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.

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.