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ISTUDY OUTLINE SERIES
ACTIVE CITIZENSHIP
TENTATIVE EDITION
Many clubs are convinced of the advantage of studying one subject thruout the season, and for this work a carefully prepared program is needed. Local or state committees and state library commissions have spent time in preparing outlines which would be suitable for use else- where if they could be made available by print- ing. It is proposed in this series to centralize such work and to conserve the effort spent in making a good outline by putting it in shape for distribution. The outlines in this edition are printed as originally prepared and they are experimental rather than typical. Clubs them- selves by an actual testing of the outlines will be able to offer suggestion and criticism which will lead to a revision of form.
THE H. W. WILSON COMPANY
THE STUDY-GUIDE SERIES
Each Study-Guide contains a plan of work, references. topics for study with suggestions and explanations, and crit
eopcs for Study are carefully designed to stimulate interest and discussion through the raising of questions which readers themselves must answer. This insures the keenes attention in the use of books and prepares students to appn date the opinions of instructors or critics of wider knowledge than their own.
A WORD FROM AN IOWA STUDY CLUB
"I think — - club will enjoy 'Henry Esmond' by your outline. We told them that never in any other way would they get the full beauty anc meaning of the story."
A WORD FROM A NEW YORK STATE CLUBWOMAN
"You have opened up a broad field of interest in literary work and an appreciation of artistic unity which is in itself a revelation. 1 shall always remember with gratitude the keen pleasure I have had in following your interpretation of the Idylls."
The Study of The Idylls of the King, full series, second
edition, each ......... . ..................... • ....... $ -5o
Price for use by students in clubs, or classes, net, per copy ............................. .................. 40
The Creative Art of Fiction. Second edition, with addi-
tion of new matter. Single copies, 'each ........... . .50
Price for use by students in clubs, or classes, net, each ............................................... 4°
The Study of Romola. Third edition, single copies, each .50 Price for use by students in clubs, or classes, net, each ......... ........... ............................ 40
The Study of Henry Esmond. Second edition, single
copies, each .............. . ......................... 5°
Price for use by students in clubs, or classes, net, per copy ........................................... 4°
The Study of the Historical Plays of Shakespeare. The Study of Shakespeare's King John. The Study of Shakespeare's Richard Second. The Study of Shakespeare's King Henry Fourth, Part i,
and Part IT. The Study of Shakespeare's King Henry Fifth.
General Introduction printed in each volume. Price, single copy, one play ......................... 40
Price single copies of the five plays. . ........ per set i.oo
Special price in quantity, for schools, classes, clubs. For descriptive circular Jl Word to Study Clubs, books, etc.,
address
H. A. DAVIDSON
The Study-Quid* Series, Cambridge, Massachusetts, or
H. A. Davidson Claremont, California
ACTIVE CITIZENSHIP
A STUDY OUTLINE
PREPARED BY CHARLES DAVIDSON, Ph.D.
THE H. W. WILSON COMPANY
WHITE PLAINS. N. Y., AND NEW YORK CITY
1915
COPYRIGHT, 1915
BY H. A. DAVIDSON; M.A.
ALL RIGHTS RESERVED
CONTENTS
The Use of the Study Outline I
Reference List 3
A GENERAL VIEW 7
I. Who can vote ? 7
II. What voice has the voter in the federal and state government ? 8
III. What voice has the voter in county, town, or township, and city government in your state? 9
IV. What control do the federal and state govern- ments exercise in the education of our children? 12
V. The conduct of education.. 15
LOCAL PROBLEMS . . . 17
VI. Community finance 17
VII. The community income 19
VIII. Safeguards for health 21
IX. Safeguards for health — continued 22
X. Safeguards for property 24
XI. Is your town beautiful ? 24
XII. The town beautiful — continued. 25
XIII. Community recreation 27
XIV. Community recreation and instruction 28
SCHOOL PROBLEMS IN THE COMMUNITY 30
XV. School finance 31
XVI. Medical supervision in the school 33
XVII. Sanitary problems of the school 34
XVIII. The feeding of school children 34
XIX. School attendance 36
XX. Voluntary work , 38
328588
THE USE OF THE STUDY OUTLINE
This Outline is designed as an aid in the study of one's own community. The essential condition of success in the use of it is efficient investigation of facts and con- ditions as they are in the community in which the mem- bers of the club dwell, and in other places similar in type. In many sections of the Outline the investigation should be divided into parts and assigned in advance to commit- tees, which are thus given time to proceed carefully in the work of getting facts. Hearsay reports should not be admitted ; first hand knowledge only is reliable, and the reports of each committee should be discussed openly in the club and adopted, revised, or returned for further investigation. If adopted, a copy of the report should be placed on file in the club and, when advisable, the print- ing of such reports in the local paper would extend their usefulness. Or, a collection of these reports in pamphlet form, at the end of the year, may be printed for distri- bution. The work of one club in a Western city, thus printed, proved valuable and useful.
CONCLUSION OF THE OUTLINE IN ONE YEAR
The conclusion of all parts of this Outline in one year is not of the least importance. In some section the indi- vidual club may come upon the work most important in its own community. When this happens it is well to give more time here and continue the study and investigation as long as interest and practical usefulness demand.
THE LEADER OF DISCUSSION
In the use of this Outline, the choice of the leader of discussion is important. She should be a woman of administrative ability, able to select committees wisely who will handle particular subjects with tact and skill and arrive at definite results. She should be endowed
I
with practical good sense and also quick to discern, special ability and utilize opportunities. Moreover, she should be able wisely to guide discussions along sane and prac- tical lines ; she should know how, without offense., to repress the faddist or the speaker with a personal griev- ance. Great judgment is also needed on the part of the president and the leader of discussion, who should act conjointly, in the matter of invitations to men to appear before the club for the discussion of special topics. Long- winded, tiresome talkers should be avoided and persons sought who will cooperate cordially with the desire of the club for reliable information and frank, live discus- sions of real issues affecting the welfare of the community.
H. A. D.
REFERENCE LIST
Before work with these outlines begins, the secretary of each club should secure at least one copy of each of the following books and documents. Most of the docu- ments will be sent free on request; some of the local documents may involve the expense of typing, but these are brief. The trouble of correspondence is the prin- cipal difficulty to be overcome, but possession of the exact facts applicable to the situation is essential, and first hand, reliable information obtained from these data will make the discussions worth while.
BOOKS THAT SHOULD BE OWNED BY EACH ONE
Ashley, R. L. American Government : A text-book for secondary schools. Revised edition. 1913. Mac- millan. $i. (The Appendix contains Constitution of the United Stales.)
James, J. A., and Sanford, A. H. Government in State and Nation. 1911. Scribner. $i.
Or, James T. Young, Macmillan. The New American Government. This book is just out and emphasizes the relation of the citizen to the nation and the state.
DOCUMENTS FOR REFERENCE
The Civil Code of the laws of your state. Any lawyer can tell you how to obtain this; it should be in any public library.
The school law of your state. The office of the State Superintendent of Schools should supply this without charge.
The Constitution of the United States and that of your state. In many state editions of high school text- books in United States history or civics these docu- ments are printed in an appendix.
The charter under which your city is incorporated. (If you dwell in an incorporated community.) If your state provides for incorporation under general statute instead of special charter, the necessary information will be given in the Civil Code. 3
City Government. Latest annual reports of the separate departments. (If you dwell in an incorporated com- munity.) These are usually published in pamphlets or in a single volume and may be obtained on request.
Education, State Board of, or State Superintendent. Latest report. This can be obtained from the office of the State Board of Education.
Education, County Superintendent of. Latest report.
Education, Board" of, or School Trustees. Latest local report.
Schools, Superintendent of. Latest local report. This is often printed with the report of the Board of Edu- ation.
DESIRABLE AIDS FOR REFERENCE
The following books and pamphlets are not abso- lutely necessary for good work with this outline but they will answer exactly many questions that will arise in the discussions. Supplementary material on any subject can always be found by the use of the "Read- ers' Guide to Periodical Literature." Such material can also be secured at reasonable rates from the Wil- son Package Library, White Plains, N. Y. Dexter, E. G. A History of Education in the United
States. Macmillan.
Byington, Margaret F. What Social Workers Should Know about Their Own Communities. The Russell Sage Foundation, E. 22nd St., New York City. Pub. No. 7. (Valuable for references in footnotes.) Aronovice, Carol. - Knowing One's Own Community ; Suggestions for Social Surveys. American Uni- tarian Assn., Boston, Mass.
NOTE. — In small villages with some measure of local govern- ment the division into administrative departments varies greatly, but in every case some report of the activities of each department is or should be made a matter of record in exact and intelligible form.
Typewritten copies of these reports can be obtained at small cost as such reports are brief. If such reports are not on record or lack in definiteness, the club can render no better service than by making clear to the community the fact that exact knowledge of the expenditure of money by certain departments is not obtainable.
4
If the community lacks even a village organization, as do many rural communities, the township or the town and the county units constitute the local administration; the secretary of the club should secure the last annual reports of these officials, obtaining typed copies from the records where printed reports are not issued. No civic activities can safely be undertaken unless the data of present activities are in hand and familiar.
REFERENCES FOR SPECIAL TOPICS
The best means of finding references to articles on special topics is the Readers Guide to Periodical Litera- ture, found in all libraries. Consult this guide under such headings as Village Improvement, Schools, subdivi- sion Medical Inspection of, Municipal Taxation, Finance, City Planning, etc., etc. A few such references are given below, as an indication of the resources open to every club having access to a library; but for the most part each club should seek its own references, selecting from the full list such periodicals as are found on file in the local library.
Collections of printed articles on special topics may be obtained from the Wilson Package Library, operated by The H. W. Wilson Company, White Plains, N. Y.
SURVEYS :
Scranton's Pathfinder Social Survey. Survey, 31 : 64,
Oct. 18, 1913.
Application of the Social Survey to Small Communi- ties. Am. Jour. Soc., 17: 647-58, Mar., 1912.
VILLAGE IMPROVEMENT:
How the Children Cleaned a Town. Ladies' H. Jour., 29: 89, Apr., 1912.
Tragedies of Village Slums. K. P. Betorff. Survey, 28: 767-9, Sept. 21, 1912.
Public Buildings and Public Areas in Villages. Am. City, 7:433< Nov., 1912.
Model Village in a City. Ind., 74: 996-7, May I, 1913.
Concrete Case of Village Improvement. F. A. Waugh. Am. City, 8 : 281-2 ; Mar., 1913.
Do It for Your Home Town. B. S. Johnson. Coun- try Life, 24: 61-2, Sept., 1913.
Opportunity of the Country Village. F. A. Waugh. Am. City, 8: 43-5, Jan., 1913.
5
Practical Plan of a Village Country Club. F. M.
Hanson. II. Am. City, 8: 397-8, Apr., 1913. Irresponsibility in the Small Town. Survey, 29 : 671-2,
Feb. 15, 1913. Importance of Street Plans and Grades in Towns That
Expect to Be Cities. F. B. King. II. Am. City,
9:233-5, Sept., 1913.
EDMONSTON, CANADA.
The City that Taxes Things as They Are. F. B. John- son. World's Work, 20: 13292, Aug., 1910.
BACK YARDS :
City Back Yards Made Beautiful. II. H. S. Gillespie.
Am. Homes, u: 195-7, June, 1914. Every Place Needs a Service Yard. II. H. J. Kella-
way. Country Life, 21 : 2, Feb. 15, 1915. Back yard garden that is different. II. Country Life,
21 : 2, Feb. 15, 1915. Back Yard, Profitable and Beautiful. II. Country
Life, 26: 28, Oct., 1914.
STUDY OUTLINE
ON ACTIVE CITIZENSHIP
A GENERAL VIEW
Every citizen owes to the nation, state, and com- munity an active interest in the affairs of each, and should make his interest potent through .speech and pen when occasion requires. The voting citizen, however, has in his vote the most effective means for the accom- plishment of reforms and the promotion of opinion. We, therefore, consider first the voter and his oppor- tunities for civic activities in matters concerning the nation and the state.
I WHO CAN VOTE?
STATEMENT : The privilege of the ballot is granted to (a) certain classes of the native born, (5) natural- ized citizens, (c) children of aliens born under the flag.
Consult — Constitution of United States; Constitu- tion of your state ; books cited in the Reference List.
Topics for discussion:
1. What is the status of the children of citizens
born abroad or on the high seas?
2. Who can become naturalized, and by what pro-
cedure ?
3. Do the terms of the law exclude: (a) the Mag-
yars of Hungary (these are Oriental in ori- gin) ; (fr) the Tartars of Russia (race kin of Mongols) ; (c) the Turks; (d) the Aryans 7
of India and Hindoos of Indo-European ori- gin; (e) the Japanese?
4. Are the children of Chinese, Japanese, Koreans,
etc., born in Hawaii or California, citizens of the United States?
5. Is the ballot theirs under the same conditions
that obtain for the native born?
6. What inconsistencies and dangers do you de-
tect in the present status of our naturalization laws?
7. What laws concerning aliens has your state
enacted? (See the Civil Code.)
II
WHAT VOICE HAS THE VOTER IN THE FEDERAL AND STATE GOVERNMENT?
STATEMENT: The United States accepts as quali- fied voters for federal officials those that each state des- ignates as voters for certain state officers ; it follows, therefore, that many may vote for federal officials in one state who are denied the ballot in some other state.
Topics for discussion:
1. Under what conditions are aliens permitted to
vote in some states before naturalization ? How does this matter stand in your state?
2. What classes of citizens are forbidden the ballot
in your state? (See Civil Code.)
3. What federal officials are elected? (See United
States Constitution.)
4. What officials formerly elected indirectly, i. e.,
by legislatures or by special* electors, are now elected directly in fact if not in form? How is this accomplished ? Consider historically the methods employed for the election of president and senators.
5. Describe and compare the selection of candi-
dates for office by, (a) party conventions, (b) petition, (c) primary election. 8
6. In which method is the voice of the voter the
more effective? Why?
7. What control, direct or indirect, do the voters
retain over the action of elected federal offi- cials ?
8. What state officials are elected? (See state
constitution.)
9. What control, direct or indirect, do the voters
retain in your state over the action of elected state officials?
10. Has your state adopted, (a) the referendum,
(b) the initiative, (c) the recall?
11. Explain the terms referendum, initiative, recall.
(See Government in State and Nation.)
12. Explain the procedure by which the above are
invoked if your state has adopted them.
Ill
WHAT VOICE HAS THE VOTER IN COUNTY, TOWN, OR TOWNSHIP, AND CITY GOVERNMENT IN YOUR STATE?
STATEMENT: In New England, government began with the town as the local unit; in the South, where population was very much scattered, the county was the local unit. The West was peopled by immigrants from both sections and combined the county and town forms of government, assigning to each unit powers varying in range for each state. A knowledge of the distribution of powers among the officials of the county, town or township, and city or organized villages of your state is desirable if you would do effective ser- vice in your community.
Topics for discussion:
1. What county officials in your county are elected?
2. What county officials are appointed? By what
authority is each appointed? How may such officials be removed?
3. What powers and duties are assigned to each
official? (Consult the state constitution and the civil code.)
9
4. What authority, if any, reviews their acts and
audits their financial reports? Bring speci- mens of such reports as published in the newspapers if not otherwise printed. Any local official should be able to give informa- tion on this point.
5. What town or township officials have you, as
distinct from those of an incorporated city or village?
6. In some cases, the city has absorbed the civil
township ; is such the case in your community ?
7. If there are township officials, how are they
elected? What are the duties of each? Who reviews their acts and audits their reports?
8. What recourse has a citizen of a county or
township if an official abuses or transcends his powers? For example, should quaran- tine your home, in your opinion, unneces- sarily.
9. What recourse has the voter* if he has proof
that a county or township official is corrupt or neglects his duty? Through lack of re- sponsibility local officers are often slack in the discharge of their duties, and often they are tempted to select friends and relatives for remunerative tasks that would be more effectively performed by others.
Additional topics for those dwelling within an incorporated city or village:
1. Is your city incorporated under a special char-
ter, or under the provisions of a general law? If the former, does the club possess a copy of the charter? If the latter, consult the Civil Code for the classification of your city or village, the procedure by which it acquired status and the powers conferred.
2. What elected officials has your city? The
term of office for each?
3. What appointed officials has your city? Who
appoints them? What is the term of office for each?
10
4. How large is the city council? How is it elected
and how long the term of office?
5. If your city has a commission form of govern-
ment or a business manager, explain the na- ture and powers of the commission and the powers and duties of the business manager.
6. What city boards or commissioners in charge of
health, parks, police, charities, etc., have you? How is each appointed and what are its powers.
7. What powers have the boards or heads of de-
partments in the selection and discipline of subordinates ?
8. Are experts usually chosen for subordinates, or
are appointments usually determined by pol- itics ?
9. What positions are under civil service?
10. Would you increase or restrict the number of
positions uncjer civil service? What argu- * ments can be given for and against the uni- versal application of civil service for munici- pal employees?
11. What responsibility rests with the mayor?
SUGGESTION : A special session might be devoted to the discussion of Topic 10. There are too many argu- ments pro and con to admit of a broad general ruling. The value of civil service in the exclusion of political considerations is great, but the fact remains that ex- perts and men of exceptional ability can rarely be se- cured by this method of selection. The question for discussion should be framed with direct reference to special positions, e. g., Should the inspector for the gas and electric service be selected through civil service? Should the bookkeepers of the assessor's office be so selected ? Etc.
ii
IV
WHAT CONTROL Do THE FEDERAL AND STATE GOVERN- MENTS EXERCISE IN THE EDUCATION OF OUR CHILDREN?
STATEMENT: When the federal government was formed, education was considered a function of the church and, therefore, left to state and local initiative. During the early period in New England, the home was held responsible for primary instruction, the state fos- tering the higher education that men might be trained for the learned professions. In New York, parochial schools gave primary instruction as in the Dutch Re- formed and Episcopal churches in Europe, while in the South private tutors were employed as in the county families of England.
Slowly, in New England, the town provided increas- ingly for primary instruction, first, as a charity, later, by vote of the town meeting. As many towns were sparsely settled, these schools were, in some cases, held for a few months in each of several locations within the town — were, in fact, moving -schools. After a time, each location became a sub-district, and was in- corporated and finally became an independent corporate entity with full power over its school affairs. Little by little, through local parsimony, petty graft, and the ignorance of local officials, the quality of instruction deteriorated until widespread ignorance threatened the stability of the state. During many years of bitter legislative contests, the state gradually annulled the privileges of the sub-districts, finally restoring to the town full control over its schools.
Meanwhile, citizens, moving westward, carried with them the idea of the sub-district unit in education and established this small unit for school administration in all the Western states. In most of these states, the people have strenuously resisted all attempts to destroy the sub- district, but have attempted, by legislation of various kinds, to remove the evils of the system by limiting the powers of the local officials.
In 1867, the federal government created the Depart- ment of Education and two years later made this depart- ment a bureau in the Department of the Interior. The
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Commissioner of Education was directed to collect and disseminate information concerning education, but was given no power to direct or control educational activi- ties. So little has the federal government thought of the Bureau of Education as the suitable agency for edu- cational endeavor that it has commissioned various other deparments to undertake enterprises of a scientific or educational nature — the Department of Agriculture, the Bureau of Standards, the Department of the Navy, etc. With the passage of the Morrill Act in 1861 the national government began to foster agricultural and industrial education by grants of money to the different states for such education in schools of higher grade. Such grants of money have led gradually to more or less effective supervision of the institutions in question. The federal government is now, it would seem, about to enter upon a much more extended plan of support for vocational schools in the congressional districts of the different states. In this case most careful provision will be needful to prevent the misuse of the money provided. In other words, we are probably about to introduce some degree of federal supervision over a certain class of secondary schools within the state system of schools. This will be a notable departure from our past system of control and support of education.
SUGGESTION. — Invite the superintendent of your school and the principal of the high school to attend the session devoted to the discussion of these topics.
Topics for discussion:
1. What are the present powers and duties of the
Federal Bureau of Education? (Consult the annual reports of the Commissioner of Edu- cation.)
2. In what directions do you think these could be
wisely extended without unnecessary infringe- ment on state rights?
3. What educational activities has the Carnegie
Foundation undertaken. (Any newspaper editor, college president, or official of the State Board of Education will direct you to the necessary information.)
13
4. What educational activities of the Carnegie
Foundation seem to you advantageous for education? Which, if any, prejudicial? The National Teachers' Association condemned it by resolution in the 1914 meeting? Why? The report of this meeting should be in the city or county superintendent's office ; other- wise, request a copy of this resolution from the office of the State Board of Education.
5. Which activities of the Carnegie Foundation or
of other private foundations and associations assuming interstate educational activities — such as the Rockefeller Foundation, the Col- lege Entrance Examination Board — would you place under the care of the Federal Bu- reau of Education? (Delegate members of the club to interview the local superintendent of schools concerning these foundations and associations and their influence upon the sec- ondary schools and the colleges known to him.)
6. What are the powers and duties of the State
Superintendent of Education and the State Board of Education in your state? (Consult the School Law.)
7. In what ways does the state office directly con-
trol education in your local school in the qualifications of the teachers ; in the course of study, textbooks, etc. ; in the standards of scholarship of the school?
8. • To what extent does the State University di-
rectly influence your local school in the above- mentioned particulars? (Consult the School Law. Interview the principal of your high school. Always appoint one or more mem- bers of the club to interview and report.)
9. Would you increase or diminish the power of
the state to direct and control the local school ? In what particulars? Why?
V
THE CONDUCT OF EDUCATION
GENERAL QUESTION. What supervision, direction, or control by legal enactment, or by officials higher than the local school officials, enters into the conduct of education for your children?
STATEMENT: The management of the local school divides quite sharply into the conduct of (a) its finan- cial, material and physical interests, and (b) its peda- gogical interests, although the second are dependent in a measure upon the first, since money and health are requisite for successful instruction. The peda- gogical interests include (a) the qualifications of teachers, (b) the courses of study ofifered and the means of instruction — books, apparatus, etc., (c) the standards of scholarship required and many other mat- ters intimately concerned with the mental and physical nature of the pupil. Many of these problems cannot be adequately dealt with except by those professionally trained ; others, together with financial and health ques- tions, are wholly within the competence of the intelli- gent citizen or the physician.
Topics for discussion:
1. What county officials or board! of education
have you? (Consult the School Law.)
2. What are the powers and duties of these county
officials for education? (Consult the School Law.)
3. What state or county inspectors or supervisors
for counties or districts larger than the local school district have you?
NOTE: In some states, as in New York, there are state inspectors and supervisors of parts of counties ; in others, as in California, there are inspectors or visitors from the State University; in others, there are other officials for supervision.
4. What powers have these inspectors and super-
visors in your, state? Has this mode of 15
supervision proved efficient? (Secure the opinion of local school officials on this point.)
5. Where does responsibility for the certification
of teachers rest — with the state, the county, the local school board? (See the School Law.)
6. What financial reports does the state or county
require from the local school officials? (See the School Law and ask a member of the school board.)
7. What health or sanitary requirements do the
laws or the regulations of state or county officials establish? (See the School Law and ask a member of the school board, or a physician.)
8. Are these regulations effectively enforced in
your own schools? Do they require amend- ment or change? Are the persons who in- spect, etc., skilled and competent?
9. Have you a state law authorizing the estab-
lishment and conduct of industrial, trade or agricultural schools, or departments in schools? To what extent are such schools provided in your own community? Which of these are most needed, or most effective for your young people?
10. What state provision or requirement have you
for special classes for defectives, laggards, for out-of-door schools for the tuberculous? (See the School Law and ask school offi- cials.) How are these classes provided for in your own community?
11. What state provisions are there for continuation
schools, schools and educational lectures for adults, either aliens or apprentices and journey- men? (See School Law and ask school officials.)
12. What financial aid for the local school do you
receive from the state? From the copnty? (See the annual report of the school board.)
13. What was last year's tax rate for county and
16
state school tax? (Consult your last tax receipt.)
14. What powers or duties now exercised by the local school board do you think might better be vested in county or state authorities? What functions would you transfer from county or state authorities to the local board? Why?
SUGGESTION. Invite some official of the school board, the superintendent of schools and the principal of the high school to be present when these topics are discussed and to take part.
LOCAL PROBLEMS.
VI COMMUNITY FINANCES
STATEMENT : The active citizen who desires to serve the community rather than to hold office, in most cases finds the field for his most useful activity in the home community. When one considers what should be done next to make the community a more prosperous, healthful, enjoyable, and uplifting place of residence for his family and himself, the question of financing any progressive measure meets him at every turn. Every movement requires money, or voluntary labor, or both. The field for voluntary clubs and associa- tions is limited, cooperative action is very costly in effort and is likely to be irregular and spasmodic; hence, we have come to think that most civic move- ments that require sustained support are best promoted by the town or the community. If, then, we would convince the community that the action we advocate should be undertaken, we must be prepared to show that the finances of the community will justify such action or that we can supply the necessary funds by popular subscription or otherwise; we must, therefore, be conversant with the financial status of the commun- nity.
Topics for discussion:
1. Who assesses the property of the town and under
what rules does he act?
2. How does the assessor determine the assess-
ment value of (a) the real estate, (b) the personal property, and what 'relation is this assessment value supposed to have to actual value ?
3. How many of the following are included under
the personal property assessed: (a) house- hold furniture, (b) library, (c) musical in- struments, (d) automobiles, (e) farm stock, (/) certificates of value such as stocks, bonds, promissory notes, mortgage notes, cash in the bank, etc.? (Consult the Civil Code and the assessor's instructions ; you may discover as- tonishing inconsistencies in practice.)
4. To what extent is double taxation practiced in
your community and state ; i. e. taxation of the plant, the real property, and also taxa- tion of the stocks and bonds that represent the real property?
5. Are stocks and bonds taxed when the property
represented by them is situated in, and taxed by, another state?
NOTE. In most states, the laws require this double taxation, but the assessor's books in wealthy cities seem to show that no citi- zens but minors whose property is in probate possess any such certificates of value.
6. Give reasons for and against the double taxa-
tion that the laws so often try to exact.
7. Give reasons for and against a requirement that
the citizen shall swear that he has revealed his ownership of all certificates of value sub- ject to such double taxation.
8. What other methods of assessment have you
heard of as more equitable than that of your state?
NOTE. The single tax on land — improve- ments not taxed — the Edmonton method in Canada, and many other methods have been 18
described in the magazines. See the Read- ers' Guide to Current Periodicals in any good library. A just method of assessment is the first requisite for sound finance in state or community. Also References, p. 4.
SUGGESTION. ASSESSMENT. Delegate a member of the club to obtain from the local or county assessor a copy of instructions for assistant assessors.
VII
THE COMMUNITY INCOME
Invite some lawyer or town official to attend this meeting to explain any obscure points in the last an- nual statement of the town treasurer and in the reports of the heads of the various city departments.
Topics for discussion:
1. What was the last tax rate for your town?
County? State? (Consult your last tax re- ceipt).
2. How does this tax rate compare with that in
neighboring communities of similar popula- tion and property? (Select a half dozen such communities and ask some members of the club to write for this information?
3. What was the amount of the tax levy last year
and how was it expended? (See the treas- urer's statement and ask the visiting lawyer or official to explain the relative importance of these different appropriations.)
4. What other source of income has the local
government — fines, licenses, etc? What was the amount collected last year?
5. Does your community require licenses for the
privilege of trading, from local dealers? From dealers of other towns soliciting trade? From farmers and market gardeners vending from house to house? From peddlers, itin- erant dealers, and others practicing their trade upon the streets? 19
6. Are these licenses required (a) for revenue?
Or (b) for the more efficient regulation of trade that uncontrolled might become a nui- sance? Or (c) for the protection of local merchants who object to competition?
7. Where protection is desired, what arguments
for the justice of it can the merchant set forth?
8. Wherein does such protection work to the dis-
advantage of the citizen consumer ?
9. Does the annual income of the community meet
the current expenses, or is th'e community borrowing money for these expenses?
10. What is the bonded indebtedness of the com- munity? (The treasurer's statement should give this, and the visiting official should be able to explain it.)
n. How much of this indebtedness was incurred for permanent betterments — streets, public buildings, etc?
12. How much for income-producing utilities —
street cars, water, gas, electric light, etc?
13. Is there a sinking fund to meet this indebted-
ness as it falls due? In all cases such in- debtedness should be cancelled within the life of the improvement for which it was incurred, e. g., before the building erected will be superseded.
14. What is the legal borrowing limit for the com-
munity? (This is usually established by law. Any lawyer, banker or official can in- form you.)
15. Compare for each department the animal ex-
penditures for the past five years. What increase has there been? To what was this increase due?
16. What margin is there for additional expendi-
ture, (a) in the annual tax levy, (b) within the bonding limit?
17. What savings could be made wisely in present
expenditures?
20
VIII SAFEGUARDS FOR HEALTH
SUGGESTION : Invite a member of the board of health, or a physician, to attend this session.
Topics for discussion:
1. Who constitute your board of health? How?
appointed? How removed? What author- ity have the officers of the board of health? If you live in an unincorporated village, what supervision of health have you?
2. What is the water supply? Is it owned by the
municipality, by a private company ; by in- dividuals, as wells, springs, etc.?
3. Is the source fully protected from contamina-
tion, (a) if a running stream, protected from sewage, factory refuse, or decaying vege- table or animal matter; (fr) if a reservoir, from impure surface water, decaying vege- tation, etc.; (c) if a well, from surface water, drainage from cattle yards, cesspools, toilets, etc.?
4. What is the official analysis of the water? Ob-
tain from the office of the water company a copy of the official analysis. If a private well, get some student of chemistry to ana- lyze it for you.
NOTE. In some states the State Board. of Health will analyze drinking waters free of charge, if sent.
5. What are its foreign ingredients and what is
their effect upon those sensitive to them?
6. Will filtration, distillation, or other means, ren-
der the water more suitable for the delicate in health?
7. What are the sources of the milk supply?
8. What quality and care do the laws require?
9. What inspection is provided for the local milk
supply? Is it efficient as regards the source of supply? As regards the care, en route? 21
10. How, for example, if your child had typhoid,
would the source of infection be traced and what measures would be taken if the water or milk were the cause?
11. Who removes the rubbish, garbage, or filth;
how often; on what terms?
12. How is sewage disposed of? If by sewer, is
it discharged into streams, septic tanks, or upon sewage farms ?
13. If by cesspools, how are these cleaned; how
often ; on what terms ?
14. Are the streets kept clean ? By what means ;
by sweeping, vacuum cleaners, or other means ?
IX
SAFEGUARDS FOR HEALTH (Continued)
SUGGESTION : Invite a member of the board of health, or a phsycian, to attend the session in which these topics are discussed and to take part.
Topics for discussion:
1. What are the powers of the board of health?
2. If there is no local board of health, how are
the matters specified in this section cared for?
3. What contagious or infectious diseases must
be reported to the board of health or other official board? What action is taken in such cases ?
4. Is a fly campaign waged by the community by
municipal fly traps? By prompt removal of
all refuse in which flies breed? By other means ?
5. Is the installation of plumbing officially in-
spected ?
6. If at any time danger from the plumbing is
suspected, how do you secure reliable in- spection ?
7. Have you an anti-spitting ordinance? Who is
22
responsible for the enforcement of such ordinance, if you have one?
8. Do the ordinances require that all cases of
tuberculosis shall be reported? That houses shall be fumigated after a tuberculosis pa- tient has been removed?
9. Who are responsible for the enforcement of
ordinances concerning tuberculosis? Are they enforced ?
10. Does the board of health examine free of charge
water, milk, sputum of tuberculosis patients, throat cultures ?
11. If an epidemic breaks out, what quarantine
regulations are enforced?
12. If segregation is necessary, what accommoda-
tions are provided for the patient? (Oppo- sition to segregation is often due to poor accommodations and poor care.)
13. What regulations, state or local, have you for
food and meat inspection? How are they enforced ?
14. Are fish, meat, etc., on sale in the stores in
your community exposed to flies, dust, or handling?
15. If injury or loss is sustained by the purchaser
from poor food, does the citizen in your community usually take means of preventing the continuance of the abuse? What recourse has he? What are the practical steps neces- sary? (These should be familiar to every one, for it is a public duty resting on every citizen to protect the community as far as he is able.)
1 6. What drug and liquor regulations, state or
local, have you? How efficiently are they enforced ?
17. What laws or ordinances against accidents on
the streets ; in factories ; in the practice of one's trade?
1 8. Under what circumstances may federal or state
officials exercise authority in the local place to safeguard health? 23
X
SAFEGUARDS FOR PROPERTY
Invite an agent for fire insurance to attend this session. Topics for discussion:
1. Is the water supply ample for fire protection?
Are there a sufficient number of fire hy- drants? Is the water pressure sufficient? Are the hydrants as large as is desirable?
2. What is the organization and equipment of your
fire department? If you have no fire depart- ment, what means for fighting fire have you?
3. What inspection of electric lighting is provided?
4. What building ordinance for protection against
fires have you?
5. Secure a fire insurance blank and read the con-
ditions prescribed. Which, if any, of these conditions cannot be satisfied because of com- munity conditions?
XI Is YOUR TOWN BEAUTIFUL?
SUGGESTION : Plan a survey of the town to be carried out by members of the club. Divide the mem- bership into groups, or assign single persons to each topic, as will best cover all. Give the full time of one meeting to reports and discussion of reports. Provide a large plan, map, or drawing of your town for use in making reports and, when needed, for illustrating re- ports. Ask members to use cameras and show the pictures. Each person should make a careful personal survey and inspection of the town as far as her topic requires, report with accuracy, and give facts that may be verified? Topics for discussion:
Additional topics may be added if needed, since towns vary.
i. The condition and care of vacant lots. This usually includes weeds, rubbish, etc.) 24
2. The approaches to the town, by train, by street-
cars, by public highways — what impression do they give strangers? Are they beautiful to the eye?
3. Public waiting places — station, and others? Are
they comfortable? Are they clean? Are they sanitary? Are they beautiful?
4. Has your town public comfort stations? Are
such well cared for and sanitary ?
5. School yards, surroundings of public build-
ings— are they attractive? How can they be improved ?
6. Back yards and alleys — are the alleys clean,
sanitary, neat, attractive? Are the back- yards well-kept and orderly? Are they beautiful? What use is made of them?
7. Streets — condition, care, parkings, uniformity,
crossings, conditions in stormy weather?
8. Billboards and signs?
9. Alignment and effect of buildings considering
the block as a unit, in residence sections, in business sections?
10. Are sidewalks uniform for the entire block, and
for the entire street?
11. Is there any attempt to secure a pleasant and
uniform effect in signs, store fronts, and other particulars?
XII THE TOWN BEAUTIFUL (Continued)
SUGGESTION : Invite to this discussion an official of the park board, of the street department, of the department of city buildings ; or if no one of these is available, some competent person interested in plan- ning a community beautiful.
1. By what procedure is a subdivision plotted and
added to the community domain?
2. What official decides whether the layout of
25
streets, grades, curves, parkways, and park spaces, is suitable and attractive?
3. If your community has regulations concerning
these matters, secure a copy and discuss them with a view to their improvement.
4. What regulations have you as regards curbing,
sidewalks, and parkways?
5. What regulations in regard to the planting and
care of parkings? Do these provide that one species of tree shall be planted along a given street to secure uniformity of impression?
6. Who determines the style of architecture and
the grouping of public buildings?
7. What regulations have you as regards the
placing of private buildings — distance from the curb, etc. ?
8. What regulations have you in regard to the
architecture and character of private build- ings?
9. If your neighbor plans to erect a monstrosity
that would destroy the quiet dignity of a residence street, how can you protect your- self?
10. If he plans to erect an edifice for an undesir-
able purpose, e. g., a livery stable, a public garage, a yard for junk, a tenement for aliens, or an undesirable class, how can you prevent it?
11. If none of these matters fall within the province
of any community official under present reg- ulations, consider in detail what is practi- cable, (a) by fegulations with enforcement placed definitely under the charge of some official, (fe) by a volunteer association which, by publicity, protest and recommendation, might induce citizens to consider attractive- ness as well as utility in their plans.
For special references to illustrated articles show- ing v/hat other communities have done, see p. 5.
26
XIII COMMUNITY RECREATION
STATEMENT : The adult population, no less than the youth, need relaxation, physical and mental recreation. This field of activity is peculiarly the province for community activity since cooperation is necessary and direction desirable. The saloon draws crowds chiefly through its social attraction, it is an informal club for the interchange of ideas, the playing of games, etc. In many towns the public dance hall is the only place where many young people can socially meet their acquaintances of the other sex. For many who read little, the movies satisfy the craving for excitement and for information concerning the earth and its peoples. The motorcycle and its young man afford many a young woman her only chance for a breath of country air, and the quiet nooks in the park offer to many lovers the only opportunity for heart to heart conversation. These desires are all natural and legiti- mate ; abuse comes with temptation through undesir- able conditions. The community is responsible for its neglect to provide suitable environment no less than for permitting unsuitable conditions. Topics for discussion:
1. What steps have been taken by your commu-
nity to provide social club houses, coffee houses, Y. M. C. A. and Y. W. C. A. cen- ters for different classes in the community, or other places of rendezvous as a substi- tute for the saloon and for loafing on the street ?
2. Appoint a committee to visit these places and
report on the kind and amount of patronage they receive.
3. Appoint another committee to report on the
number and class of boys, young men and young women found on the streets even- ings apparently without definite object, or frequenting questionable resorts.
4. What cheap theaters, moving picture shows,
27
dance halls, roller skating rinks, pool halls, are licensed by your community?
5. Are the theaters, picture shows, and dance
halls properly lighted? Delegate one mem- ber for each of these resorts to visit and report on this and the following topics.
6. Is there proper provision for separate toilets
in the dance halls?
7. Are the plays and picture films so censored
that you are sure they are suitable for young people? Ascertain and report on the method by which unsuitable films are excluded from the local picture shows?
8. What supervision is there for the various places
of entertainment?
9. At what hour must each close?
10. Are children under sixteen excluded evenings
unless accompanied by parents? Who sees that this ordinance is enforced? How does the management ascertain the age in doubt- ful cases?
11. What action by your club is practicable in
securing the use of the picture shows for the education and uplift of the community? Appoint a committee to interview the man- agers and report.
XIV
COMMUNITY RECREATION AND INSTRUCTION Topics for discussion:
1. How many playgrounds are there in your
community? Are they open in the even- ings, on holidays, all the year round, and how are they maintained?
2. If you have no supervised playgrounds, what
provisions are made for organized play for youths and young men? 28
3. What gymnasium privileges for each sex does
your community afford? How are these maintained, and what ones are free to all, irrespective of class or membership?
4. What service can your club render towards
building up the bodily vigor of the com- munity ?
5. Has your community an organization of the Boy
Scouts and the Camp-fire Girls? If not, why not?
6. What support can your club give to this or
similar organizations ?
7. What camps are maintained in mountains or by
the sea to which any resident in the commu- nity can go for change and renewal of vigor? How are outings arranged, individuals se- lected and expense borne?
8. What service can your club render for the ex-
tension of such privileges?
9. What parks has your community, area, acces-
sibility? Are they adequately policed? Is their use by the populace for games, picnics, etc., encouraged? How adequately are they cared for?
10. Are band concerts maintained in the park? If
so, how are these financed? How are the selections chosen? Could the club aid by influence or otherwise towards making these concerts an education in music?
11. What public library facilities has your commu-
nity? How are these provided and at what cost? Secure the last annual report, if in print; otherwise, learn the number of books loaned in the last six months and their character.
12. Is there a reading room? Is it open evenings?
Appoint one member to visit and report on its suitability and on the extent and charac- acter of the patronage.
29
SCHOOL PROBLEMS IN THE COMMUNITY
STATEMENT: Sections IV and V dealt with the larger factors in the administration of our schools. We would now inform ourselves concerning the edu- cational situation in our own .community. In every school there is a professional and a non-professional side. There are points in class method, in sequence of study, etc., concerning which the outsider should ju,dge with extreme caution. Above all, over stren- uous advocacy of the introduction of new subjects of study should be guarded against. The various phases of instruction in morals, in sex questions, in special accomplishments, as swimming, etc., are good in their place, but the introduction of all subjects that have champions would make instruction so fragmentary that no constructive education would be possible ; many school programs now suggest a vaudeville perform- ance. .
Attendance by visitors at class exercises is of doubt- ful value unless necessary to determine the spirit of comradeship between teacher and class. There are, however, many problems of great importance in the solution of which the parents or the alumnae can ren- der valuable service. What kind of training will best meet the needs of the community? Do the exercises in the lower grades emphasize the training of the senses or the storing of the memory? Is provision made in the upper grades for those who desire a cul- tural course and also for those who need vocational training and manual skill ? Methods for attaining re- sults may be left to experts, but the demand for cer- tain results and judgment of the results attained lies clearly within the province .of those who pay the bills.
There remain also problems that are wholly, or in part, within the province of the patrons of the school. The sanitation of the buildings, the adequacy of play- grounds, the hygiene of the school, including medical inspection, prevention of disease and eye strain, the removal of physical handicaps through defects of eye, ear, teeth, etc., are all matters for cooperation with school authorities.
With the rapidly developing coordination of our 30
schools with community life, many other matters be- come important. A closer study of the aptitude of each child is necessary, that he may choose his course in school wisely. On the completion of his course, assistance is often necessary to secure him suitable em- ployment; class or apprentice instruction to increase his efficiency should be provided. These are but illus- trations of fields of activity which a rising conscious- ness of community responsibility for the welfare of its youth, beyond the established school curriculum, is compelling us to enter.
By voluntary associations, as in Paris, by a broad- ening of the activities of the school boards, these very demands must be met and satisfied. We customarily turn first to our school board and here the question of school finance confronts us and must be studied with care.
XV
SCHOOL FINANCE
SUGGESTION : Invite a member of the School Board and the Superintendent of Schools to attend the dis- cussion of school finance. Be sure to have on file the last "annual statement of the School Board and a copy of the state school law.
Topics for discussion:
1. What were the school resources for the last
fiscal school year? Ascertain the source of each item in this total — state appropriation, county tax, district tax.
2. What was the school tax rate for your district?
Refer to last tax receipt.
3. Appoint a member to secure information con-
cerning the tax rate in other districts of sim- ilar wealth and population. Is your tax rate higher or lower than that in similar districts?
4. Are your school resources greater or smaller
than those in similar districts?
5. Compare the last year's expenditure under each
heading in the annual statement with that of each of the last five years. Ask a school official for data, if not otherwise obtainable, and for an explanation of annual differences in expenditure.
6. What is the bonded indebtedness of your
school district?
7. What sinking fund is provided for the pay-
ment of these bonds?
8. What is the legal limit of indebtedness for the
district? The state School Law usually determines this.
9. What margin has your district in annual re-
sources over expenditure, in possible bonded indebtedness ?
10. What economies in present expenditure seem
to you possible without decreasing efficiency? (One source of waste in many schools is found in the giving of subjects at high cost to a small class, e. g., when the principal on high salary gives a third of his time to the instruction of a dozen pupils, while subjects desired by many pupils are not offered or are given with inadequate instruction.)
11. Appoint some member to report what classes
are small in your school and the reason for small attendance.
12. Determine by discussion whether these subjects
of study are fundamental, leading to neces- sary studies ; whether they are the choice of a limited class in the the community, as Greek and trigonometry would be; whether all subjects of equal value to a greater num- ber are provided for. In the public schools, the needs of the greater number should take precedence, if subjects of study suited to all cannot be provided.
XVI MEDICAL SUPERVISION IN THE SCHQQL
Medical and Sanitary Problems of the School.
Read the articles in the School Law regarding medi- cal inspection and the sanitary requirements for school buildings; also the section in the annual report of the school superintendent bearing on these matters. Invite the medical inspector for schools and the school super- intendent to this session.
Topics for discussion:
1. What visits and inspection of schools did the
medical inspector make during the last school year?
2. Describe the procedure in inspection.
3. How many cases of defective eyesight, defec-
tive hearing, defective teeth were found? The superintendent's report should- give these items.
4. In how many cases have measures been taken
by parents, school officials, or philanthropic organizations to remedy the defects? Can any action in this matter be taken by the club to advantage?
5. In how many cases were changes made in the
subjects of study, in seating, or otherwise because of this handicap? Ask the superin- tendent and the teachers.
6. Were throat inspections made? How were
they conducted? (If the spatula is not ster- ilized after each examination, it may spread infection.)
7. Have there been contagious or infectious dis-
eases among the school children in the past year? What precautions were taken to pre- vent the spreading of such diseases? (Ask the medical inspector or the physician in charge.)
33
XVII SANITARY PROBLEMS OF THE SCHOOL
SUGGESTION: A committee of the club should in- spect the school buildings in detail and be prepared, to report at this session. School housekeeping in behalf of the children concerns us as nearly as community housekeeping in our own behoof. This service falls peculiarly within the province of the women of the community.
Topics for discussion:
1. Is the ventilation of class and study rooms sat-
isfactory? By what facts or tests did you determine this?
2. What precautions are taken against dust in
sweeping, in the use of chalk and erasers?
3. How are the buildings heated? Is the heating
satisfactory at all times in all parts of the buildings ?
4. Are there facilities for the drying of wet feet
and wet garments?
5. Are the toilets and plumbing in all respects
satisfactory ?
6. Are there individual drinking cups or bubbling
fountains ?
7. Are the study and class rooms decorated in
quiet, agreeable tints?
8. Is there sufficient light, with care, to avoid
cross-lights and eye-strain ?
XVIII THE FEEDING OF SCHOOL CHILDREN
STATEMENT : Under-feeding, which is a serious problem in many European cities, is beginning to appear in our congested districts. More frequently than we suspect, children who do odd jobs, deliver morning papers, etc., come to school without a suit- able meal ; the noon lunch in many families, where the mother is a wage earner, is wholly unsuitable for
34
growing children ; the same may be said concerning the noon lunch brought to school, or purchased at the street lunch wagon.
One may add that the ignorance or carelessness of mothers concerning a suitable dietary for their chil- dren increases continually the host of ill-nourished, poorly-developed youths in our land. The community has a greater stake in the physical well-being of its citizens than in their attaining miscellaneous knowl- edge.
There is much to be said for a lunch counter con- ducted by the school. At least one nourishing meal can thus be provided without direct interference with the home regime. The rudiments of proper conduct at table and hygienic habits of eating can be taught; the low cost of many excellent foods demonstrated, and opportunity given to pupils, in the courses in household arts, to gain experience.
SUGGESTION : Appoint committees to consider and report on each of the following topics ; then discuss ways and means of meeting the situation developed.
• Topics for discussion:
1. What arrangement for lunches does the school
provide as regards food, and accommodations for eating?
2. Examine the menu. Is it suitable and nourish-
ing? Does it afford a variety of plain and economical dishes? Are these well-cooked? Who selects the menu offered?
3. How is the lunch counter financed ?
4. Examine the seating accommodations and the
supervision of manners during meals. Can sufficient space be provided for all to sit while eating? Are cleanliness of person, tidiness while eating, and quiet manners re- quired? What measures are taken to check hasty eating?
5. If there is no lunch counter, ascertain the num-
ber of children bringing lunches, and the number going home where the distance is so great that meals must be eaten in haste, and 35
report at next meeting ; then discuss the question : Can this club devise any means of meeting this need by volunteer service if the school authorities cannot now undertake it? 6. What arrangements have been made for giving a mid-forenoon lunch to children of primary grades? A lunch of a glass of milk and a pilot cracker has brought marked physical improvement in the schools where it has been introduced. Little children, through lack of appetite, often go to school almost breakfast- less. Discuss with above question, this : Can this club provide that fresh milk and crackers may be served the children of the first and second grades as a mid-session lunch, and induce the teachers to give ten minutes in the daily program for this pur- pose?
XIX
SCHOOL ATTENDANCE
STATEMENT : The study of the special need in the community for changes in the school regime for hy- gienic and vocational reasons should begin with an examination of the loss in membership as classes ad- vance beyond the sixth grade, and of the irregularities in attendance.
The first is probably due to lack of belief on the part of the parents and children in the money earning value of the higher studies offered, to sharp pressure of poverty, or to discouragement because of poor standing. These conditions point to the need of voca- tional and trade instruction, to the need of philan- thropic action, to the need of more systematic study of the child's ability and more individual instruction.
The irregularities in attendance may be due to a lack of belief on the part of the parent in the value of schooling or the harm of irregular attendance, im- perfect control of the child, pressure of poverty, laxity of teachers in enforcing the state law. When the causes have been ascertained, the club can determine how it may best render service.
36
SUGGESTION : Appoint committees to compile the roll of all pupils dropped from the school register for all grades above the sixth. This examination should, if practicable, extend back over the registers of the last five years. Cross off those who were transferred to some other school. The remaining roll presents the problem for solution. By inquiry and common report let each committee ascertain why each left school, what each is doing now. On this latter point, the report concerning those nearing the five-year period will be most significant as showing what training in school would have aided them most.
Topics for discussion:
1. Does this investigation reveal any deficiencies
in vocational training that should be -sup- plied ?
2. Does it reveal the probability that a helping
hand when the child left school might have placed him more advantageously in the world's work?
3. Could Y. M. C. A. or Y. W. C. A. secretaries,
Boy Scout masters, or other agencies be pro- vided in the school or community to act as vocational advisers for youth? Can the club render any service here?
4. Read the section in the School Law on com-
pulsory attendance. Scan it closely for pos- sible evasions of its provisions. Who en- forces this law in your community?
5. How is it enforced for children not yet en-
rolled on the school register? For those in parochial schools?
6. What is the law in regard to the employment
of minors? How is it possible to .prevent evasion by parents in false swearing as to age, etc. ; by employers in accepting workers who are evidently under age?
7. What reasons for absence are accepted by teach-
ers? Do the teachers know that the excuses given are in good faith? What happens if a teacher declines to accept an excuse proffered ? 37
XX
VOLUNTARY Civic WORK
STATEMENT: It seems . probable that a dozen volun- teers who would adopt civic betterment as their private business could transform the community life of any hamlet or town of less than city proportions. There are many latent forces in every community that need only definite aim, effective organization and skilful leadership to accomplish much.
The boys that loaf in the streets are bored by the lack of something worth while to do. The youth of both sexes think village life dull because no interesting team work invites them. The monotony of village shop, housework, and the farm depresses the spirits of the adults, and the petty details of gossip and neighborhood enmities becloud the atmosphere, where cheerful optimism through cooperation for beneficent ends should prevail.
Efficient, tactful leadership with intelligent coopera- tion by a few to set the pace and an aim that all admit is worth an effort, will convert the jarring atoms into a cohesive mass moving to a common goal. Set out with firm resolve to make your hamlet the community beautiful, to give its residents the most interesting and enjoyable life possible, to secure for each the best health and greatest vigor obtainable, to place oppor- tunity— physical, spiritual, and financial — before every man, woman, and child; and assuredly a transformation beyond your dreams will follow.
The topics for discussion presented in this section are merely suggestions. Each club should select or vary according to the need of the community of which it is a part.
Topics for discussion:
i. If you have no Boy Scouts or Camp-fire Girls in your community, how best can the boys and the girls be organized to this end? Where can you look for outside helpers? Who will work with such helpers? What would be the initial expense? How can it be met? Will the club undertake watchfully 38
to promote knowledge of the movement and its objects in the community, and aid effec- tively those who do the work?
2. Is it not possible to organize in each district
of your town a welfare club of children and youth who will undertake to clean up vacant lots, back yards, gutters, etc., for the sake of the Town Beautiful, and in competition with clubs in other sections? A prize con- test with notable elders of the town as judges would add to the interest.
3. With these welfare clubs as a nucleus, appoint
directors for a gardening campaign, the ornamentation of home grounds, the culti- vation of vacant lots for profit. A volunteer director and adviser for different groups is desirable. When products are ready for market, a suitable location for joint display and sale should be provided. Team work and competition with judges will maintain interest.
4. If there is no park commission in the commu-
nity, it may be possible to organize a volun- tary association for the care and beautifying of public places, planting in streets, elimina- tion of weeds and unsightly places, planting in and care of grounds about public build- ings, schools, churches, etc.
NOTE. The author of this outline once knew a village in which such an association had secured the painting and putting in order of every building in the town except one barn on an estate in the care of the court.
5. Has your community a good local band? Have
you weekly open-air concerts? Are the ac- commodations adequate and convenient? Is the music of a high order? If not, what can you do to improve it? Is the community interested in these concerts?
NOTE. Competitive concerts between neighboring bands will stimulate interest and increase attendance. 39
6. How can a hall for gymnastics be secured,
given a modest equipment, and put under direction of a live director for a few hours each week? Is there any systematic physical culture for women and girls in your commu- nity? Can such classes be organized, and an instructor found?
NOTE. If even one lesson a week can be secured for a small class, the women so trained can, in turn, organize small groups of younger women, and give the lessons again to them, charging a small fee and thus earning the money paid to the instructor.
7. Is there in your community a director and
promoter of out-of-door sports? The con- duct of Field Day exercises, ball games, golf, etc., may promote the welfare and morals of the community, or these same sports, controlled by those who seek profit only, may be a distinct detriment. The young professional men of the town should be interested in this direction.
8. Who will undertake the promotion of the inter-
ests of the public library, secure a file of classical music, discs for Victrolas with fre- quent recitals that all may become familiar with the best?
9. Who will begin the gallery of reproductions of
masterpieces of art? A few hundred dollars will secure such a representation of the art of any period as will make the collection a valuable adjunct to the library and films can be secured that will greatly advance the general acquaintance with art.
10. The Town Forum, Every town should estab- lish in some convenient hall or chapel, a forum for the debate of public questions of general interest, or immediately affecting the welfare of the community, state, or nation. A succession of speakers who will present different views should be secured. 40
List of Study Outlines
American Literature. Outline No. i. Prepared by Mrs. Jane Noble Garrott. Early literature to Lowell, with a pro- gram oil the historians. lop 150. Outline No 2. Prepared by Cornelia Marvin. Orators and statesmen, Whitman Howells, a group of poets, analytical novel, short story, old and new South, middle and far West, essayists, humor, drama. lop
25CContemporary Drama. Prepared by Prof. Arthur Beatty for the Wisconsin Library Commission. Ibsen, Maeter- linck, Hauptmann, Sudermann Echegaray, Rostand, Tche- koff, Brieux, Robertson.. Jones, Pmero, Phillips Shaw, Gals- worthy, Yeats, Gregory, Synge, Fitch. List of plays, most important ones starred. Interpretative notes and suggestive ideas for discussion and study. I2p 25c.
Contemporary English Literature. Prepared by Prof. Arthur Beatty for the Wisconsin Library Commission. Swinburne, Meredith, Hardy, Kipling Bridges Gissmg, Conrad, De Morgan; Wells, Bennett Galsworthy, Yeas, A C Benson, Chesterton. Noyes, W. W. Gibson, Masefield. List of most important works. Critical references. Certain books studied with interpretative notes. 2ip 25c. m
Dietetics. Programs for 10 club meetings. based on four selected books and the Farmers Bulletins. lop. Under one cover with "Home Economics.
England and Scotland: History and Travel. Prepared by C E Fanning. Intended for travel study club which has. a historical foundation for its work. Bibliography. List ot additional topics. lop 25c. .
Home Economics. Prepared by the Home Economics Di- vision, Agricultural Extension Department, Purdue Univer- sity. Programs for 10 club meetings. The study is based on three selected books and the Farmers' Bulletins. lip. Un- der one cover with "Dietetics." 25c.
Italian Art: A General Survey. Prepared for the Minne- sota Library Commission. Chronological order of subjects
P Mexico. Prepared by Study Club Department, Wisconsin Library Commission. 2p. To be used in the same year with South America Past and Present or Panama. Under one cover with Panama. 150. . ,
Municipal Civics. Prepared by Anna L. Guthrie. A topical outline with references by page to books and periodicals.
.y L. E. Stearns for the Wisconsin Library Commission. 4P- Under cover with Mexico.
Present Day Industries in the United States. Prepared by the Study Club Department, Wisconsin Library Commission. Topical outline without references. 6p 150.
Slav Peoples. Prepared by Gregory Yarros. The^ history, present distribution and culture of the Slavs. A topical out- line with references under each topic. Bibliography. 24?. 25c.
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UNIVERSITY OF CALIFORNIA LIBRARY