Elementary citizenship for Minnesota schools

Foreword

This little book is an outgrowth of numerous requests for the preparation of a body of civic material which would be instantly available for the use of both teachers and pupils in realizing the purpose of the course in citizenship adopted two years ago by the State Board of Education for the elementary schools of Minnesota.

In the preparation of the book the authors have kept in mind the outstanding aim of the course which is the develop¬ ment, on the part of all citizens, of co-operation in group life, beginning with the family and ultimately extending through state and nation. The materials of the book, therefore, have been organized around the needs of childhood. There is certain basic civic knowledge which all children should have if they are to take part intelligently in the affairs of the groups of their community. The chapters of the book deal with the important problems and institutions of modern life. These are treated in connection with the affairs and problems with which children are familiar and in a manner which it is hoped will prepare them for the successful performance of future as well as of present citizenship.

The book has been written for pupils and teachers in graded and rural schools. It is planned to be used as a text in the seventh and eighth grades and as a reference book by teachers of the first six grades.

To help the teacher adapt the materials and arrange the topics of the book to meet the needs of the children, and to emphasize the necessity of training in as well as teach¬ ing of the duties of citizenship, the authors have included a manual of instructions and suggestions.

Neither the list nor the treatment of topics is intended to be exhaustive. There is no static body of civic facts.

FOREWORD

Various circumstances may require additional materials to fit particular needs. If this book helps teachers in their work and gives children a better understanding of their citizenship, the authors will be satisfied.

The questions at the end of each chapter are not given to test the pupil’s knowledge of the content of the chapter. These questions set up certain problems whose solution demands a study of the conduct of the civic life of the local community and the reading of current events and reference material.

THE AUTHORS

Table Of Contents

Chapter Page

Foreword. 7

I. Courtesy and Right Conduct. 9

Chapter I

I lay on the grass and built castles in a bright pile of clouds, until I fell asleep.

—Washington Irving in Sketch Book.

Castles in Spain. Many years ago, a soldier at the head of a great army of knights crossed the Pyrenees mountains and won a victory. For his services the King of Spain rewarded him with the hand of his daughter and made him ruler over a county. Such a success excited other nobles to dream of estates won and castles built in Spain.

Boys and girls dream of the future and plan what they will do when they grow up or leave school. These dreams come true, too, if those who dream them will try to make them true. Artists have painted great pictures, chiseled fine statuary, and erected beautiful cathedrals. The finest art, however, is the art of living. To be useful is the first duty of the good citizen. When we build “castles in Spain,” we always picture a happy situation. In life, happiness comes to those who unselfishly make others happy.

A writer, in reflecting on the dreams of boyhood and the possibility of their realization, “if we do what they urge us to do,” expresses this thought in verse:

“Years, years are gone. My life has been writ;

But where are the dreams of the boy?

They entered my heart and have molded it—

Refined it and filled it with joy.

“Those dreams were the prophets of deeds That love and ambition would do,

Bright lures on the pathway that leads From the old to the glorious new.”

If dreams are to come true, we must learn courtesy to our friends and neighbors. We must, like the knights of old, serve others and we must practice the rules of conduct which people commonly observe. There are certain polite things which a gentleman does habitually. There are acts of courtesy and good manners that a lady never forgets. The only way a habit of conduct is acquired is by practice. First, the rule of conduct must be learned, then it must be practiced over and over again. A boy on the playground suggests a new game: he tells the other boys the rules of the game: then the boys play the game. They become proficient in the game by practice—always following the rules. If the young citizen would develop habits of courtesy, thought¬ fulness and helpfulness, he needs to know the demands of social customs and usages and then to train himself diligent¬ ly in these habits of good society. In our homes and with our friends are the best places to begin. The “Blue Bird” tells the story of the lad “Tyltyl” and his li t tie sister “ My tyl.” These children lived in the humble cottage of Daddy Tyl who was a woodcutter. It was Christmas Eve and the children wanted to be happy. Who does not want to be happy, especially on Christmas? The children had been told that the Blue Bird was happiness. So they went in their dreams that night on a long journey searching for the Blue Bird. The story tells how happiness was found—how the Blue Bird was caught—not in some far off country, but right at home, the simple, humble home of Daddy Tyl. Courtesy and right conduct should begin at home, your home, in your school, and in your own community.

Washington’s Rules of Civility. George Washington, who is known as the “father of his country,” was very much an American gentleman. Early in his life, Washington began to study and practice the requirements of good breed¬ ing and social customs. There is preserved in the Library of Congress a copy book which belonged to Washington when he was a boy. In this copy book, he wrote, at the age of thirteen years, one hundred ten rules of conduct. He called them “rules of civility and decent behavior in company and conversation.” This list would be too long to print in full, but here are a few of George Washington’s rules, taken from his copy book.

“Every action done in company ought to be with some sign of respect to those that are present.

“In the presence of others sing not to yourself with a humming noise, nor drum with your fingers or feet.

“Sleep not when others speak, sit not when others stand, speak not when you should hold your peace, walk not when others stop.

“When you sit down, keep your feet firm and even, without putting one on the other or crossing them.

“Keep your nails clean and short, also your hands and teeth clean, yet without showing any great concern for them.

“Reproach none for the infirmities of nature, nor delight to put them that have in mind thereof.

“Show not yourself glad at the misfortune of another though he were your enemy.

“Let your discourse with men of business be short and comprehensive.

“Use no reproachful language against any one, neither curse nor revile.

“Associate yourself with men of good quality if you esteem your own reputation; for it is better to be alone than in bad company.

“Wear not your clothes, foul, unript or dusty, but see they be brushed once every day.

“Eat not in the streets, nor in the house, out of season.

“Think before you speak, pronounce not imperfectly nor bring out your words too hastily but orderly and distinctly.

“Undertake not what you can not perform but be careful to keep your promise.

“Speak not evil of the absent; for it is unjust.

“Make no show of taking great delight in your victuals, feed not with greediness; cut not your bread with a knife, lean not on the table neither find fault with what you eat.

“If others talk at table, be attentive; but talk not with meat in your mouth.

“Labor to keep alive in your breast that little spark of celestial fire called conscience.”

Washington Irving, in his life of Washington, tells us that these “rules for behavior in company and conversation” had a great influence on Washington. Through the practice of this code he learned self-control, improved in manners and developed a strong character. Even early in life George Washington had a reputation among his schoolmates for honesty and fair dealing. He was often asked to umpire their disputes 'and games, and his decisions were never reversed.

Personal Appearance. A person is known by his ap¬ pearance, his behavior, and his conversation. It is, there¬ fore, important for a gentleman or a gentlewoman to look well. Appearance is indicative of character. There are four things that a person who is careful of his personal ap¬ pearance considers:

/. Cleanliness. Every pupil in the public schools should learn to keep his body and his clothes clean. Soap and water are cheap, but it takes effort and time to use them. The skin should be kept clean and healthy by frequent baths, and the face and hands clean. The hands should always be washed before a meal. Finger nails should be kept clean and trimmed. Good teeth are the result of constant care. The teeth should be cleaned each morning and before going to bed. A brushing of the teeth after a meal removes food particles and prevents decay.

2. Neatness. The habits of neatness and order in regard to personal appearance and belongings may be acquired by any boy or girl who makes up his or her mind to be neat and orderly. Neatness requires that the hair be combed, the clothes in order and properly brushed, and the shoes polished. It is not necessary nor desirable that expensive clothes be worn but the garments must be in order. Girls may learn how to mend and press their dresses, darn their stockings, and care for their clothes. Boys can brush their suits, black their shoes, and sew on buttons. Some boys, when mother is busy, can even patch and darn.

3. Simplicity in Dress. We live in a democracy. Good comradeship in school and society forbids any attempt to dress for show. Affectation carries with it a suggestion of insincerity. It is always in good taste to dress with sim¬ plicity. Simple lines and simple styles are more effective than elaborate designs.

4. Suitability in Dress . The farmer in the field, the me¬ chanic in the shop, the clerk in the bank, the teacher in the classroom, all dress for their work. A boy or girl should strive to dress in a manner appropriate to the occasion. One will, therefore, dress differently for school, for church, for a toboggan party or for a picnic in the woods. The girl who is helping her mother with the work on Saturday morn¬ ing will not wear her school dress; neither will the boy appear in the classroom dressed in the garb of the athletic field. The dress should always be in keeping with the occasion, the weather, and the season. With a little thought and observation one learns to dress in a suitable manner.

Conduct in the Home. Character is revealed by the way in which boys and girls respect and honor their fathers and mothers in the home. The home belongs to the children as well as to the parents. Courtesy and co-operation will do much to make the family life pleasant. Children should be considerate not only of father and mother but also of the guests who come into the home. Here are some specific acts of courtesy and helpfulness that children may do. What do you think of them? Do you practice them in your home?

1. Express some sentiment of greeting or farewell to members of your family, when you get up in the morning, when you go to bed at night, and when you leave the house for school or play or work. A cheery “Good Morning” will help to start the day right. “Good Night” and “Good-by” will show that you are thoughtful and considerate.

2. Do not hesitate to say “Please,” “Thank You,” and “Pardon Me.”

3. Always be polite to callers and guests in your home.

4. Do not interrupt nor contradict your elders.

5. Try to do some helpful things every day for members of your family. Cultivate always the spirit of the gentleman or the gentlewoman.

Conduct at Table. There is a sociability about eating that promotes good fellowship. In order that we may not be awkward or embarrassed at a party or at the home of a friend, we need to be careful of our manners at the table in our own homes. The following suggestions are given.

1. Be prompt to respond to the call for the meal.

2. Sit erect, being careful not to sit too near nor too far from the table. Under no circumstances lean on the table.

3. The napkin may be spread in the lap, when you first sit down.

4. Do not reach for the food, but wait for it to be passed or ask politely to have it passed.

5. Hold your knife lightly in the right hand. Use it for cutting but not to convey food to the mouth.

6. To hold meat or other food for cutting, use the fork held in the left hand. To carry food to the mouth hold the fork in the right hand between thumb and forefinger. In doing so have the points' of the tines turn up, not down. Use the fork when eating vegetables and salads.

7. The spoon is used for stirring tea or coffee and in eating cereals and certain desserts. Do not leave the spoon in the cup, but place it in the saucer, beside the cup, when the sugar is dissolved.

8. When your plate is passed for a second helping, place your knife and fork on the plate at one side.

9. Eat slowly. Do not take too large bites and make as little noise as possible in chewing.

10. At home the napkin should be folded and placed in a ring. At a hotel it should be left loose. At a private home, where you are a guest, partly fold the napkin.

Conduct at School. The school is maintained for the pupils. Children can do much to make the school a busy, happy place. You should be thoughtful of the wishes of the teacher and the comfort and welfare of your mates.

1. Do not forget to greet your teacher and your class¬

mates in the morning. Address the teacher by name as 'Miss-. Do not say “Teacher.”

2. Be quiet and orderly in the halls and corridors. Do not rush aimlessly about or make unnecessary noise.

3. Be neat in caring for your own property. Help to protect and conserve the property of the school. You can do much to make the school building and its grounds clean and attractive. To use public property carefully is a civic virtue.

4. Boys should remove their hats on entering a school building.

5. When you recite, stand erect, with your hands at your sides; speak distinctly and thoughtfully.

6. Be considerat e of strange pupils who enter your school, especially if they have not been long in our country.

7. Make the visitor to your school welcome by showing courtesy and respect.

8. Do not help another to cheat and do not accept any unfair advantage for yourself.

9. Strive to be a leader in industry, fair dealing, and courtesy. You can thus exert a splendid influence.

Common Courtesies. It is not possible to make rules to apply to every situation and it is not necessary to do so, for courtesy is just being kind and considerate. It is usually safe to be guided by a kind heart and a right purpose. There are certain persons who ought to receive special consideration.

1. Every boy and man should be courteous to girls and women. In acts of courtesy and respect “mothers” are en¬ titled to first consideration. The stamp of a gentleman is revealed by such simple acts as the lifting of a hat or the opening of a door.

2. We need to be especially considerate of our elders and those who are infirm.

3. Those who are weak and need protection have a special claim upon us. Little children need to be guarded against fright, accidents, and exposure to meanness and vice.

4. Those sick or in trouble need to be remembered. Respect for the Flag. Thirteen stripes of red and white,

forty-eight stars in a field of blue, that is the flag of the United States. Every child knows the national flag of our country. It is the symbol of liberty and democracy.

Figure 1. Boy scouts lowering the flag at sunset. Scout blowing “To the Color.”

When we show respect for the flag we honor our country. Every worthy act of a citizen helps to bring honor to his community and country. There are, however, certain ways of showing respect for the flag which should be remembered.

The school laws of the state require that there shall be displayed in every public school, when in session, an appro¬ priate United States flag. It is also the duty of the school board to provide a flagpole outside the school building for the display of the flag on legal holidays and on other occasions.

These rules refer to the flag.

1. The flag should be displayed from a pole, if possible. It should not be hoisted on a flagpole before sunrise and it should be lowered before sunset.

2. When the flag is hung vertically, the blue field should be at the right. When hung horizontally, the field should be at the left.

3. When the flag is carried in parade with other flags, the American flag should have the place of honor. The American flag should either precede other flags or be carried on a longer pole.

4. When the flag is unfurled, hoisted, or passes by, one should stand and salute the flag or uncover the head.

Many schools use this pledge in saluting: “I pledge allegiance to my flag and the country for which it stands—- one nation indivisible, with liberty and justice for all.”

Rewards of Courtesy. Good manners lay the founda¬ tion for business success. More and more courtesy is recog¬ nized as an essential element in business success. Good manners are the badge of a gentleman or a lady. Good homes and polite society open to the youth who practices the principles of kindness and honor. Gracious and helpful acts prompted by high ideals develop a nobid character. George Washington, soldier and statesman, is enshrined in the hearts of the American people, because he was a gentleman.

Teachers and pupils will find these books helpful for reference. Badt, Ernestine Louise. Every-day Good Manners for Boys and Girls.

Laird and Lee, 1922. Written in an interesting and simple way. McNaught, Margaret S. Training in Courtesy. Suggestions for

teaching good manners in elementary schools. Bulletin, 1917 No.

54, Bureau of Education, Washington Government Printing Office.

Ten cents per copy.

McVenn, Gertrude E. Good Manners and Right Conduct, book one.

D. C. Heath & Co., 1918. This book is intended as a reader.

Deals with such topics as cleanliness, obedience, helpfulness, kind¬ ness, self-control and manners.

Manners and Conduct in School and Out, by deans of girls in Chicago High Schools. Allyn & Bacon, 1921. Concise and definite. Written for both boys and girls. Refers particularly to city life. Starrett, Mrs. Helen E. The Charm of Fine Manners. J. B. Lippincott Co., 1907. Written in the form of letters to a daughter. Well written. Ideals fine.

1. Good manners are the badge of a lady or a gentleman. Can you prove that statement?

2. Make a list of qualities or personal virtues that will describe a gentleman; a gentlewoman. In the light of these lists, who is the most courteous man you know? the most courteous woman? Do you suppose others ever measure you by some such standard?

3. Make a list of the things the different members of your family do for one another. What personal virtues do you develop through helping other members of your family? If you were in charge of a home, how would you plan to develop good manners and right conduct among the members of the family. Suggestion: Consider all members of the family and the situations in which courtesies should be extended in the home.

4. Of what value to the individual are such rules of conduct as Washington made for his own guidance? Should each individual of to-day draw up such rules for his guidance? Defend your answer.

5. Plan a little drama centering around a family dinner scene in which table manners a*e exemplified. What would you like to talk about at this meal? If you regard conversation as a factor in good table manners, make a list of the topics you think should be discussed at the various meals. Suggestions: Perhaps you can study this topic as a class exercise. The table may be set with dishes or the class may gather around an imaginary table.

6. Tell what you would do or plan a scene which will illustrate courtesy and good manners in each of the following situations:

(a) A visitor or new scholar comes to your school. What knowledge of surroundings or regulations would interest the visitor? the scholar?

(b) A stranger asks for information. What courtesy will be extended?

(c) Courtesies to be extended to a host or hostess.

(d) A banquet scene with toastmaster and speakers. Chairs may be arranged around an imaginary table. Toasts and responses should be planned.

(e) A picnic scene illustrating behavior and thoughtfulnesss in planning work; caring for grounds and fire; planning recreations.

(f) Behavior in the sick room.

(g) Respect for aged persons under various conditions through helpful deeds.

7. Has your community any right to expect you to be: neat? courteous? obedient?

8. Show how cleanliness is a matter of good conduct.

9. Can you illustrate this saying, “Every right of a citizen carries with it an obligation or duty?”

10. What are some of the laws that make for good manners or for right conduct on the part of people? Why are they necessary?

11. What is the importance of forming right habits when young? How is a habit formed? What habits are you now forming?

12. “Good manners and right conduct come from good habits, their worth is above fine gold.” Make a list of the courtesies and good manners which you believe should become rules of right conduct for the behavior of yourself in each of the following situations:

In the home Toward women

On the street Toward parents

At entertainments Toward elderly persons

On the playgrounds In personal appearance

Chapter II

Look to your health; and if you have it, praise God, and value it next to a good conscience; for health is the second blessing that we mortals are capable of; a blessing that money can not buy.

—Isaac Walton.

Knights of Yesterday and To-day. The knights of King Arthur’s Round Table were chosen after a long course of training. The prospective knight began as a page, was advanced to a squire and, finally, if he proved faithful to his trusts, he was dubbed a knight. The knight was selected not only for his fine qualities of heart and mind but for his physical fitness. He knew the sports and games of that day and was skilled in the art of fighting. To keep his body strong and vigorous, the knight found it necessary to exercise and to regulate his habits of living. To-day the youth who aspires to a life of usefulness and happiness must guard him¬ self against disease and train himself to the practice of health habits. This chapter, then, deals with conditions of living and personal habits that promote health.

When America entered the World War, Congress, which is the law-making body of the United States, passed the Selective Service Bill. This bill was signed by President Woodrow Wilson and became the law of the land. Under this Act, the men of the country were required to register and, as rapidly as called, to train for military duty. Every man who was called was carefully examined to determine his physical fitness for the life of a soldier. For the United States over three millions of men were examined. Of this number 70 per cent were accepted as fitted for military duty while 30 per cent were disqualified partly or totally. For the state of Minnesota eighty-two thousand were examined. Of this number 76 per cent were accepted and 24 per cent disqualified. These facts mean that, for the United States, one man in three was rejected, and that, for the state, one man in four was rejected. In the nation’s crisis when men were being selected for a great service, it was a matter of grave concern to find so large a number disqualified on account of disease and physical defects. Medical science can do much to improve health conditions, but every citizen must do his part in applying its teachings to himself.

Examinations of school children by physicians and nurses show that even the young are handicapped by many defects and disorders. School children suffer from deformities, tuberculosis, defective teeth, adenoids and diseased tonsils, defects of hearing, defects of vision, nervous disorders, and various infectious diseases. While much can be done to cure disease and correct defects, it is much more logical and economical to learn how to control and eliminate disease through methods of prevention. Like knights of old, young citizens of to-day must practice the laws of hygiene to keep physically fit and to safeguard the interests of society.

Personal Hygiene. The human body may be likened to an engine. The machine needs constant care and atten¬ tion if it is to run quietly and perform its work effectively. In disuse the engine rusts; in constant use its parts become brittle and break. Only by alternating the periods of work and rest can the best results be obtained. The engine must be supplied with fuel and lubricating oil. The waste products of combustion need to be removed. The intelligent and careful engineer takes pride in his machine and guards it from needless injury. The accidental use of the wrong fuel or the introduction of sand into the cylinders may work havoc with a fine mechanism.

The healthy body performs its work easily and with enjoyment. If the body is not properly exercised, it rusts: if driven beyond the limits of endurance, it breaks. Periods of work or play must give place to rest and sleep. Air and food are the fuels. Elimination of waste and poison is essential. Always the body must be protected against disease-producing germs and harmful drugs or foods.

1. Regular habits in all these matters should be so firmly fixed in youth that they become second nature and will persist through life. Exercise may be had in either

Figure 2. Toothbrush drill, teaching children how to care for their teeth and pre¬ vent infection. Courtesy St. Paul Dispatch.

work or play. The essential thing is muscular activity and the more muscles involved the better the exercise. It should be violent enough to quicken the breath and the circulation, but should never be carried to the point of extreme fatigue or exhaustion. Rest must always follow activity like the swinging of a pendulum. Sound sleep is perfect rest and the man or woman, boy or girl who gets eight or ten hours of it every day is in small danger of u over¬ work,no matter what may be done the rest of the time.

2. Air is the first essential of life. If air is excluded from the body, death takes place in a few minutes, due to suffocation. Good air should have three characteristics: motion, coolness, and moistness. Air in houses, offices, and schoolrooms is frequently stagnant, overheated, and very dry. Persons working under these conditions are likely to become drowsy and ill. The best air is outdoor air.

Open-air schools are conducted for tubercular children even through severe weather.

3. Food is another essential to health. The ration should be balanced between the different kinds of food: fat, protein, and carbohydrates. It must also contain vitamines, which

Figure 3. Illustration of an open-air school for tubercular children.

are found especially in certain raw foods. Some hard and bulky foods are necessary. Hard foods require chewing and preserve the teeth. Bulky foods aid digestion and elimina¬ tion. Milk is the perfect food. Most persons eat too much meat, a food high in protein. Water flushes the body and should, therefore, be drunk liberally. Tea and coffee con¬ tain a narcotic which is injurious to the health, especially of growing children.

4. Waste elimination should be cared for regularly. Examination of teeth and tonsils should be made frequently to guard against infection from poison that will thus be thrown into the system.

5. Constant vigilance is the price that must be paid for health. It requires persistence and high ideals. Constant cleanliness and care of body and mind must always be main¬ tained.

Farmstead Sanitation. By farmstead sanitation is meant common sense application of the principles of cleanliness to the method of living on the farm. Observance of hygienic principles by a family living on a farm is vital not only to that family but also to the neighboring farmers and their