Publications of the University of Texas Publications Committee: A. C. JUDSON C. HARTMAN E. C. BARKER J. l.1. HENDERSON G. C. BUTTE w. S. HUNTER R.H. GRIFFITH J . A. LOMAX The University publish.es bulletins six times a month. These comprise the official publications of the University, publica­tions on humanistic and scientific subjects, bulletins prepared by the Department of Extension and by the Bureau of Munic­ipal Research, and other bulletins of general educational in­terest. With the exception of special numbers, any bulletin will be sent to a eitizen of Texas free on request. All communica­tions about University publications should be adJressed to the Editor of University Publications, University of Texas, Austin. A. C. BALDWIN.a SONS: AUSTIN Bl81-1216-lm BULLETIN OF THE UNIVERSITY OF TEXAS 1916: No. S JANUARY 20 1916 Suggestions for the Teaching of Civics in the High Schools of Texas BY CHARLES GROVE HAINES, Ph.D. Professor of Government The University of Texas Published by the University six times a month and entered as second-class matter at the postoffice at Aus·r1Nt TEXAS The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preservation of a free gov­ernment. Sam Houston. Cultivated mind is the guardian genius of democracy•..• It is the only dictator that freemen acknowl­edge and the only security that free­men desire. Mirabeau B. Lamar. SlTGGES1'IONS FOR TIIE 1'EACHI~G OF CIVICS IN THE HIGH SCHOOLS OF TEXAS The teaching of Civics or Civil Government in the elementary and secondary schools is beginning to receive special attention from those interested in public .education. Some noteworthy changes in material and method render it extremely difficult for teachers to keep in touch with the best data available for the presentation of Civics to high school students. On account of the close relationship between History and Civics, the subject of Civics has be.en treated heretofore in con­nection with I-Iistory. For this reason the bulletin of sugges­tions for the teaching .of IIistory includes some brief hints and advice relative to the teaching of Civics. The rapid growth in the content of the subject of Civics and the difficulty of treating it adequately in connection with History, make it necessary that a separate course in Civics be offered in every high school. Many high schools now give such a course, devoting at least a half year to the subject, while the larger high schools fre­quently give an entire year to Civics, local, state and national. In the new arrangernent it is not proposed to neglect the very close relationship between IIistory and Civics; it is rather ex­pected that American I-Iistory shall serve as a basis for a careful study of government and the functions performed through its agency. Civics as a special study now c01nprises a content and method which cannot he treated adequately in connection with liistory since the subject can no longer be regarded as simply a study of the Constitution and framework of government in its historic growth and development. It inust always be recog­nized, howev.er, that a good course in Civics can be given only when the background in I-Iistory has been thoroughly presented. Some high schools prefer to place American History in the third year, leaving the fourth year to Civics or to a combination of Civics and Economics, giving a half year to each. Whatever arrangement is made, a half year, at least, of Civics is now regarded as an important and indispensable part of the high school curriculum, and it is for the purpose of offering some Bulletin of the Uriiversity of Texas suggestions and aid to teachers for such a course that this bulle­tin is pr.epared. The Purpose of Civic Instruction. The prime purposes for a study of civic relations are usually regarded to be: 1. To awaken a knowledge of the fact that the individual is in a social environment whose laws bind him for his own good; 2. To ac­quaint him with the forms and administration of our govern­ment in its several departments and incidental to these two objects to stress the notion of respect for law as well as a desire for good government. To these aims must be added a third­that of translating civic thought into civic action. A beginning in the way of taking an active part in community life can be stressed in and out of class. From this standpoint the chief aim of instruction requires that less emphasis be given to informa­tion about government and constitutions and more consideration to fundamental conditions and services that make for good citi­zenship. It requires that attention be directed from the formal memorization of definitions in textbooks to the realiti.es of com­munity life in which the child actually lives. The objects of civic study are thus indicated by Mr. Dunn in the Civic Education Series, issued by the Bureau of Education: ''We shall make greater progress toward more effective courses .and methods of civic education if we continually ask ourselves such questions as the following: Does our civic teaching appeal to the pupil's present actual interest as a citjzen ? Does it afford the pupil an adequate motive (a) for his study of the subject, (b) to participate in civic activities? Does it stiinulatc the pupil to cooperative activity in the inter-­est of his community, i. e., his class, school, family, neighbor­hood, city, State, or nation? Does it cultivate in the pupil judgment relative to civic situa­tions and methods of dealing with them? Does it srlect and organize subject m::ttter with reference to its rehltion to the ci-vic experience and interest of the pupil?" It is strange that educators have been so slow to recognize their duties and responsibilities to the community in a nation where democratic rules and practices are supposed to prevail. Nowherr has the citizen and voter been accorded such heavy Suggestions for Tea.eking of Civics in the IIigh School burdens and far reaching responsibilities as in the United States. We have lauded the spectacle of the common people rising to the height of free government through the ballot; we have heaped additional burdens upon the citizen, but what have we done and what are we doing to educate voters to use intelligently the mighty weapon of democracy? What are we doing to aid the citizen to participate in the social and political activities of the community? It is not an exaggeration to say that little atten­tion has been given to practical instruction in the devices which make democratic government possible and which lead in the direction of an efficient citizenship. THE NEW CIVICS A brief survey of recent developments in the teaching of Civics shows many vital changes in material as well as in the method of presentation. The formal plan of instruction, based upon a dissection of state and~ federal Constitutions, together with the committing to memory clause by clause of these Con­stitutions was the method frequently followed in the public schools. To this formal presentation of Constitutions was added later a consideration of county, state and federal officers, their respective duties and salaries. But the limitations of such a course soon became evident to those interested in training for citizenship, and as a result the content of Civics has been greatly expanded and the method of ·presentation has been made much more vital and interesting. The study of governmental ma­chinery is but a small, though a very necessary part, of the now comprehensive field covered by "The New Civics" or, as it is sometimes designated, Community Civics. Community Civics is expressive of the content of the subject in its newer and broader aspect. The object is first to interest the child in the community in which he lives, to call his atten­tion to community needs and the means by which these needs are satisfied. The New Civics emphasizes the functional side of government, beginning with the community and proceeding therefrom to the functions performed by the county, state and nation. Health, sanitation, safety, property, life-their protec­tion and general improvement become topics of first import­ Bulletin of the University of Texas ance. The placing of responsibility for outbreaks of epidemics of contagious diseases, of crime, of destruction of property--all of these lead to a study of local government with regard to its efficiency or inefficiency. The first aim, then, of Community Civics is to lead the child to realize that county and city govern­ment is not a thing apart from and above the citizen, but rather an agency for which .each individual must bear his share of re­sponsibility. Although the functions of government are emphasized and considered first, its structural side is not neglected. The study of governmental activities leads naturally to a consideration of the officials in charge, the regulations which give them power to act and the framework of government in general. 'rhe natural step is to raise the question, 'vhat methods are devised, for ex­ample, to protect the health of the community. The answer to this query will require a survey of the activities of a local health officer or board, and 'vill lead then to the consideration of the functions of the state health department and, finally, to compre­hend the work which is being done to protect public health by the central governn1ent at \Nashington. A survey of this work will necessitate a consideration of the officers appointed to cnrry out the duties and functions of the government and an analy.sis of these will soon lead to the fundamental basis of state law for the department to he discovered in state and federal statutes, cir­cumscribed within the limits determined by state and federal constitutions. While beginning with functions and stressing the satisfaction of community needs a Civics course must always have as its chief obj.ect the study of government as a social and political organization. In brief, then, the aim of the New Civics is to retain what is useful in the formal study of government organization, but to vitalize this study by a more detailed consideration of the ac­tivities related to community life as well as the functions per­formed by the various divisions of government in state anJ nation. The new viewpoint relative to Civics teaching has re­sulted in a nation-wide movement to modify the course of study and to improve the methods of instruction in such a manner as to render vitally interesting and socially valuable the study of government as an integral and indispensable portion of the pnh­ Suggestions for Teaching of Civics -in, the H1igh School, lie school curriculum. Numerous organizations have been at work in an effort to put into definite form the progressive ideas relative to this new viewpoint in the study of civic affairs. Chief among such organizations are the National Municipal League, the National Education Association, The American IIistorical As­sociation and the American Political Science Association. The National lVIunicipal League was one of the first organiza­tions to give its attention to the reconstruction of this field of study. \Vhile its work has been largely confined to municipal governm.ent, considerable attention has been given to the teach­ing of Civics in the elementary and secondary schools. The pro­ceedings of the League and The National 1\!Iunicipal Review con­tain valuable information as to what has been done by the League along this line. Of special interest is the \Vork of a committee on Civic Education which reported in 1913 under the chairman­ship of Arthur W. Dunn. This committee is continuing its \\'Ork in co-operation with the Bureau of Education, ,,vhere ~Ir. Dunn is now located as a special agent in civic education. Several committees of the National Education Association rendered reports with incidental suggestions as to the teaching of Civics. In 1913, however, the Association began an active cam­paign to improve civic instruction in the appointment of a sub­committee on Social Studies. This committee was appointed in connection with the Committee on Reorganization of Studies in Secondary Schools, and in cooperation with the Bur.eau of Edu­cation has issued several bulletins. One of these, Bulletin No. · 41, 1913, contains an account of the nature and scope of social 8tudies; another, Bulletin No. 23, 1915, gives an outline for a course in Community Civics to be used in the junior high school. A bulletin to cover the advanced course for third or fourth year high school is in preparation. rrhese are invaluable aids to the teacher and should ,be in the hands of every high school in­ structor. 11he Am.erican IIistorical Association has dealt with the teach­ing of Civics in the following reports: (a) Report of Commit­tee of Seven for 1898; (b) Report of the Committee of Eight, 1909; ( c) The Report of the Committee of Five, 1911; and (d) The report of IIistory Teachers' Associations. These reports are f arniliar to practically all teachers of IIistory and Civics. Bulletin of the University of Texas It is interesting to note that the most recent of these r1~ports--­ that of the Committee of Five-urges the giving of more time and attention to Civics and suggests as. a working basis that three-fifths of the year be given to American History and two­ fifths to Civil Government. This recommendation goes a long way toward recognizing the growing demand for the study of modern political institutions and paves the way for the next step-the introduction of a half year course in government. Som.e very effective work has been done by the New England History Teachers' Association. A special committee of this As­ sociation has prepared an outline which presents the best avail­ able list of topics with references and suggestions as to methods of pr.esentation.1 Soon after the formation of the American Political Science Association at Baltimore in 1902-3, a committee was appointed to report upon the teaching of Civics in the secondary schools. In­ quiries were made as to the nature of the course, the general plan of instruction, the time devoted to instruction, the percentage of enrollment, the training of the teacher, the nature of the text­ book and the equipment of the library.2 To quote the words of the committee: ''Is it not a curious fact that though our schools are largely instituted, supported and operated by the government, yet the study of American Government in the schools and colleges is the last subject to receive adequate attention? 'rhe results of .the neglect of this important branch of study in onr educational institutions can easily be seen in the general unfitness of men who have entered fl, political career, so that now the name of statesman is often used as a term of reproach, and the publi<' service is weak, except in a few conspicuous instances. .Are thc­schools perhaps to blame for the lack of intereRt in politics shov,rn by our educated men until the recent exposures arrested th(• attention of the entire nation? We think the best place to begin the work of regeneration ana reform is in the American secondary schools and colleges. IIen• 1The results of this committee appear in a volume "An Outline of the Study of American Civil Government," published by Macmillan Co. Price 50 cents. 2 See proceedings of the American Political Science Association, 1908. For copy of the same, apply to Professor Chester Lloyd Jones, Secretary, Madison, Wisconsin. Price $1.0 0. Sitggestions for Teaching of Civics in tl1e High School we find the judges, legislators, diplomats, politicians and office­seekers of the future in the making. llere are the future citizens, too, in their most impressionable years, in the years when the teacher has their attention. '' The work of the Association is being continued and supple­mented by the Committee of Seven which was appointed in 1911. This committee is now at work upon a final report which will be available within the next few months. Investigations have been made as to the status of instruction in government in universi­ties and colleges and in the elementary and secondary schools. Sub-committees have been formed in the various states and the· results secured, as well as conclusions, of these committees will, it is expected, be of special aid in improving the teaching of this. subject in the schools. It is interesting to note that while the various committees have approached the matter of investigation and improvement of instruction in Civics from different viewpoints, there is a strik­ing concensus of opinion as to the necessity of vitalizing this subject by stressing the functional activities and by urging prac­tical m.ethods in its presentation. It is confidently expected that through the interest manifested by these national organizations,. Civics will in the near future be raised from a somewhat in­significant position in the school curriculum to one of the. im­portant and indispensable subjects required as a part of the education of all those who receive their training in the public schools. The progress already made in vitalizing civic instruc­tion in the public schools of a few of the states and in many of the city high schools indicates that the New Civics is well on its way to general acceptance by instructors as well as school ad· ministrators. THE COURSE The content of a course for third or fourth year high school is based upon preliminary training which ought to be given in the elementary school or early years of the high school. In order to indicate the nature of the training which is now being given in schools where Civics is efficiently taught, a brief summary is offered of the nature and content of some suggestive lessons for (1) the six grades of the elementary school; (2) grades. Bulletin of the University of Texas seven, eight and nine, comrnonly referred to as the junior high school; and ( 3) the course in Advanced Civics for third or fourth year high school. 1. Civics in the Elem.entary School. It is now coming to be recognized that civic instruction may begin even in the first grades. Such subjects as the care of the school grounds, clean­liness and order in school and about the buildings, the develop"' ment of neatness, kindness and helpfulness may be used to im­press the beginnings of a civic conscience, and the first im­pression may be given of the individual as a member of the com­munity. In these grades the following topics may appropriately be stressed : A. Study of the home as a social institution. B. Study of the neighborhood or community. 1. Occupations or vocations and industries in the community. 2. Stories of the founding of the community. Civic lessons can be taught through the community efforts, ·such as ke.eping grounds clean, planting trees, or caring for yards or gardens. These lessons in the early grades can only be given incidentally in the treatment of other subjects, such as language and reading, but they are indispensable to the more advanced work which begins with the fourth or fifth grade. Grades four to six. In these grades Civics should be allotted time of its own such as a period each week throughout the year and in short interesting lessons these subjects may be presented: A. The family. 1. Nature and purpose. 2. Services rendered by the family. 3. The family and the community. B. The School. Officers, rules and regulations, mutual duties and re­sponsibilities, etc. C. Community functions, such as: postman, policeman, fire company, etc. In the sixth grade a more specialized treatment may be given Suggestions for Teaching of Civics ,in tlie I-Iigh School 11 of the part of the community in the protection of health. The care of roads and of streets and the protection of life and of property may be presented as well as some brief lessons relative to the work of government through public institutions in the care of the poor, the sick and the defectives. For suggestions as to this type of course teachers are referred to volumes by l\/Iiss Hill, Lessons for Junior Citizens, Ginn & Company, and The Teaching of Civics, Houghton, l\fiffiin & Company, as well as a text by Dunn, The Community and The Citizrn, IIeath & Company. 2. Civics in the Eighth Grade or Jirnior School. (a) Grades seven to nine or the Junior IIigh Sehool. The course for the eighth grade or the junior high school has been thoroughly out­lined in the Bulletin of the Bureau of Education entitled ''The Teaching of Community Civics.' '1 The Bulletin contains a use­ful discussion of aims and methods in the teaching of Civics, a plan of suggestive topics with advice as to the best method of treating these topics. An outline prepared by Dr. J. Lynn Barnard of Philadelphia, chairman of the committee ·which com­piled the bulletin suggests the nature and scope of a course on community welfare. 1. IIealth as an Elenie nt of. 1Velfare. (a) Pure air; ventilation of buildings, cleanliness of outbuildings. (b) Pure ·water; wells and water sys­tem, stream protection and filtration, sewage dis­posal. ( c) Pure food ; food and drug laws, school lunches, inspection of markets, dairies, slaughter­houses. (d) Exercise; gymnasiums, playgrounds, athletic fields. ( e) Cleanliness; public baths, dis­posal of household waste, street cleaning. (f) Con­tagion; medical inspection in schools, school nurses, quarantine, vaccination, insect extermination. (g) Regulation of working hours and conditions; prop­erly equipped schools (desks, lighting), factory legis· lation and inspection. (h) Miscellaneous; ambu· lance service, hospitals and dispensaries, vital statis· tics, baby-saving campaigns. 1Bulletin No. 23, 1915. Price 10 cents. 12 Bulletin of the University of Texas 2. Protection of Life and Property. (a) Accident prevention; in transportation, in indus· try, from floods and washouts. (b) Police. (c) Fire protection. (d) Forest rangers. ( e) Light­houses and buoys .and life saving stations. (f) Militia and State constabulary. (g) Army and Navy. (h) Courts. (i) Legal aid societies. (j) Patents and copyrights. 3. Recreation. (a) School recess, playgrounds, athletics, gymnasiums. (b) Extended use of school houses. ( c) Public baths, recreation piers, dance halls. (h) Concerts, theaters, moving pictures, circuses. ( e) Botanical and zoological gardens, libraries, museums and art galleries. (f) Clubs and associations; boy scouts, camp-fire girls, Y. M. C. A., social settlements. 4. Education. (a) Schools (of all kinds). (b) Chautauquas, reading circles, lectures. ( c) Y. M. C. A. settlements, civie clubs, debating clubs. (d) Libraries, museums and art galleries. ( e) Theaters, moving pictures, news­papers, periodicals. (f) Public education associa­tions, home and school associations, educational foundations, U. S. Bureau of Education. 5. Civic Beauty. (a) Lawns and shade trees, appearance of dwellings. (b) Streets. (c) Vacant lots, clean-up days. (d) Park ways and boulevards, water fronts, parks. ( e) Smoke abatement, eliminations of billboards, suppression of unnecessary noise. (f) Public and private architecture, care of public buildings. (g) Preservation of natural beauty. (h) Town or city planning. 6. Wealth. (a) Producing; natural resources, artificial resources, labor supply, available capital. (b) Getting; mini­mum wage laws, labor conditions, labor unions, acci­dent insurance, pensions, standardization of weight;;; and measures. ( c) Spending; family budgets. (d) Saving: school banks, postal savings, savings banks, investments. ( e) State and National aids to indus­ Suggestions for Teaching of Civics in the High School 13 try; State bureaus and commissions, State univ€:1.·si­ties, Federal departments and commissioners, Inter­state Commerce Commission, Voluntary organiza­tions aiding industry; boards of trade, chambers of commerce, manufacturers' associations, etc. (g) Conservation of natural resources. 7. Charities. (a) Prevention of poverty; wage laws, education, en1­ployment bureau:.;, vocational guidance, safety de­vices, workmen's compensation laws, age and service pensions, regulation of liquor traffic, schools for de­fectives. (b) Care of dependents; asylums, homes for aged and infirm, hospitals, outdoor relief (of all kinds). 8. Order in. Society. (a) Rules and laws; school regulations, local ordi­nances, State and National laws, international laws. (b) Penalties for infraction of law; parental and truant schools, reform schools and reformatories, jails and prisons, labor colonies, probation and parole. ( c) Agencies for law enforcement; courts. 9. Communication and Transportation. (a) Mail service, parcel post and express, telephones, telegraph. (b) Highways and bridges, trolleys and railroads, water com-munication. 10. JI ow Public Agencies are Financed. (a) Budget exhibits. (b) Appropriations. (c) Source~ of revenue. (d) ..Assessment of taxes. (e) Expendi­tures. (f) Auditing. 11. How Pi1,bl-ic Agencies. are Conducted. (a) Civic education of voters. (b) Nomination and election of officers. ( c) Governmental orga.niza tion. ( d) Initiative, referendum, and recall. ( e) Short ballot. (f) Civil Service. (g) Commission govern­ment. (h) Constitutional conventions. ( i) Char­ters and constitutions. 12. How Private Agencies are Financed and Conducted. (a) A school athletic association. (b) A public play­ground association (c) A social settlement. (d) A Bullet·in of the Un·iversity of Texas charity organization association. ( e) A legal aid so­ciety. (f) A local newspaper. (g) A board of trade. (h) A hospital. (i) A child-labor association. (j) A consumers' league.1 'l'he inatcrial as well as the method presented in this bulletin will form an excellent basis for a course to be supplemented in the way of more attention and somewhat greater emphasis upon the governmental agencies carrying out these functions. 1,his pamphlet along with a good text on Elementary Civics stressing more particularly the organization of government, local, state and federal, will furnish a satisfactory introductory course in Civics such as may profitably be given in the :first year of the junior high school or in the last year of the elementary school. (b) Senior High School. With a background such as has been briefly outlined, the student is ready to take up in the fourth year high school a more detailed study of government in its organization and functions. Here, as in the preliminary \Vork the stress should be upon local government and upon func­tions rather than npon machinery. 'l'he local nnit of county or city should be made the basis for a study of government in all departments with a more detailed consideration of state and federal government. The course should alw~1ys be based upon a good text and should foUow along a regular order outlined in the text or a separate syllabus, but additional material should be used regularly in connection with the text to supplem.ent and render practical the formal book study of the subject. A suggestive list of texts which may be used to advantage along with the State text book are: Beard, A.m.erican Citizenship, l\'Iacmillan. Garner, Government of the United States, American. James & Sanford, Government in State and Nation, Scribners. Boynton, School Civics, Ginn. Guitteau, Government and Politics in the United States~ Houghton. Kaye, Readings in Civil Government, Century. 1This outline is taken from The Civic Education Series issued by the Bureau of Education. A more complete analysis of subjects under each of these headings and suggestive methods for the presentation of the topics are to be found in the Bulletin on The Teaching of Com­munity Civics. Suggest,ions for Teaching of Civics in the Iligh School 15 Since the texts commonly used cover in general the subjects and material to be considered in the course it will be necessary only to offer some assistance in rendering the subject concrete. METHODS \Vith the broadening of the scope of the subject of Civics has come necessarily an adoption of a decidedly different method of approach. The former memorizing of constitutions and officers based on strict adherence to a textbook has given way to a wider range of information. The inadequacy of the former has be­come evident if the public schools arc to lay the foundations for an efficient training for citizenship. It is true that the latter method requires better and more specialized training on the part of the teacher for the material and methods of presentation are more varied and complex. The task of testing the n1emory of the pupil was comparatively easy, but the matter of pr.esenting the multifarious activities of government as they touch life on all sides is decidedly more difficult. A good text used as a basis for the course is still an .essential, while syllabi, supplementary readings, magazines, newspapers, a library containing reliable works on civics, are no less essential. And these are still further supplemented by personal investigations,, observations and methods of study which serve as practical means for acquiring a first hand knowledge of governmental functions. The child learns for himself what government in the home, in the school, in the community and in the n·ation at large means to hin1 and to others. Care of school property, such as buildings, equipment, and materials for class use creates a respect for property, and a compliance with school laws as to age of en­trance, vaccination and compulsory attendance giv.es a very necessary respect for law as well as an idea as to the reason for its existence. Beginning with what is nearest and best known it is but an easy step to the consideration of the government which prevails in the larger community of ·which the school is a part. Ho''' is a town sustained, how improved, how kept a sani­tary and healthful place in which to live; how beautified, how enlarged; how governed, by whom, and to whom responsible: these are but a few of the many questions of local in1portance in Bulletin of the University of Texas which to interest a class in civics. Wherever and whenever pos­sible the pupil must learn to discover facts for himself; to place responsibility where it belongs; and to censure or to praise where conditions justify criticism. It is also a great advantage when possible to have the class attend a session of a court, to visit the Legislature while at work, as well as to have the ~lass organize themselves as a town meeting, legislative assembly or a court. A very effective method of securing r.esults and encouraging interest is to be found in the formation of civic clubs, such as: The Georgia Club, The Home County Club of North Carolina, the Winston-Salem Junior Civic League, and the N.e\,·ark, X. tJ., plan for an organized study of local government and community interests. These clubs form an efficient means for the purpose of studying county officers and their duties, also of arousing interest and of spreading information as to needed improvements in schools, roads, justice and civic interests of the community.1 It is neeessary to snpplement the textbook discussion in Civics by various means, such as talks to the class by pnhlic officials, regular drill in current events, debates on public questions, and the reading of non-partisan periodicals. .An excellent device to encourage interest is a civic.-; scrap dPaling with iten1s of interest and calling attention to various methods of civic improvement. In addition pupils should be enconraged to stnd~' and report upon appropriation bills, health bills, and reports of the varions stnte departments. All of these devices can be used to advantage to supplement material in text and clnss references. In order to render more clear this method two model lessons puhl ished b~· the Bureau of Eclncation are presented, one on Country Roads and the other on IIealth. ''Professor ~J. :B1 . 8rnith, of B<>rea Coll<'µ:e, snlnniH(1d the fol­lowing outline on Country Roads. In this stndy nnmerons photographs are used. \i\Talks are taken over good and bad roads for first-hand studv., . 'l\~acher· and pnpils actna11,y do a pje<~e 1Those who are interested in a fuller description of these devices in the teaching of Civics as well as a more thorough discussion of the princivles or methods of civics teaching are referred to the forthcoming report of the Committee of Seven. Suggestioris for Teaching of Civics 'in the High School ]7 of road work. Bulletins regarding road building are placed in the hands of the pupils. Endeavor is made to have a few yards of model road built near the schoolhouse. A. 1. Study and report on condition of roads in the con1­munity. Draw a map of the community indicat­ing roads. Which are dirt roads, rock roads, other kinds. Which arc well graded, well crowned. Note side ditches; are they adequate. Note culverts and bridges. Estin1ate number miles of roads in the community, public and private. 2. Study road-making material in the community. Note places where limestone is found; sandstone, slate, gravel. Are these materials accessible? 3. Find out cost of hauling· in the cornmunity. Consult wagoners and learn charges per hundred pounds for freight and farrn produce. Can farmers afford to market prodncc at pre:..;ent co.st of caitag:e ? 1_1....,ini.l out how mnch freight is hauled into the community annually and compute amount paid for this. Hovv long will wagon and set of harness last on the roads ? lTow long on good roads 6? Difference in cost for 10 years? ITow much could the people who buy supplies afford to spend on road upkeep each year in order to cut down freight rates? 4. Compare cost of hauliug-here with cost in European countries \Yhere the hest roads exist. \Vhat over­tax do the people havp to pay ? .Note that this over­tax is in the forrn of higher prices for honsehold necessities and in small<.'r profit:-; for fc1r1n produce. B. Road bnihlinµ:: Dctermi1w kind of road: the loeation; grades; how grac.frs affect the haul; the drainage-level and steep roads, side ditehes, culverts, subdrainag-e, <~rown : actua1 construction-tools, funds, means em­ploy rd. C. Roa king·'s split-log drag. · 18 Bulletin of the University of Texas D. What good roads mean to a community: rrhe economic problem. How they enhance value of land. l\leans of communication. Better social life. ''1 The following suggestive approach to the topic ''Health'' was used last year by F. W. Carrier, principal of the Wilming­ton (lVIass.) IIigh 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 observ.e 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 sometin1es can not observe this ru1e, even when we keep our own premises hygenic, because our neighbor's barn­yard, pigpen, or outhouse m.ay 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 sanie community, but also over different communities. 3. ''Eat moderately of a wholesome, well-cooked, and wel!­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 1Taken from Civic Education Series No. 4. Suggestions for Te.aching of Oivics in the lligh School 19 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 -Yrhole 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 ~iassachusetts la\v 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 adjust::i ble seats, properly lighted, and supplied with well-printed textbooks; to abolish child labor; to limit the kinds of employment for '"Tomen ; 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 ke.ep 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 of those things-quarantine, pure-food laws, etc.-·w.ere unfair, but I see that they are not.'' Another boy was of the opinion that if a man ·wanted to keep a pig pen near his 20 Bulletin of the University of Texas neighbor's back door, provided the pig wa:3 on his own hu d, 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 hon1e 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 'vorth 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 ag'l'ncies.1 As the use of such devices for rendering instruction concrete and practical requires the collection of material and data on the various functional activities of government a fairly com plcte list of reports, documents, ete., is presented. I!igh school in­structors can secure a great deal of useful n1aterial at a co1n­paratively small expense. Xo hiµ:h school can afford to he with­out a special Civics I.Jibrary. rrhis library Cari be made the clear­ing house for the study of commnnity life and civic progTess. For the purpose of report-; and a special study of g:overnment functions some outlines are appended. These outlines arc n1crely suggestive and only a select list of the topies <·an be made the basis of Btndv ,, throughout' the short timP allo\n'd to the Civirs (~onrse. rreachcrs can as a rule niake the selcetion of sub­jects best snited to m ePt the needs of the e1ass. Tu ever>· cas<> those subjects oug·ht to he stressed which deal 'vith an· or letter of request to the proper offiC'rr or nuthority and t11e rol1ec­ 18elected from Bulletin on The Teaching of Community Civics, pp. 20-21. ~In the preparation of these suggestions aid has been received from Professor Herman G . .Tames, of the University of Texas, and Edward T. Paxton and F. M. Stewart, Assistants in the School of Government. Siiggestions for Teaching· of Civics in the High School 21 tion of a veritable laboratory of civic material is indispensHble to render effective a course in the New Civics.) A. County. 1. Maps of the State and County. 2. Reports of County Officers. (Secure reports when published.) Elective: County Commissioners. County Sheriff. County Attorney. County Clerk. County Judge. County Treasurer. County Tax Assessor. County Tax Collector. County Surveyor. County Superintendent of Schools. Appointive: County Physician. Superintendent of Coi1nty Farn1. Connt:v Probation Officer. County Auditor. 3. Ballots for County and State Elections. 4. Legal notiecs and legal blanks. (To be secured from County Clerk's Office. ) ;). Xotices for party eonvenbons or primaries. ( Consn1t local or preeinct party chairmen. ) 6. County Survey. Clnbs kno\vn as llon1e Stndy or Comrnnnit:v Clnbs can be formed to stndy farrn conditions and report on the following· snl1jet'.ts ·. a. )Jatural H.esonrces. h. Popnlation. r. Wealth. <1. Org·anizc:ition nnd Cooperation. e. Rnnd Credits. f. ~Tarkets. g. I mproved ITig·hways and Transportation. h. Pnhlie TTenlth and Sanitation. Bulletin of the University of Texas 7. Improvernent of farms and farm conditions. 8. Social and community eenters. B. City. 1. l\fap of city. 2. Charter and 0 rdinances. 3. l\Iunicipal Year Book. 4. Reports of Commissioners or I-leads of Departments; Public Welfare, Health, Financ.e, Public Works. ;) ,_ . Lists of Voters and tally sheets. 6. Ballots in citv elections. ., 7. Printed forms of officers, such as Clerk, Auditor, rrax Collector, etc. 8. Records of the City Council and copies of ordinances. 9. Legal forms used in city courts and legal notices. 10. Report of City School Superintendent. 11. Ordinances on inspection of milk and water supply. 12. Building ordinance-Special regulations of the fire department. 13. Surveys .and Plans of City Engineer. 14. R.eports of Chamber of Commerce and City Clubs. SPECIAI_J SUBJECTS ON WHICH MATERIAL SHOULD BE COLLECTED, AND WHICH MAY BE MADE THE BASIS OF PAPERS OR REPORTS1 (Relating chiefly to cities) 1. Charities and Corrections-American Association of So­cieties for Organized Charity, 130 E. 22d St., N. Y. City. Charity Organization Department, Russell Sage Founda­tion, 130 E. 22d St., N. Y. City. 2. Child Labor-National Child JJabor Committee, 105 E. 22d St., N. Y. City. 3. Civic Centers-E. tT. \Vard, University of Wisconsin, l\fadison, Wis. 4. City Planning-National Congress on City Planning, 19 Congress St., Boston, l\fass. 1For material on subjects not included in this list write to the Bureau of Municipal Research and Reference, University of Texas, Professor Herman G. James, Director. Sitggestions for Teaching of Civics in the Higl1 School 23 5. Civil Service-National Civil Service Reform League, 79 Wall St., N. Y. City. 6. Commission Form of City Government-National Short Ballot Organization, 383 Fourth Avenue, N. Y. City. 7. Commission Manager Plan-National Short Ballot Organ­ization, 383 Fourth Avenue, N. Y. City. City Manager's Association, Ossian A. Carr, Secretary, Cadillac, Michigan. 8. Garbage Collection and Disposal-Periodical literature. 9. Fire Protection and Prevention-National Fire Prevention Convention, Philadelphia, Pa. 10. IIousing-Xational I-lousing Association, 383 Fourth A venue, N. Y. City. 11. Industrial and Vocational Education-U. S. Bureau of Education, Washington, D. C. 12. Initiative, Referendum and Recall-Dr. Chas. Fremont Taylor, 1520 Chestnut St., Philadelphia, Pa. 13. Insurance-Various insurance companies. 14. l\1arkets-Periodical literature. 15. l\iunicipal Ownership-National Civic l~ederation, 1 Madi·· son Avenue, N. Y. City. The Utilities Bureau, 216 City llall, Philadelphia, Pa. 16. Municipal Problems generally-National l\funicipal League, 703 North American Building, Philadelphia, Pa. American City Bureau, 93 Nassau St., N. Y. City. American Civic Association, Washington, D. C. Russell Sage Foundation, 130 E. 22d St., N. Y. City. Bureau of l\funicipal Research and Reference, University of Texas, .Austin, rrexas. 17. l\1unicipal Reference Bureaus and l\1unicipal Leagues­National Municipal League, 703 North A1nerican Build­ing, Philadelphia, Pa. 18. Nominations and Elections-National Short Ballot Organi­zation, 383 Fourth Avenue, N. Y. City. American Proportional Representation L·eague, Haverford. Pa. Party literature, and periodicals. 19. Parks and Playgrounds-Playground and Recreation As­sociation of America, 1 Madison Avenue, N. Y. City. 20. Police-Reports of city departments, and periodical lit­erature. Bulletin of the University of Texas 21. Prisons and Jails-National Committee on Prison:; and Prison Labor, 319 University Hall, Columbia University, N. Y. City. 22. Proportional Representation-American Proportional Rep­resentation League, Haverford, Pa. 23. Public Health-American Public Health Association, 755 Boylston St., Boston, l\lass. 24. Public Libraries-American Library Association. 782 Washington St., Chicago, Ill. 25. Public Utilities-National Civic Federation, 1 Madison Avenue, N. Y. City. The Utilities Bureau, 216 City Hall, Philadelphia, Pa. 26. Recreation-Playground and Recreation Association of America, 1 Madison A venue, N. Y. City. 27. Sanitation-Periodical literature. 28. Sewage Disposal-American Society of Civil Engineers, 220 W. 57th St., N. Y. City. 29. Short Ballot-National Short Ballot Organization, 383 Fourth A venue, N. Y. City. 30. Streets, width and arrangement, beautification, paving, cleaning, lighting, etc.-Various societies already named: including National Congress on City Planning, Amreri­can City Bureau, American Civic Association, and American Society of Civil Engineers; also U. S. Dept. of Agriculture, Washington, D. C.~ and American In­stitute of Electrical Engineers, 33 W. 39th St., N. Y. City. 31. Water Supply and Water Works-American Public H.ealth Association, 755 Boylston St., Boston, Mass. An1erican Society .of Civil Engineers, 220 W. 57th St., N. Y. City. American Water Works Association, N. Y. City. 32. The City Survey (References: Department of Surveys and Exhibits, Russell Sage Foundation, 130 E. 22d St., N. Y. City; Bureau of Municipal Research and Refer­ence, University of Texas, Austin, Texas). Teachers will find some very helpful suggestions for the study of city functions in a Handbook of Civic Improvement prepared by Dr. Herman G. James, Associate Professor of Government in Suggestions for Teaching of Civics in the High SC'hool 25 the University of Texas. 'rhe volume can be secured on appli~a­tion to the author. Price, $1.00. C. State Government: 1. Map of the state with political subdivisions and districts. 2. State Legislative Manual or Year Book. 3. Copy of State Constitution with recent amendments. 4. Revised Statutes and volurn:es of recent sessions of the Legislature. 5. Legislative Journal and copies of Senate and House bills. 6. Legislative Committee Reports. 7. Ballots for State elections. ~Iaterial for reports may be found with regard to the different State Boards, Commissions and Commissioners, such for ex­ample as: State Boards 1. Accountancy, State Board of 2. Banking Board, State 3. Child and Animal Protection, State Bureau of 4. Education, State Board of 5. Health, State Boa.rd of 6. Industrial Accident Board 1. Insurance Board, State 8. Levee and Drainage Board, State 9. lVfanagers, Board of, for Blind Institute, Deaf and Dumb Asylum, Orphan Asylum, Confederate Home, Deaf, Dumb, and Blind Asylum!for Colored Youths, Epileptic Colony, and Insane Asylums. 10. Pardon Advisers, Board of 11. Prison Commissioners, Board of 12. Public Printing, State Board of la. Supervisors of Warehouses, Board of 14. Tax Board, State (Intangible Tax Board) 15. 'rax Rate, State Board to Calculate 16. 'l'ext Book Board, State 17. Tuberculosis Colonies, Board of Control for (Anti-Tuber­culosis Commission) 18. Water Engineers, Board of Bullet,in of the University of Texas State Cornrnissions 1. Library and Historical Commission, Texas 2. Live Stock Sanitary Commission 3. Railroad Commission State Conwn.issioners 1. Agriculture, Commissioner of 2. Dairy and Food Commissioner 3. Deeds, Commissioner of 4. Game, Fish, and Oyster Com1n~ssioner o. General Land Office, Commissioner of 6. Insurance and Banking, Commissioner of 7. Labor, Commissioner of 8. !levee and Drainage Commissioner, State 9. Pensions, Commissioner of 10. San Jacinto State Park Con1missioners 11. Tax Co:rnlmissioner, State D. Federal Government : 1. Map of the United States. 2. Revised Statutes. 3. Congressional Record. 4. Senate and House Manuals. 5. Naturalization papers. 6. Ballots for national elections. 7. Party Platforms and Campaign Textbooks. 8. Reports of Executive Departments of the Federal Gov­ernment and some subordinate divisions and bureaus such as the Public I-Iea1th Service, Bureau of Educa­tion, Bureau of Standards, Bureau of Immigration. 9. Departments of Agriculture. Report of: 1. Secretary of Agriculture 2. Weather Bureau 3. Bureau of Animal Industry 4. Bureau of Plant Industry 5. Forest Service 6. B'ureau of Chemistry Suggestions for Teaching of Civ·ics in the High School 27 7. Bureau of Soils 8. Bureau of Entomology 9. Bureau of Biological Survey 10. Bureau of Crop Estimates 11. Office of Experiment Stations 12. Office of Public Roads 13. Office of 1\farkets and Rural Organization Bulletin of the University of Texas BIBLIOGRAPHY FOR THE TEACHER Allen, W. II., Civics and Health, Ginn ..................$1.25 Beard, Charles A., American Government and Politics, Re­vised Edition, 1914, Macmillan. . . . . . . . . . . . . . . . . . . . . 2.10 Beard, Charles A., Readings in American Government and Politics, Revised Edition, 1914, l\Iacmillan ........... 1.90 These volumes furnish an exceedingly valuable and thorough treatment of the historical development and practical operation of American institutions. Bryce, James, The American Commonwealth, 2 vols., Re­vised 1910, Macmillan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00 Students' Editjon, 1 vol., condensed for class use, Macmillian l.J5 An interesting and remarkably suggestive account of our government by a sympathetic foreign student and critic. Haskin, F. J., The American Government, Lippjncott. . . . . .75 An interesting description of the various departments of the federal government at work. Young, James T., The New American Government and Its Work, Macmillan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.25 An excellent treatise stressing the functional side of Fed­eral and State governments. Reinsch, Paul S., Readings on American Federal Govern­ment, 1909, Ginn .................................. 2.75 A collection of extracts chiefly from the Congressional Record dealing with the activities of the federal gov­ ernment. Furnjshes material of much interest and value. Reinsch, Paul S., Readings on American State Government, 1911, Ginn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.25 A collection of articles and public addresses dealing with the state governments. Contains many valuable ar­ ticles and addresses not usually available. WORKS WHICH SIIOULD BE AVAILABI_JE FOR REFER­ ENCE IN EVERY HIGH SCHOOL, LIBRARY Statesman's Year Book, Macmillan .....................$3.00 American Year Book, Appleton ........................ 3.00 The World Almanac, The World, N. Y. . . . . . . . . . . . . . . . . . .35 Suggestions for Teaching of Civ·ics in the High School 29 WORKS WHICH CAN BE USED FOR SUPPLEl\'.IE>JTA RY READING AND REFERENCE WORK A. POLITICAL p ARTIES Goodnow, F. J., Politics and Administration, 1900, JVIae-Millan ..........................................$1.50 A suggestive and illuminating discussion of party as a unifying agency in American Governmien t. Merriam, C. E., Primary Elections, 1908, Chicago Press .... 1.25 An historical survey and analysis of recent primary legis­ lation. A very useful study of on~ of the important issues of modern politics. Ostrogorski, M., Democracy and the Party System, 1909, MacMillan ....................................... 1.75 Dea.ls especially with the extra-constitutional nature of our party system. A very suggestive treatment of Ameri­can party machinery. Woodburn, J. A., Political Parties and Party Problems, 1903, Putnams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.00 A useful volume which contains a history of our political parties with a discussion of party machinery. Macy, Jesse, Party Organization and lVIachinery, Century. . 1.25 A brief consideration of party organization in the federnl government and in typical states. B. CITY GOVERNMENT ,..., ,r- James, II. G., Applied City Government, Ilarpers .........$ .'i) This work presents a model charter for Texas cities and discusses the important problems which arise in charter making. Bruere, Henry, The New City Government, Appleton ..... 1.50 A comparative study of efficiency methods in ten comn1is­sion governed cities. Goodnow, F. J., Municipal Government, 1909, Century .... 3.00 A comprehensive treatment of city government from the comparative standpoint. The best single volume on the subject by one of the foremost authorities in America. Bulletin of the University of Texas Munro, W. B., Principles and J\tiethods of J\tiunicipal Admin. istration, MacMillan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50 A special study of municipal activities and functions. Munro, W. B., The Government of American Cities, Mac­Millan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50 The volumes by Professor Munro will be especially valu­able to instructors. lVIunro, W. B., Bibliography on l\lunicipal Government, Harvard Press. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.50 Beard, Charles A., American City Government. . . . . . . . . . . 2.00 This volume also stresses the functional side of inunicipal government. James, H. G., llandbook on Civic Improvement. . . . . . . . . . . 1.00 ..A. very useful and suggestive handbook for the study of city functions. A series of publications edited by Clinton Rogers Woodruff, Secretary of the National l\'Iunicipal League, deals especially with some modern municipal problems: Satellite Cities, by Graham Romeyn Taylor. Woman's Work in Municipalities, by :M.ary Ritter Beard. The City J\tfanager, by Harry Aubrey Toulmin. Lower Living Costs in Cities, by Clyde I.;yndon King. City Government by Commission, edited by Clinton Rogers Woodruff. Regulation of :Municipal Utilities, edited by Clyde Lyndon King. The Initiative, Referendum and Recall, edited by \"¥111iam Bennett l\Iunro. The Social Center, edited by Edward J. Ward. Each book $1.50. The best material relating to Texas cities is to be found in the publications of the Bureau of Municipal Research and Refer­ence. These publications may be secured on application to the Director of the Bureau, Professor Herman G. James. 1. A N(odel Charter for 'rexas Cities, Herman G. James, March 1, 1914 (second edition). 2. Announcement of Courses in Municipal Administration at the University of Texas, I-Ierman G. James, Sept. 5, 1914. Suggestions for Teaching of Civ·ics in the High School 81 3. Methods of Sewage Disposal for 'fexas Cities, Robert M. Jameson, Oct. 1, 1914 (edition exhausted). 4. A l\fodel Civil Service Code for Texas Cities, I-Ierman G. James, Dec. 20, 1914. 5. What Is the City lVIanager Plan~ IIerman G. James, Feb. 20, 1915. 6. A Student Survey of Austin, 'fexas, William B. Hamilton; summ.arized by Herman G. James, Feb. 25, 1915. 7. Street Paving in Texas, edited by Edward T. Paxton; principal article by L. W. Kemp, May 5, 1915. 8. A l\ifodel I-Iealth Code for Texas Cities, R. l\'1. Jameson, April 20, 1915. 9. Public Service Rates in Texas Cities, Edward T. Paxton, August 10, 1915. 10. -university 'fraining for l\funicipal Administration, Her­man G. ,James, August 20, 1915. C. CouNTY GOVERNMENT AND RuRAI1 CIVICS Bailey, Country Life 1\fovement, l\1acTu1illan ..............$ .50 Fairlie, ,John A., I-'ocal Government in the United States, Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.25 A brief survey of the organization and functions of local units. Gillett, John :JL, Constructive Rural Sociology, Sturgis and Walton .............................. . .......... 2.00 Annals of the American .Academy of Political and Social Science, on County Government, l\fay, 1913. . . . . . . . . . 1.00 Field and ~earing, Community Civics, ~Iac:Jfillan. . . . . . . . .75 An interc'sting discussion of Civics from the standpoint of country life. Ward, 'fhe Social Center, Appleton. . . . . . . . . . . . . . . . . . . . . 1.50 An excellent discussion as to ways and methods by which the school may be made a center of community life. D. GENERAT1 Willoughby, W. W., The American Constitutional System, Century ...... . ..................................$1.25 Finley &Sanderson, The American Executive and Executive l\1ethods, Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.25 Bulletin of the Uriiversity of Texas Reinsch, Paul S., American L.egislatures and Legislative Methods, Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.25 Baldwin, Simeon E., The American Judiciary, Century. . . . 1.25 Willoughby, W. F., Territories and Colonies, Century ..... 1.25 These volumes in the American State Series are edited by W. W. Willoughby and furnish an accurate treatment of each branch of governm ent in the United States. Harrison, Benjamin, This Country of Ours, 1901, Scribners 1.50 An interesting description of the work of the President. Ford, Cost of our National Government, 1910, lVIacMillan .. 1.50 A critical analysis of the methods of Congress in matters of finance, taxation and national budget. Dealey, J. Q., American State Constitutions, Ginn & Co. . . 2.00 A thorough treatment of the state constitution in its evolu­tion and present importance in the state government. l\fAGAZINES WHICH PRESENT ARTICLES AND DATA OF SPECIAL lN­'l'EREST FOR THE STUDY OF AMERICAN GOVERNMENT Political Science Quarterly ............................$3.00 Edited by the Faculty of Political Science of Columbia University, Ginn & Company. Political Science Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.00 Edited by W. W. Willoughby for America11 Political Science Association, Johns Hopkins University, Balti­ more, Md. Annals of American Academy of Political and Social Science 5.00 Edited hv Faculty of University of Pennsylvania, Phila­delphia. Pa. National lVIunicipal Review . . .......................... 5.00 Edited b~r Clinton Rogers Woodruff, and published by National l\funicipal League. Philadelphia, Pa. The Am.erican City, American City Bureau, N. Y. City. . . . 2.00 (There is also a county and small town edition of this magazine.) The above magazines frequently present articles and reports ol great general interest and they furnish in the form of notes, book reviews, and abstracts of legislation the best facilities available to keep informed along the line of progressive developments in the field of government. Suggestions for Teaching of Civics in the lligh School 33 The Independent, The Outlook, and The Survey in each of the weekly numbers present articles which can be used to great ad. vantage for class discussion. A few magazines which devote particular attention to public affairs are as follows : Atlantic Monthly. The Nation. North American Review. Review of Reviews. The daily newspapers furnish much valuable material for the discussion of current political and social issues and along with the magazines they must be used freely to keep in touch with government in operation.