Chapter I: Front Matter

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Young American Readers

OUR TOWN AND CIVIC DUTY

by

JANE EAYRE FRYER

Author of “The Mary Frances Story-Instruction Books”

Illustrations by Charles Holloway, Jane Allen Boyer and from Photographs

_In these vital tasks of acquiring a broader view of human
possibilities the common school must have a large part. I urge that
teachers and other school officers increase materially the time and
attention devoted to instruction bearing directly on the problems of
community and national life._--WOODROW WILSON.

The John C. Winston Company, Publishers Philadelphia Chicago

Copyright, 1920, by The John C. Winston Co.

Copyright, 1918, by The John C. Winston Co.

All Rights Reserved

CIVICS FOR AMERICAN CHILDREN

It will be seen at a glance that Part I of this reader contains material emphasizing the civic virtues of courage, self-control, thrift, perseverance and kindness to animals. Since these virtues are so essential to the good citizen, the lesson periods devoted to the teaching of them are among the most profitable in the course in Civics for the Elementary Grades.

In the earlier Young American Reader, “Our Home and Personal Duty,” the children learned about their dependence upon the people who serve by contributing to their physical needs--the people connected with home life. In this volume, “Our Town and Civic Duty,” the idea of service is still the dominant note.

The work herein differs from that of the earlier volume, however, in that the people who are being studied render a service which is primarily civic. Therefore, in Part II a study is made of public servants, both those who are directly in the employ of the community and those who, although employed by private individuals, are, through contract, engaged in public service. Among these are the policeman, the postman, the fireman, the street cleaner, the garbage collector, and the ash and rubbish collector. In the study of these various people the threefold idea of dependence, interdependence and co-operation through community agencies finds ample illustration.

Of course, it should always be kept in mind that the purpose is to understand the nature of the _service_ rendered, and that the acquiring of information is but incidental. The work should be so treated as to arouse in the children an interest in these public servants, a friendly feeling toward them, and a desire to aid them in the services they are rendering.

In Part III, the nation-wide movement for Safety First finds expression. The aim is two-fold; to point out the sources of danger, and to teach habits of carefulness and caution.

The study and work of the Junior Red Cross, which form the subject matter of Part IV, are admirably adapted to bring the pupil into direct contact with one of the most inspiring aspects of our national life as exemplified in the humane and patriotic activities of the American Red Cross.

_Suggestions as to the Method of Teaching._ It is well known that children learn best by doing. Therefore, teachers are more and more appreciating the value of dramatization, or story acting.

Whenever the stories in the reader are suitable, their dramatization is a simple matter. The children are assigned the various parts, which they enact just as they remember the story. In no case should the words be memorized. The children enter eagerly into the spirit of the story, and the point of the lesson is thus deeply impressed on their minds. They should be encouraged to talk about the various topics in the book, and to describe their own experiences.

It should always be borne in mind that when children begin to realize that the good of all depends upon the thorough and conscientious work of the individual, the foundation of good citizenship is being laid.

This reader is not intended to be exhaustive in any sense, but rather suggestive, so that the teacher may use any original ideas which add to the interest of the lessons.

In his introduction to the previous volume, Doctor J. Lynn Barnard emphasizes this point when he says: “Like all texts or other helps in education, these civic readers cannot teach themselves or take the place of a live teacher. But it is believed that they can be of great assistance to sympathetic, civically minded instructors of youth who feel that the training of our children in the ideals and practices of good citizenship is the most imperative duty and, at the same time, the highest privilege that can come to any teacher.”

ACKNOWLEDGMENTS

Special thanks are due to Doctor J. Lynn Barnard of the Philadelphia School of Pedagogy, for valuable suggestions and helpful criticism in the making of this reader; also to Miss Isabel Jean Galbraith, a demonstration teacher of the Philadelphia School of Pedagogy, for assistance in preparing the questions on the lessons.

For kind permission to use copyrighted and other material
acknowledgments are due to the following: Cassell & Co. for “Better
Not, Bob!” from _Little Folks_; The Bobbs-Merrill Company for “The
Knights of the Silver Shield,” from _Why the Chimes Rang_, by
Raymond M. Alden, Copyright 1908; The American Humane Education
Society for “The Story of Barry,” selections by George T. Angell,
and other material; Wilmer Atkinson Company for the story of
“Nellie’s Dog;” Miss H. H. Jacobs for two selections; The Animal
Rescue League of Boston and The Ohio Humane Society for selections;
and to The Macmillan Company for “How the Mail is Delivered,”
from _How We Travel_, by James F. Chamberlain; to _The Red Cross
Magazine_ for several photographs; to the F. A. Owen Publishing
Company for the “Red Cross Emblem,” “Plain Buttons,” “The American
Flag,” and other material from _Normal Instructor and Primary
Plans_.

OBEDIENCE
CLEANLINESS
ORDERLINESS
COURTESY
HELPFULNESS
KINDNESS TO ANIMALS
PUNCTUALITY
TRUTHFULNESS
CARE OF PROPERTY
FAIR PLAY
THOROUGHNESS
HONESTY
RESPECT
COURAGE
SELF CONTROL
THRIFT
PERSEVERANCE
PATRIOTISM

FAMILY
FATHER
MOTHER
BROTHERS
SISTERS

COMMUNITY
DOCTOR
TEACHER
BAKER
MILKMAN
SHOEMAKER
TAILOR
COALMAN
GROCER

PUBLIC SERVANTS
FIREMAN
POLICEMAN
STREET CLEANER
POSTMAN

PUBLIC UTILITIES
ELECTRICITY
WATER
GAS
TELEPHONE
PARK
LIBRARY
PLAYGROUNDS
SCHOOL

COMMUNITY INDUSTRIES AND OCCUPATIONS
AGRICULTURE
INDUSTRY
COMMERCE
PROFESSIONS

ELEMENTS OF WELFARE
CIVIC BEAUTY
EDUCATION
RECREATION
HEALTH
PROTECTION OF LIFE AND PROPERTY
CHARITIES
CORRECTION
WEALTH
COMMUNICATION
TRANSPORTATION

A BIRD’S-EYE VIEW OF THE PLAN OF THE YOUNG AMERICAN READERS]

It may be said that a child’s life and experience move forward in ever widening circles, beginning with the closest intimate home relations, and broadening out into knowledge of community, of city, and finally of national life.

A glance at the above diagram will show the working plan of the Young American Readers. This plan follows the natural growth and development of the child’s mind, and aims by teaching the civic virtues and simplest community relations to lay the foundations of good citizenship. See Outline of Work.

CONTENTS