PART III.

BIBLIOGRAPHICAL SUGGESTIONS.

TEXTBOOKS.

It has been attempted in this manual to explain the scope and method of community civics. It is clear that the object of study is the real community and the real relations of each citizen to his own community life. Nevertheless, a textbook in the hands of the class will be invaluable, provided it is of the right kind and is used in the right way.

A textbook should not be selected nor used merely as a reservoir of facts for the pupil's study. Its primary purpose should be to guide the pupil in his search for, and observation of, the facts of his own community life, to help him to organize his knowledge, and to interpret the facts and relations which he discovers outside of the book. It should help and not hinder teacher and pupils to maintain the point of view and spirit of community civics and, somewhat paradoxically, direct attention away from the book itself. Textbooks that approximate this ideal are not numerous, but the considerations mentioned should be among those that determine a selection.

SOURCE MATERIALS.

The kind of facts needed are concrete and particular facts about the community which the class is studying. A good deal of such information can be gathered by direct observation and by inquiry of parents and acquaintances. But, manifestly, information gathered by this means alone would be incomplete, superficial, and inaccurate. The most useful sources of information and material regarding the local community are the local newspapers, reports issued by the various departments of the local government, and reports of local voluntary agencies, such as boards of trade, charitable and civic organizations, bureaus of municipal research, etc. In many communities there are local histories and publications by local historical societies. Such material is usually poorly organized for the uses of community civics, but it affords important data to be woven into the work of the class.

For corresponding data relating to the State or national communities there aro reports and bulletins issued by States and the National

Government; also newspapers and periodicals, and the reports and other publications of voluntary organizations of State-wide or national scope.

Many of the weekly and monthly periodicals contain appropriate material. The following list is representative:

The American City. Monthly. 87 Nassau Street, New York, $2 a year. Both a city edition and a town and county edition are issued each month. The Survey. Weekly. 105 East Twenty-second Street, New York, $3 a year. The World's Work. Monthly. Garden City, New York, $3 a year. Literary Digest. Weekly. 354 Fourth Avenue, New York, $3 a year. Current Opinion. Monthly. 134 West Twenty-ninth Street, New York, $3 a year. The Outlook. Weekly. 105 East Twenty-second Street, New York, $3 a year. Newark, N. J., has set an example in the publication of material relating to local history and civic life for the use of the schools. This has been done through the cooperation of the public library and the school board. (See "The Study of a City in the Schools of that City," by J. C. Dana, Pedagogical Seminary, 18:329-335.) Other communities are doing similar work through other agencies. It will often be found possible to enlist the cooperation of libraries and other agencies outside of the schools in preparing and publishing valuable material of this kind.

REFERENCE TEXTS.

There should be available for reference in every class copies of various standard texts on civics or government other than the one in regular use by the class. Such books are numerous and varied in kind. Some relate particularly to city problems and government; others treat principally of the National Government. Many of them deal chiefly with the organization and operations of government. Some of the more recent subordinate such information to a discussion of civic and social problems. It is not intended in community civics that the mechanism of government be entered into in great detail, but it is sometimes necessary to trace out such facts.

Further, it is always desirable to compare the point of view of different authors and to compare what actually exists in the pupils' community with what various authors think ought to exist or with what does exist in other communities.

It should always be the effort, however, to treat such book information as supplementary to first-hand information acquired by observation or from original sources.

For the teacher who wishes to ground herself more thoroughly in the theory and practice of government in its various aspects, or in economic and social problems, there is an abundance of literature of both general and special character. The more of such literature the teacher of civics can master, the better will she be prepared profes

sionally for her work. But these treatises on various phases of political science, economics, and sociology have little direct bearing on the methods of community civics. It has therefore not seemed appropriate to append to this manual a list of such titles.

Of even greater importance than these, to the teacher of community civics, are books and articles dealing directly with the several topics treated in Part II of this manual-public health, charities, immigration, good roads, conservation, etc. Some of this literature is also adapted for reference by children. It has not been possible to prepare a selected list of references relating to the topics of Part II in time for publication in this manual. Such references may be found in some of the textbooks. It is hoped that a special committee will soon prepare for publication a comprehensive bibliography for the guidance of high-school teachers of the social studies. Meanwhile, it is suggested that for titles not available through libraries and other local channels teachers write to their State universities or State. libraries with as definite a statement as possible as to the kind of material wanted.

LABORATORY MATERIAL.

It is desirable to assemble a permanent collection of working material, which may be augmented and revised from year to year by the work of successive classes. Such laboratory material may include: Laws and ordinances.-Federal and State constitutions; city charter, and charters of other cities; State laws and city ordinances.

Reports and documents.- Town reports; mayors' messages and reports; reports of municipal departments; reports and bulletins of National and State Governments; reports of voluntary organizations.

Specimen forms.--Licenses, permits, contracts, franchises, tax-assessment lists, tax receipts, ballots, petitions, etc. Also forms used by voluntary agencies. Plans and models.--Showing present or proposed public works, such as city plans: park, boulevard, and street improvements; model tenements; docks; water and sewage plants; street lighting; grade-crossing improvements; public buildings. Maps.--Maps should be made and used freely. Inexpensive outline maps of the city, town, or county should be used for marking in various features, such as traction lines; grade and elevated railroad crossings; fire-alarm boxes; school buildings; playgrounds; parks; industrial sections; and any other features that can be shown on maps. Maps of the State may be used in a similar manner to show transportation lines, industrial centers, location of State institutions, etc. Pictures and lantern slides.---Lantern slides representing civic activities, industrial activities, city plans, public buildings, etc., are extremely useful. Loan colleetions of slides are to be had at very slight expense. The American Civic Association, Union Trust Building, Washington, D. C., has a large number of slides covering a wide range of subjects, the use of which may be secured at nominal cost. State universities sometimes make available collections of slides. Collections of photographs and illustrations clipped from periodicals for a comparison of different communities are also useful.

Charts and graphs.--Facts relating to many phases of civic life may be made vivid by the use of charts, graphs, diagrams, etc.

Pupils should make their own collections as far as possible. They may write letters of request to public officials, voluntary organizations, and business establishments for reports and other publications and illustrative material and acknowledge receipt of the same. If they can not bring in every magazine article that they see bearing on their work, they may at least furnish the references in correct form. They can make newspaper clippings, which should be classified and arranged in convenient form for reference. Pictures may be collected and arranged in the same way. Maps and charts may be made.

Exhibits may sometimes be prepared by the civics classes to which the entire school and parents may be invited. Such exhibits may represent comprehensively the civic life of a neighborhood or some one important phase of the civic life of the entire community. Pupils of the Harrison Technical High School, of Chicago, in cooperation with agencies outside of the school, recently prepared a neighborhood public health exhibit which was visited by 33,000 people in 10 days.

Many groups of picked boys and girls, with the aid of principal and teachers, got statistics and information downtown and at home about their neighborhood, enlarged maps, made diagrams, photographed institutions and lettered and mounted the panels, or served as guides and interpreters, ushers, and in features of the evening program, thus helping the school educate the surrounding community on its own public health conditions.

REFERENCES ON METHOD.

Community civics is a new subject with new methods. The literature on the subject is limited. The following references are given in the belief that they will be helpful to the teacher in acquiring the point of view, the spirit, and the method of the subject:

United States Bureau of Education:

Civic Education Series (mimeographed circulars)—

No. 1. Community civics: What it is.

No. 2. Training for citizenship: What it means.

Nos. 4-8. Abstract of the 1914 report of the N.E.A. committee on social studies, not otherwise published.

No. 8. Standards for judging civic education.

Annual Report of the United States Commissioner of Education, 1914, Ch. XVIII, "The trend of civic education," by Arthur W. Dunn. (Also reprinted in pamphlet form.)

Bulletin, 1915, No. 17, "Civic education in elementary schools as illustrated in Indianapolis," by Arthur W. Dunn.

Bulletin, 1913, No. 41, pages 16-27, Report of the Committee on Social Studies of the National Education Association, 1913.

Barnard, J. Lynn: The teaching of civics in elementary and secondary schools. Proceedings, National Education Association, 1913.

Barnard, J. Lynn: A practice school course in civics. National Municipal Review, Vol. I, No. 2.

Cabot, Ella Lyman, and others: A course in citizenship. Houghton Mifflin Co.

Dana, John Cotton: The study of a city in the schools of that city. Pedagogical Seminary, 18: 329-335.

Dewey, John: Ethical principles underlying education. University of Chicago Press.

Dunn, Arthur W.: Aims and methods. Introduction for teachers in The Community and the Citizen (revised edition). D. C. Heath & Co.

Gillette, J. M.: An outline of social study for elementary schools. American Journal of Sociology, 19: 491–509.

Goodwin, Frank P.: Why teach community civics? Ohio Educational Monthly, 59: 415–420.

Hill, Mabel: The teaching of civics. Houghton Mifflin Co.

Kendall, C. N., and Mirick, George A.: How to teach the fundamental subjects, ch. iv, "Civics." In press. Houghton Mifflin Co.

King, Irving: Education for social efficiency. Appleton.

The social aspects of education. Appleton.

Lewis, W. D.: Democracy's high school. Houghton Mifflin Co.

Orr, William: The high school and the civic spirit. Journal of Pedagogy, 18: 88-99. Sheppard, James J.: Municipal civics in elementary and high schools. Journal of Education, 71: 96–97, 102, 132–133.

Yerkes, Helen K.: Civics in elementary schools. Atlantic Educational Journal, 7: 222-223, 300-301, 367-369.