Présentation de l'éditeur :
Civil Government in secondary schools. It should follow, or accompany, a high school course in American History. It is an attempt to answer the demand for that which is needful and important in the new civics sometimes called community civics, and at the same time to hold fast to that which is good in the old. In introducing an educational reform there is always danger of ovr-emphasis; there is danger that we may not have a good thing without having too much of it. The authors of this volume, while emphasizing commtmity civics and the moral purposes in teaching government have sought to avoid a one-sided course. They believe that the schools should study the community and such new civics as the changing times call for, and especially that they should give attention to current history and presentday problems of democracy; but it is equally important not to neglect certain aspects of the old established order. It may be well to set pupils to the laboratory method of studying the actual life of our city communities, how milk and water are supplied, how food is distributed, how public health is preserved, how the streets are kept clean (or dirty), how the taxes are raised and used, and how the schools are sustained. But to limit a high school course in civics to such a field of study is to commit a great wrong to young people who are I under training for citizenship. fe. The field of civics is the world. A ny course that cont centrates the pupils attention to their own village, city, orS tate, to the exclusion of the rest of the world, is narrow andf
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