The output of a bakery is 150,000 loaves of bread per week. This is sold to local grocers at 4 cents a loaf. The grocers in turn sell 92 per cent and return the remainder to the bakery; 50 per cent of this remainder is sold at the bakery at 2 loaves for 5 cents; 10 per cent of it at 14 cents a loaf; 40 per cent is ground and sold at $25 a ton. (This will average about 12 ounces to a loaf.) What are the baker's weekly receipts?

If the output is 150,000 loaves a week and $3,600 is spent for flour, $750 for other material, and $400 for labor, what is the average cost of production per loaf? A certain family uses an average of 10 loaves of bread a week. How much cheaper would it be for them to make the bread than to pay 5 cents a loaf when flour is $5.50 a barrel and the cost of fuel and other material averages $1.10 to each barrel of flour? (12 ounces flour to each loaf.)

FIRE DEPARTMENT PROBLEMS.

During the year 1910 the fire department responded to 1,402 calls. During the year 1911 it responded to 1,700 calls. What was the per cent increase in calls for 1911? The Indianapolis Water Co. notified the department of 129 fire hydrants put in service during 1910, making a total of 2,709 hydrants in service. If the city pays $45 rent annually for 1 hydrant, what was the total water bill for fire hydrants? How much was the increase in the 1910 bill?

CITY HOSPITAL PROBLEMS.

In 1910 there were 3,520 patients at the hospital. The total expenses for the year were $93,594.57. What was the per capita expense?

On January 1, 1910, there were 10 patients in the tubercular colony; 56 entered during the year. Of these patients, 39 were discharged as improved and 1 as cured. What per cent of the patients were benefited?

During the year 1910 there were 3,520 patients treated at the hospital. Of these, 7 came from Bulgaria, 12 from Greece, 15 from Hungary, 24 from Macedonia, 1 from Montenegro, 36 from Roumania, 33 from Servia, 1 from Turkey. What per cent of all patients came from the southeastern part of Europe?

The problems vary from school to school, and from time to time, in accordance with current interest and occasion. Every industry or business in Indianapolis may suggest problems, as also the work of every department of the city government or of the institutions of the city. The problems suggested in the printed syllabus for the eighth grade represent, for example, the following activities and departments of community life: Lumber business, building construction, brush and broom factory, gas plant, bakery, canning factory, veneer works, dairy and milk depot, fire department, city market, city hospital, taxation, government of the Town of Woodruff Place (an independent corporation within the limits of Indianapolis), a branch of the city library, cement walks and street improvements, construction of a boulevard, railway passenger service, transportation, track elevation, insurance, stocks and bonds.

CIVIC TRAINING THROUGH PRACTICE.

From the foregoing partial outline of the elementary course of study in the Indianapolis schools, it is evident to what extent the so-called "book studies"-arithmetic, geography, history, English, civics-are

in reality studies of aspects of real life and contribute directly to the civic training of the child. One principal stated the idea as follows: Civics is related to every subject. Life is a unit. We may emphasize a certain expression of that life, such as arithmetic, or history, or geography, but civics is not absent from any of it any more than morals is absent from any of it. Yet sometimes a lesson in civics, pure and simple, is given.

From the practice in the Indianapolis schools three phases of the process of civic education stand out clearly.

1. The first of these is to help the pupil (so far as his mental maturity will permit) to understand the nature of his own community life, his dependence upon it, and his responsibility for it.

2. The second is to develop a proper understanding of, and a right attitude toward, government as the supreme means by which all members of the community may cooperate for the common interest.

3. The third is to cultivate habits of right action as a member of the community, and in relation to its government or control.

The foregoing outline amply illustrates how the entire course of study is made to contribute to the child's understanding of his own community. His "own community" may mean his home, his school, his city, his State, or his Nation. He is given instruction with reference to each of these, and ideas and habits developed with reference to one are applied to others.

Incidentally and gradually, also, the pupil is familiarized with the idea of government and its function. In the upper grades more stress is laid upon this aspect of civic education until, in the eighth grade, a systematic and well-organized course in civics, as such, is given in which the work of government as the agent of the community is especially emphasized, but always with reference to the community life and interests with which the child is by this time quite familiar. An understanding of community life and of government, however, is fruitless without the cultivation of qualities and habits of good citizenship. Instruction and training must go hand in hand. The latter is largely a matter of practice. In the remaining pages of this bulletin an attempt will be made to suggest by illustration, rather than to describe in detail, how civic training through practice is realized in the Indianapolis schools.

OPENING EXERCISES.

Reference has been made to the fact that the opening exercises are utilized to impress civic lessons. In fact, until the eighth grade is reached, the opening exercises are the only periods allotted specifically to civics as such. In some of the schools, though not in all, the children themselves are made responsible for the conduct of these exercises. They choose their own committee to arrange the program,

and they understand that the main topic must grow out of the life of the school or school environment. The topic chosen often becomes the topic, also, for oral or written English composition work in the classes that follow.

For example, the central idea for an opening exercise in the sixth grade was "protection." Stories appropriate to the subject were given. This was followed up in oral composition work in the English classes by calling upon the children to tell incidents in their own experience to show how boys and girls have been helpful to the community by affording protection to some person or thing. A girl told of a boy who had voluntarily opened a street drain after a heavy rain. A boy told of the benefit arising from the gathering by school children of cocoons of certain destructive moths.

On the other hand, incidents brought out in class work sometimes afford material for the opening exercises. A boy one day told, in a written composition, of a Halloween prank in which a chicken coop was destroyed and the chickens set free. This story not only furnished the topic for further composition work on "The right kind of Halloween pranks," but provided excellent material for several "civics"-lessons in succeeding opening exercises.

The importance of these incidents lies not so much in their subject matter, however, as in the fact that the children were being trained in self-management, in initiative, in judgment, in power to organize and apply their knowledge.

METHOD OF CONDUCTING CLASSES.

One of the conspicuous features of the best recitations (and the aim was common to all recitations observed) was the democratic spirit that prevailed-a spirit that left upon the visitor an impression not of a teacher and a class, but of a class community which included the teacher, working together on problems of common interest. There are times when one forgets the presence of a teacher, so thoroughly is the initiative taken by the pupils. She never hesitates to adopt the rôle of learner nor to permit the pupil to become the teacher. Whether a lesson in geography or history, or even in government itself, is good or bad from the point of view of civic training depends far less on the subject matter than on the method by which it is presented.

Reference was made on page 16 to the "problem method" by which geography is taught in the sixth and seventh grades. The study of the geography of Africa or of South America in relation to concrete problems suggested by current events or by present interests is intended to cultivate the habit of organizing knowledge, to stimulate initiative, to develop judgment. So in the

second grade (page 11), when groups of 7 or 8 year old children bring in prices of butter and eggs and bread and ribbons as a basis for simple arithmetical operations, they are not merely studying arithmetic, nor even learning first lessons in domestic economy; they are having their sense of personal responsibility for the class work cultivated and being trained in habits of cooperation.

In some of the schools valuable collections have been made of materials illustrative of various studies-pamphlets, reports, photographs, samples of textiles in process of manufacture, etc. Such collections are not provided for the pupils, but are obtained by them. Much of this collecting has been done by correspondence with manufacturers, business men, and public officials. All the members of a class write letters for the training this involves; but only one letter is sent the one that the class decides is in best form. The children learn not only how to write letters of request and of thanks and appreciation for answers and materials received, but also through what channels the requests should properly be made, and, more important than all, perhaps, to respect the time and convenience of public officials and business men by not imposing upon them a number of similar requests when one will suffice. They learn that while one function of the public official is to furnish information, it is the duty of the citizen not to interfere unnecessarily with the performance of more important public service.

MANUAL ACTIVITIES.

Shop work, domestic science, and school gardening afford peculiar opportunities for group work, and therefore for the cultivation of social and civic habits. Such work is seen at its best, in Indianapolis, in the six or eight schools known as "industrial" or "vocational centers." These are not vocational schools in the strict sense; "trades" or "vocations" are not taught in them. But their work is adapted directly to the social and industrial requirements of the homes upon which they draw. Shop work, home making and home management, and the industrial aspects of the "book" studies (arithmetic, geography, etc.) are especially emphasized.

When the girls of a class act in turn as hostesses at a weekly luncheon, the preparation and serving of which they have supervised and the materials for which they have marketed and sometimes raised in their own gardens, it is not, strictly speaking, a lesson in "civics;" but it affords opportunity for the cultivation of habits which have a direct civic value. In connection with such work the civic relations of home making and home management are strongly emphasized.

A number of cottages adjoining one of the colored schools, and formerly occupied by colored families, have been acquired by the

school board. These cottages have been repaired, decorated, and furnished almost entirely by the labor of the pupils, the shop work, the art work, and the mathematics centering largely about the practical operations involved. While some of these have been appropriated for shop or industrial purposes, others have been transformed into typical dwellings in which all the household arts are taught by practice. In this school, also, cobbling is taught, because of its practical utility in the neighborhood. Much shoe repairing is done here for the families of the vicinity. The print shop of this school, like that of the other "industrial centers," does much of the printing required by the school board. Luncheon is served at small cost for such pupils as desire it. The marketing of the materials, the preparation and serving of the luncheon, and the accounting of expenditures and proceeds, are all done by the pupils themselves. Profits are devoted to the further equipment of the plant. Incidentally, many children are provided with more nourishing food than they would obtain at home. A savings bank is conducted in this school.

These are merely illustrations. Such activities are motivated by real community needs and interests. The principal of the school from which these illustrations are taken remarked that the proficiency of the pupils in their "civics" work was judged "98 per cent on the basis of conduct and 2 per cent on the basis of the recitation." This school is also the center of a neighborhood that has been literally transformed physically and socially as a result of the influence of the school.

PUPIL PARTICIPATION IN SCHOOL CONTROL.

Reference has been made to the democratic spirit prevailing in the classrooms (p. 28). Generally speaking, this spirit is characteristic of the entire life of the elementary schools of Indianapolis, though it is more fully developed in some than in others. The theory is that if children are to be trained to live in self-governing communities they must be given practice in self-management. The end is accomplished in a perfectly natural manner by cultivating in the children a sense of their personal responsibility for the conduct and welfare of the school community, and by giving them full opportunity to participate in its direction. The common interests of the school community are kept constantly in the foreground, the necessity for cooperation to safeguard these common interests is made apparent, and the initiative and judgment of the children are stimulated and trained by various methods, some of which have already been mentioned.

In no instance, at the present time, is an Indianapolis school organized for purposes of self-government on the model of a city or State. The school is considered as a simple community, with its own distinctive characteristics and conditions of life. The idea seems to be to