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EDITED BY HENRY SUZZALLO
PROFESSOR OF THE PHILOSOPHY OF EDUCATION

TEACHERS (LLEGE, COLUMBIA UNIVERSITY

THE T. SACHING OF

CIVICS

BY

MABEL HILL
INSTRUCTOR IN HISTORY AND CIVICS
POST GRADUATE DEPARTMENT, DANA HALL SCHOOL

WELLESLEY, MASSACHUSETTS

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HOUGHTON MIFFLIN COMPANY
BOSTON NEW YORK AND CHICAGO

The Riverside Press Cambridge

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EDITOR'S INTRODUCTION

We have come at last to a sound notion of teaching civics in the schools. Long experience with traditional modes of instruction has indicated their failure, and teachers now turn to a more direct application of important principles of pedagogical procedure long urged by the practical psychologist and recently verified by careful experimental work.

For a generation past the teaching of civics aimed at little more than the acquisition of knowledge about government. It was assumed that the school's function did not extend beyond an intellectual treatment of social and political welfare. The subject

matter was formal and necessarily barren, remote from ordinary human interests, and more remote still from any concerns of children. In the earlier years it consisted of a study of the mechanics of government through analysis of the fundamental law as provided by constitutions and charters. More recently the social functions of government have been given the chief place in school study, and political structure has been made secondary. On

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