuss the following question regarding each rule, "Can I observe this rule without the aid of society?" The class spent several days on this discussion, in order to secure the social point of view by their own reasoning, simply guided by the teacher.

1. "Breathe deeply and freely of pure air." The class discovered that we sometimes can not observe this rule, even when we keep our own premises hygienic, because our neighbor's barnyard, pigpen, or outhouse may contaminate the air that we breathe; that the individual, when unaided by society, is unable to keep the air pure in shops, streets, schools, churches, theaters, and cars; and that, therefore, sanitary regulations are necessary.

2. "Drink freely of pure water." The water supply of one family or of an entire community may be contaminated by the sewage of another family or community, and there must, therefore, be authority not only over different families in the same community, but also over different communities.

3. "Eat moderately of a wholesome, well-cooked, and well-balanced diet." This rule can not be observed unless society makes and enforces laws concerning the condition of food offered for sale and of slaughterhouses and cold storage.

4. "Exercise daily the important groups of muscles." Hence the necessity for establishing gymnasiums, playgrounds, and athletic fields, and for leisure time in which to use them.

5. "Keep the body and its surroundings clean." It is impossible to keep the body clean without bathing facilities. The cleanliness of surroundings is affected by the condition of the streets and by the disposal of waste and refuse from certain industries. 6. "Do not expose yourself to contagious diseases." The individual is powerless to protect himself from diphtheria, typhoid fever, or tuberculosis. A polluted water supply may spread a disease through an entire community; sewage-polluted oysters or infected milk may spread typhoid fever to hundreds of consumers; and one person suffering from an infectious disease may endanger a whole community.

7. "Abstain from the unnecessary use of drugs." Many persons do not know what drugs are harmful, and some of those who know do not abstain therefrom. Therefore, there must be laws regulating the manufacture of alcoholic drinks, tobacco, morphine, patent medicines, and headache powders.

8. "Observe regular periods of rest." Labor unions determine for their members the number of hours in a day's work. A Massachusetts law limits a week's work for a woman to 54 hours. Tower men can be on duty only 8 hours, except in emergencies. Firemen in some places shift three times a day. Child-labor laws limit the hours of employment for minors. A man should have one day in seven for rest. Society must make it possible for everyone to secure enough rest and sleep so that he may live a healthy life and render full service to the community.

9. "Do not practice any activity harmful to the body." It is necessary in order that this rule may be observed to provide schools furnished with adjustable seats, properly lighted, and supplied with well-printed textbooks; to abolish child labor; to limit the kinds of employment for women; to restrict hours of labor in certain occupations; and to abolish harmful occupations that are not necessary to the welfare of society, like the manufacture of white-phosphorus matches.

At first the pupils seemed startled to see that society has the right to compel a man to keep his own premises clean. To many it was a revelation that a man has no right to sell unwholesome food, adulterated butter, or unhygienic milk, and that society has a right to stop such sale. One of the boys said: "I always thought those thingsquarantine, pure-food laws, etc.-were unfair, but I see that they are not." Another boy was of the opinion that if a man wanted to keep a pigpen near his neighbor's back door, provided the pig was on his own land, he ought to have the privilege, but the class were able by this time to make short work of his argument. When we consider that many pupils had to secure a point of view different from that which they were accustomed to entertain, and in many cases different from that reflected in daily conversations at home and on the street, we readily see that several lessons devoted to this discussion were none too many. The pupils were interested; they thought the lessons worth while, and they were ready to study in detail the health agencies existing in the community and the specific duties of the citizen in cooperating with each of these agencies.

Means by which the community provides for health. If the class begins with the ventilation of the school building, the following questions may suggest a plan of procedure:

Is this classroom well ventilated? How do you know? What effect does it have upon you and your work if the ventilation is defective?

If the law compels school attendance, why should it also compel good ventilation? Why is it not good business to spend public money on instruction and to neglect ventilation?

Find out the standards of ventilation prescribed by law or those recognized as satisfactory by competent authorities. Compare the ventilation of your building with these standards. Examine and explain the system of ventilation in your school. When was the present system of ventilation put in this building? What was the method of ventilation before? If the present system is a good one, to whose activity and foresight is this due, and what did it cost? If a had one, what steps should be taken to replace it, who should take these steps, and how much would a proper system cost?

Who is responsible for the inspection of ventilation in the school? How can the citizen proceed to secure an investigation of a school when he thinks such investigation is necessary?

Are there any ways in which pupils may cooperate in keeping the ventilation in good working order? If a pupil thinks the system is defective, what ought he to do about it?

The class may in like manner study the ventilation of other public buildings, theaters, cars, and factories.

Problems in community civics are likely to have much in common. with problems in general science and biology. The emphasis, however, is different, as science deals primarily with the material aspects, while community civics deals primarily with the social aspects.

The agencies in the following list are grouped in accordance with the approach already described. The number of these agencies to be investigated in detail will depend upon the time available and the relative importance of this topic, health, in this community and for this class. The same spirit should prevail in the treatment of each as in the suggested study of ventilation.

For pure air:

Ventilation of buildings.

LIST OF AGENCIES.

Suppression of smoke and gas nuisance.

Tenement house laws and inspection.

Cleanliness of outbuildings.

For pure water:

Wells and water system.

Stream protection and filtration.

Sewage disposal.

For pure food:

School lunches.

Pure food and drug laws.

Inspection of markets and dairies.

Inspection of slaughterhouses.

Inspection of cold storage.

For exercise:

Gymnasiums.

Playgrounds and athletic fields.

For cleanliness:

Disposal of household waste.

Street cleaning.

Public baths.

To avoid contagion:

Medical inspection of schools.

School nurses.

Vaccination.

Quarantine-local, State, national.

Insect extermination.

To restrict the use of drugs:

Temperance societies.

Regulation of sale and manufacture of alcohol and tobacco.

To regulate working hours and conditions:

Properly equipped schools (desks, lighting).

Child-labor legislation and inspection (age, hours, work certificates, kinds of employment).

Factory legislation and inspection (hours, lunch periods, sanitation, safety devices, seats for women employees, kinds of employment).

Consumers' leagues.

Child-labor associations.

Agencies for miscellaneous purposes:

Ambulance service.

Hospitals and dispensaries.
Vital statistics.

Baby-saving campaigns.

Responsibility of the citizen.-It would be well for the teacher to recall the discussion of recognition of responsibility and of the application of principles to conduct in Part I, pages 16-19. Throughout the discussion of the topic the aim should be to present its community relations in such a way as to stimulate the pupil's sense of responsibility for the health of the community as a whole. In connection with the study of pure water supply, for example, such questions as the following may be suggestive:

If you suspect that your water supply may be polluted, how will you proceed to verify your suspicions?

If you find that it is polluted, what should you do about it? What should your father do about it? Under what conditions should complaint be entered? Who should enter it? Before whom should it be laid, and by what method?

If your community needs a new water system, how may a citizen proceed to arouse public opinion in the matter?

How can a mayor be held accountable for the efficiency of a water commissioner whom he appoints?

What kind of reports should a water commissioner render, and whose business is it to read them? Why?

It may be profitable to have the class collect, from such magazines as The American City, instances of participation by boys and girls in activities to promote the health of communities. These instances

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