PREFACE TO THE THIRD EDITION

This revised third edition of Philippine Civics has gone through a systematic process of development since the book was first published five years ago, intended to make it satisfactory for school use.

The following officials have read carefully and critically the portions of the book pertaining to their respective fields: Secretaries Santos and Laurel; Under-Secretaries Albert, Miguel Unson, Cipriano Unson, and Apostol; Secretary to the Governor-General Franks; Insular Auditor Fullington; General Crame; Directors Aguilar, Bewley, De Jesus, Fischer, Gil, Hernandez, Paez, Quillen, Reyes, Sanvictores, Topacio, and Vargas; Collectors Aldanese and Trinidad; Director of the Philippine General Hospital Calderon; Public Welfare Commissioner Fabella and Acting Public Welfare Commissioner Poblador; Mayors Fernandez and Halsema; Superintendent of Private Schools McQuaide; Colonel Mixer, Manager of the Philippine Chapter of the American Red Cross; Chief of the Reference Legislative Division Basa; and Chief of the Law Division, Executive Bureau, Luna.

Through the courtesy of the Director of Education, letters were written to the teachers in the public schools who either had the subject of civics under their supervision or who had actually taught the subject, to ascertain what suggestions they had to make. From the symposium of replies, the following conclusions are drawn: Little or no fault was found with the plan of the book; accordingly, it has been retained. Many teachers recommended that the Jones Law be published; the Jones Law will be found in the Appendix. There

was a strong sentiment in favor of guide questions at the end of each chapter, so as to make the lessons more interesting to the pupils and more useful for the teachers; test questions of the character desired have been included. While some teachers believed that the book was big enough, others, and apparently a majority, believed that it should be enlarged; much more material will be found in the present edition than in the former ones.

Dean Kalaw has again read the manuscript, in order to be certain that the Filipino point of view is constantly maintained. He has given special attention to the chapters on Great Filipinos and Philippine Ideals.

Mr. Harvey A, Bordner, Superintendent of Schools, City of Manila, has gone over parts of the manuscript to see that the language is appropriate for school children.

I gladly acknowledge my obligations to the officials previously mentioned, and to the many teachers and friends whose constructive criticisms have made the revision of this text a pleasure.

GEORGE A. MALCOLM

SUGGESTIONS FOR TEACHERS

In the teaching of civics, the teacher is more important than the textbook. You can by your example make a lesson in civics a lesson in ethics.

As early as possible, even in the primary grades, the child should be taught the fundamental civic virtues such as obedience, cleanliness, orderliness, courtesy, helpfulness, punctuality, thoroughness, honesty, courage, perseverance, discipline-a continuous lesson in good morals and good manners. The texts, "Good Manners" and "Right Conduct," will explain these things. Discuss the simple and readily observable functions and organs of local government.

Use the text in civics in the stated course in the seventh grade. It is not to be expected that all students will then thoroughly understand it. But lead the children to observe their duties and rights as they exist in the home, school, and community. Try to make government mean something to the young citizen. Supplement the text as hereafter indicated.

Through the organization of the school, develop personal responsibility, initiative, a social conscience, and high ideals of conduct. To demonstrate the practical nature of government, the following duties of citizenship must be stressed. at every available opportunity: compliance with school regulations; care of books and school property, including playgrounds, benches, trees, and flowers; responsibility to the poor and helpless; prevention of cruelty to animals; necessity for self-support; keeping yards and streets clean and free from rubbish, filth, and dirt.

Organize a literary society. Give to the society the name of some great man. Explain the simple rules of parliamentary procedure. Let the society practice these rules. Have the members of the society discuss public questions. Do not attempt to discuss questions beyond the understanding of the pupils. Local questions of a civic, rather than a political, nature form the best subjects for consideration.

Organize the class as a council, court, or legislative body. Trials and elections may be held.

Take the class to visit the municipal buildings, the council in session, a polling place, etc. Have the class observe the purposes of these buildings and government agencies. Make a town survey, pointing out bad and good points. If not located at the provincial capital, arrange an excursion, if possible, to see the provincial buildings, the Court of First Instance in session, etc., or, if so located as to be feasible, take the class to Manila to view the public buildings, the House of Representatives, the Philippine Senate, the Supreme Court, the parks, the playgrounds, etc.

Initiate and supervise the participation of the students in civic activities, such as the exercises on Rizal Day. Make them wish to have their representation surpass all others. Develop a Philippine spirit.

Invite public officials to give simple talks to the class.

Encourage the students to keep up with the news. Require them to read the School News Review. If possible, subscribe to one or more independent magazines. Hold a regular drill in current events.

A small reference library could properly consist of the following: Haines, The Teaching of Government; Robert's Rules of Order; Benitez & Benitez, Stories of Great Filipinos; Craig's Life of Rizal; the Administrative Code; Luna, The Provincial Law and The Municipal Law, Annotated; Laurel, The Election Law, Annotated; Malcolm and Kalaw, Philippine Government; and the author's more advanced

work, The Constitutional Law of the Philippine Islands. Many official reports are furnished free of charge.

Emphasize over and over again the obligation of the pupil —of the citizen-to serve the community. Do this by approaching a topic so that the pupils first realize its importance to themselves, their neighbors, and the community. Mention next the functions and agencies through which society aims to secure this particular element of welfare. Leave the pupil with a sense of his personal responsibility.