Responsibility of the citizen.—The pupil should be impressed with the fact that in going to school he is participating in the real life of the community, that he is doing the thing which the community expects him to do. Is he doing his part well? Teachers and school authorities are official representatives of the community, a part of the local and State governments. Cooperation with them is public service, as are diligence and regularity of attendance. Responsibility for the progress of the other members of the class should be emphasized, as also for the public property represented in school equipment.

The pupil also has a civic responsibility for the future, for which his education is intended to fit him. Whether his education does prepare him for future responsibility depends in part upon the efficiency of the school, but also in large measure upon the diligence and attitude of the pupil himself.

It should be shown that, while school authorities have direct responsibility for the schools, a community will have the kind of schools that it really wants, and that a responsibility rests on the citizens themselves to deal with the subject intelligently and to submit willingly to the necessary taxation for adequate educational facilities. The difference in kind of responsibility resting upon school authorities and citizens should be emphasized. (See Part I, p. 16.)

TOPIC V.-CIVIC BEAUTY.

Approach to the topic. The appearance of a community is usually the first thing to attract the attention of a stranger. Are you proud of your community in this respect? What are some of the things that you would select to show a visitor in your community? What are some of the things that you would not want him to see? Why? What difference does it make whether your community is beautiful or not? For example, what effect do appearances have upon the value of property? Give examples in your own community. Why should the citizen cooperate with government and with voluntary agencies to make the community beautiful? What besides appearances contribute to the beauty of a community?

If there happens to be under way in your community some important improvement, such as the construction of a system of parks or boulevards, or a town-planning movement, this may afford a natural avenue of approach to the general subject of civic beauty. In this case the relation between such factors in civic beauty as parks or boulevards and public health, public recreation and public convenience, should be established.

How the community provides for civic beauty.-Positive or negative material for the study of civic beauty and its importance is always at hand in abundance. It is popular with pupils and comparatively

easy to handle. As in the case of other topics, the study should be related as closely as possible to the pupils' interest, proceeding from matters familiar to them to matters less familiar. When the pupils live in congested city districts where lawns, gardens, and shade trees are rare, it is hardly wise to dwell upon home beautifying in these respects to the same extent as in other sections of the city. For such pupils a discussion of clean and tidy area ways and alleys would be more pertinent. The appearance of school building and grounds, of streets, and of parks, however, is of common interest to all. The following is a list of topics rather than of agencies; but their study of course involves a consideration of corresponding agencies. Under each, therefore, inquire as to who has been given, or has assumed, responsibility, and how the work is done.

Responsibility of the citizen.--There is no phase of community life in which it is so easy to see the responsibility of the citizen as in that which relates to beauty, and there is no other phase which offers such abundant opportunity to the young citizen to participate in civic activities. The beauty of the community as a whole depends in large measure upon the care which the individual householder and his family take with regard to the appearance of their own premises and the care which every individual, young or old, takes not to litter the streets and parks with papers and other refuse, to deface walls and fences, to injure plants and trees, to destroy birds. Chil

dren have been a large factor in many communities in the work of school and home gardening and in neighborhood beautification of various kinds. Besides personal conduct in such matters, there is always the opportunity to help form public opinion by personal effort and by cooperation with voluntary agencies.

TOPIC VI.-WEALTH.

Approach to the topic. In dealing with this topic it may be necessary to remind oneself that this is a course in "community civics" and not one in economics. In order to maintain this point of view it may be well for the teacher to recall the definitions of the "good citizen" and of "community civics" given on pages 1 and 11, Part I. The citizen, however, must be a user, and usually a producer, of wealth. The use and production of wealth have their civic relations and it is some of these that this section is intended to point out.

It will probably be necessary to explain to pupils that the word "wealth" is not used in the sense of great riches, and still less as synonymous with money, but in its true meaning of all material things for which men are willing to work. A loaf of bread is wealth, as also a book, or a lead pencil, or a house and lot, or a plow. A technical discussion of wealth in all its economic bearings is out of place in this course.

The things most in evidence in a community, outside of the purely residential districts, are stores and office buildings, factories, transportation lines and facilities, and people hurrying to and fro, or at work in their offices or before machines or behind counters-all going about their "business." If it is a rural community, there are the farms with all the activities involved in producing grain, or cotton, or live stock. Or it may be a mining community or one whose chief interest is in the activities that center about the forest. Everyone seems to be intent on "getting a living."

If we pass from the "business center" of a city to the residential districts, there we see the symbol of the "living" for which all this work is going on-the home. It represents, first of all, shelter and food; but in addition it represents the primary means of education. (the training of children), of health protection, of esthetic enjoyment (in books, music, home beautification), of recreation, and of social life. It represents the necessities of life and such comforts and luxuries as the family may by its work provide for.

The getting of a living is of fundamental importance to everyone. It should be made clear to the pupil that the money a worker receives for his work is only a measure of his "living" or of the value of his services, and that the real "living" that he receives in return for his work is the more or less complete enjoyment of, the "elements of welfare" protection of health, life, and property, education, recre

ation, etc. Wealth is merely the material means by which the real elements of welfare are secured. The activities involved in the production and use of wealth are of vital importance to every community, local or national. A very large part of the work of government is for the regulation of these activities and for the protection of the citizen in his property rights. The wealth-getting and wealthusing activities also impose heavy responsibilities upon the citizen. Means by which the community provides for the production and use of wealth.-The following paragraphs suggest a few of the important aspects of the subject that may be investigated with profit.

1. The dependence of the citizen upon others for the wealth he uses.The interdependence of individuals is nowhere so clearly shown as in the wealth-getting and wealth-using activities of a community, whether the community be local, national, or world-wide. This world-wide interdependence is vividly shown by the effects of the European war.

Make a list of the workers engaged in providing you with bread, from the raising of the grain to the placing of the bread upon the table. Do the same for the salt with which you season your food, and the knife and fork with which you eat it; for the coat or dress which you wear; for the furniture in your home or the house in which you live; for the books that you use in school. Name as many groups of workers as possible who have contributed to the protection of your health; to providing you with a concert or a theatrical performance. In these studies do not forget such ramifications of industry as transportation, the engineers who build bridges, the scientists who discover natural laws.

A concrete study of this kind will give the pupil a vivid picture of the multiplicity of occupations in their relations to each other. But the chief point of emphasis at this time is the magnitude and variety of service by which a living is provided for the humblest citizen in return for his individual effort.

Conversely, there is the implied obligation of each individual to contribute effectively to the extent of his ability to the living of all these who serve him. Each worker is primarily concerned with what he gets for his work; the community is especially concerned about what he gives. All this implies the necessity for cooperation.

2. Cooperation and division of labor.-Observe how the occupations of your household are distributed among the members of the family. Study a factory in your community (perhaps one in which a member of your family is employed) to discover how the work of producing a given article is divided among the various groups of workmen. What is the purpose of this "division of labor"? Show how each is dependent upon all the others. Discuss the advantages and disadvantages of such division of labor, from the point of view of the workman and from that of the employer. What is the work of the "manager,' or "superintendent," or "boss"? Why is he necessary? What should be the relations between the manager and the workmen? Where does the money come from with which to build the plant, provide the machinery, and pay wages? Explain "capital." Show the interdependence of those

who furnish the capital and those who furnish the labor. "The mutual object of both is to produce the best possible article at the lowest possible price, in order to place it within reach of the greatest possible number of purchasers." (Note the obligation of both to regard the rights of the user of the article.)

Show how the factory just studied is dependent upon other industries and occupations in your own community; upon industries and occupations in other parts of the country or of the world.

Investigate the communicating system in a large factory or store and show its importance as a means of securing cooperation. From the same point of view, discuss the means of communication and transportation in the community and in the nation and in the world.

3. Effects of industrial development upon community life.-Starting with the large degree of self-dependence existing in a pioneer family or community, show how the differentiation of occupations has taken place. The simpler facts of the "industrial revolution" may be brought out, to show the effects of the invention of machinery and the use of steam. Note especially the growth of the factory system and its effects upon the division of labor, the relations between labor and capital, and the growth of cities, with their complex problems of social life and government.

4. Distribution of wealth.-This subject, from the standpoint of economics, is too difficult for systematic treatment in this course. It may be shown, however, that where there are such interdependence and cooperation among those who furnish the capital and those who furnish the labor, and among manufacturers, merchants, and transporters, there should be some equitable distribution of the proceeds of the combined service to the community. A simple explanation may be made (without too technical discussion) of wages, salaries, profits, dividends, interest, rent. This may involve a simple discussion, based on observation and published studies, of "a living wage, ""standards of living," "family budgets," etc.

5. Saving.—A highly important topic. It may include such items as the following: Duty of providing for a "rainy day," and for the safety and comfort of the family. Economy in personal habits, in the household, and in business management. Methods and means of systematic saving. Saving by investment. Capital the result of saving. Economy through efficiency. Conservation of natural resources. Economy in government.

The topics here given are only suggestive of the lines of inquiry and of the point of view and method, appropriate to this course. Many others are excluded for lack of space. But in a course in community civics especial emphasis should be given to—

6. What the Government does to regulate activities relating to the production and enjoyment of wealth.-Protection of property and property rights. The economic causes for the establishment of the Federal Government in 1787.

The conservation of natural resources.

Regulation of commerce, State and interstate, and foreign.

Providing money. The purpose of money as a measure of value and a means of exchange.

Establishment and regulation of banks. Maintaining credit.

Regulation of corporations and trusts.

Departments of Agriculture, Commerce, and Labor.

Regulation of labor of women and children.

Regulation of conditions of work.

Regulation of immigration.

Standardization of weights and measures.