ship. Individualism has neglected the principles of reciprocity, comradeship, and fellowship. Too much emphasis cannot be laid upon the need for every pupil in school to become proficient and efficient with the tools of education. But, after all, reading, writing, spelling, and number work are tools and tools only. Moreover, the acquisition of the knowledge of literature and history, the knowledge of scientific facts concerning the world, are not of necessity in themselves material which goes toward the making of that one conditioned good in the universe, the principle of GOOD WILL.

Already the demand that education shall fit a youth for the general welfare or common good of a community is bringing about a reorganization of school life. The rural school looks toward a public school system which shall train the children for agriculture. In industrial centers trade schools are developing as rapidly as States and municipalities can appropriate money for them. But whether education is to fit a man for a life in the country or for one in factories and shops, he must be trained in citizenship in order to take part in either phase of social life. In order to foster intelligence in civic life there should be created intelligent sympathy with it, as well as a knowledge of civic interests themselves. Civic activities must

be talked about, read about. The younger generation must be made to think along the lines of civic betterment. From the kindergarten to the university there has been evolved a habit of reading. Every one reads something—the signboards, bulletin boards, newspapers, magazines, books. In like manner a habit of mind should be developed to read and talk and think in civic terms anent civic ideals. If our National Government should undertake to demand any one course of study in the immediate future of the public school work, it would do well to insist that in every school in every town in every State there be taught the relationship of man to civic life and man's obligation to his home, to his neighborhood, and to his country. Could this be brought about the results would be strikingly marked. Communities would develop the spirit of good will to so large an extent that the nation would become altogether different from any other nation on the earth.

Such a civic crusade in the schools will mean more money. But there can be no better use of the increasing wealth of the country than to educate future citizens in civic activity. Good citizenship cannot be reached through glittering generalities as to loyalty to country. The growth

of a better civic life will come slowly through a knowledge of facts as to how the business of a municipality or other community is run - an active coöperation whenever the opportunity offers itself. The man who knows what the Pure Food Laws mean, and is alive to the enforcement of these statutes, will if need be exert himself to see that they are executed. The old bliss in ignorance may do for the individualistic person. The citizen belonging to the era of collectivism sees, feels, and acts for the common good.

II

OLD AND NEW METHODS OF TEACHING CIVICS

THE most significant change in the presentation of material in civics classes lies in the attempt to readjust the approach to the study of government, from theory and definition to practical illustrations, as working out in actual life in the environment of the pupils. It is a concession that "teaching from the known to the unknown" is no pedagogical aphorism, but sound judgment.

The old method

The old method, found in every textbook upon government, presented historical data-the story of the growth of the government, accompanied by definitions of terms and phrases which had in themselves developed through the passage of years. Oftentimes these same textbooks gave pages and pages to the discussion of the machinery of government rather than to any active work done by the government. The pupils who studied these same textbooks were expected to know the

definitions "by heart," although any practical application was seldom asked.

If one reads the dreary array of words anent the terms which included the process of impeachment, which were among the so-called important paragraphs which all pupils should know, they proved dreary words only. There was no mental picture of a real impeachment! No personality of the one impeached. The grind of teaching such subject-matter was nothing to the grind of learning it. Yet teacher and child alike went through the act of "give and take" in definition and explanation without one serious moment of comment upon the practicability of the topic under consideration. "Clause 2, section 2," which covers the qualifications of a Congressman, only becomes vital and of any possible use when we begin to discuss our own district's appointee to Congress. Then our class rallies to the "legislative requirements" with interest. Is Mr. K. eligible? How old is he? Was he a resident of the State? - and so on. The theory and the facts coincide for the time being. The facts of the machinery of government in one particular case are functioning. That is all. And that is all that could possibly be expected from the study of machinery in the classroom.