discussion. Where homes are beautiful, children should be taught to appreciate them. Where fortune has not been so kind, it is well that they should be instructed in the ideals and realities of the happiest and noblest family relationships in order that they may look forward to such homes later in their lives.

The child who has the blessing of parents should be made to look upon the fatherhood and motherhood which he enjoys as gifts from God. Our American children have been allowed to think too much of themselves as "the gifts"! Ancestral worship will not come amiss in our adoption of Oriental fashions. What is a home to the child of sorrow over its first broken doll if there be no mother to help sympathize; or a father to forgive the boy's first broken "toy commandment"?

Again, the conjunctive nature of the child is first stirred into rich response by the relationship with "cousins," first, second, and once removed. These are family ties, important and of vast influence in shaping the larger interests of children. So, too, are our talks relating to "neighbors," and to those who are in pain or who suffer from age or poverty. As the school and home shape the child's mind in looking at and dwelling

upon these conditions, so that mind will develop in after years.

"He spelled all the words in the lesson!" That is a meritorious record to take home to a "mother." But there will be no tears in the mother's eyes. If the record comes, however, "Tom stayed on his way home from school to play with Dick, the lame boy at the corner,' there is reason for the mother's heart to quicken.

Civics on the playground

The boy should spell correctly. It is worth more to the parent, however, to learn that he is thinking of others in his playtime than that he takes great pride in that which is a part of the daily program. In school of all places the thought of friendship-making and of comradeship and service can be guided with the surest result. The playground movement is furthering to a large degree the idea of fellowship. The old order of things in the schoolroom persists in a discipline which was devised to aid in individualism. It will take a long time to bring about a classroom order which shall stand behind collectivism. In the interim, however, fortunately, the supervisors of playgrounds and recreation centers are evolving ideas which shall mean "fair play," team work

that "plays up to the game," and all such splendid coöperative ideals that mean life, society, highest civilization. On the playground the boy and girl learn "ego" by gaining a knowledge of "alter." The individual does not lose himself in these new relations. He simply becomes better acquainted with his own possibilities. At the same time, while playing with others he becomes a part of the whole with the spirit of sacrifice for the good of the whole. The ideas of leadership which develop on the playgrounds, the necessary government which grows out of groups playing together, the ideals of loyalty to the group, are basic. They represent in the child-world what organized society means in the adult relationships of life.

Civics in neighborhood life

Fellowship on the playground will invariably mean helpfulness and interest in the neighborhood. Community laws will be observed once they are made to mean that which a child can understand. "Trespassing off or on goals" will be steps toward trespass laws on others' property. Any neighborhood will feel the effect of organized play and supervision where the center has been doing its work for a year or two. Actual relations

in a community for children cannot, of course, be very positive. Rather the principles should be enforced of letting one's neighbors live their lives without interference. But, after all, that is not quite enough to teach children. Readiness to help others may extend beyond the family domain. Now and then to do an errand for a neighbor, to help in actual work, to offer sympathy, even to rejoice with one's neighbor, these are little acts which are seeds sown. The harvest will surprise the growing child himself. Each little "junior citizen" will keep his eyes open in the neighborhood. He will look at the environment as if it were his. What goes wrong he will note and report at home; what goes well will interest him and satisfy him in his own curious, childish way. As soon as he knows that his own and his family welfare depend upon the health and happiness of the neighborhood's health and happiness, he will feel a small but earnest share in the life.

IV

CIVICS FOR OLDER PUPILS

The extension of civic interests

THE pupils in the older grades who study civics may be permitted to go beyond the limitations of life in home and school and community. All about the daily life of city children are municipal activities full of significant interest. The boy knows intimately the work of the police and fire departments. He watches the construction of sewers and streets. He is old enough to understand the superintendency of the school department, and to begin to value its generous plans for his playmates and himself. Many months of the year he is enjoying the parks and playgrounds controlled by the city. His teacher should bring before his attention the social and humanitarian benefits that accrue from such municipal domain.

Local points of attack

In the tiny hamlet where but a dozen children are gathered together and taught in a little school,