NEW ERA CIVICS FOR THE STUDENTS OF TODAY AND THE CITIZENS OF LIC DUTY AND SERVICE By JOHN B. HOWE, LITT. D. IROQUOIS PUBLISHING COMPANY, Inc. To My Wife, Marietta Gartlan Howe, ну THE AUTHOR. COPYRIGHT, 1922, BY IROQUOIS PUBLISHING COMPANY, INC. All Rights Reserved. a INTRODUCTION In preparing this work, the fruit of many years' study and observation of public affairs, the author has kept foremost in his mind the practical objects of Civics teaching in our schools. The study of Civics is finding more and more favor with experienced educators, not alone because it is a source of useful knowledge to the pupil, but because it is, when wisely directed, the best kind of training for our future citizens. In a work of this character it is not enough to describe government and its operations in the national, State and local fields. It is even more desirable to impress students with the proper sense of their coming responsibilities as citizens; to kindle in their minds the right kind of interest in public affairs; and to point out for them the way to helpful public service and to an intelligent exercise of the voting power when the time comes for them to use it. In dealing with American government in its various branches, the author of this book has proceeded on the theory that the best way to aid students of Civics and to make their memories retentive, is by explaining the why and wherefore of the important features of government and of the changes it has undergone. If a youth visiting a factory sees a novel and ingenious device attached to the machinery, and learns nothing more about it, he may be deeply interested for the moment in its operation, but his appreciation is only vague and fleeting. If, however, the machinist in charge takes pains to 562560 explain why the contrivance was devised, and how it improves and quickens the productiveness of the whole machine, the youthful observer carries away a lively and enduring impression of the value of the clever invention. This suggests that the rule of painstaking explanation should be applied by the authors of works on Civics to the best of their ability. Why has it been deemed necessary to amend the Constitution of the United States several times since the year 1912? Why was the Federal Reserve system of national banking established in 1913, to take the place of the old system, introduced during the Civil War? Why was the reform known as direct primaries adopted by the States, at a comparatively recent time? Why was government by commissions, or administration by City Managers, substituted by many American cities for the older municipal government by Mayors and Boards of Aldermen? These are but a few of many questions which should be answered for the benefit of Civics students. The mind of the student who learns the why and wherefore of these things receives a stamp that is not soon effaced. Some writers on Civics have shown a strange disinclination to mention the word "politics." The present author does not share that feeling. In support of his position he can quote the dictionary, which defines "politics" as "that branch of Civics that treats of the principles of civil government and the conduct of State affairs." Another fact worthy of note is that ours is a government by political parties. The school students of today will be the citizens and voters of tomorrow, and they will form political attachments after the fashion of their elders. Perhaps eighty per cent of the American people who have passed their majority belong to one or another of the political parties. For this reason, and because ours is a party government, the author has not hesitated to present in his book such information as may lead to a better understanding of party history and party policies. The interest and influence of every good citizen in politics and public affairs count in many ways; but nowhere do they count more effectively than at the ballot box. Therefore one of the legitimate objects of Civics study is to awaken the interest of American youth in their future political duties. It was never more deserving of consideration than it is at the present time, when the school girl looks forward to the same civic obligations as the school boy. The best place to begin the study of Civics is the classroom. The best way to use the knowledge there acquired is in helpful service to the community and, when the voting age is reached, by the exercise of good judgment in the election booth. It is at the ballot box that the character of government is determined. Hence the course of Civics study should be shaped so that it will provide the key to useful community service and to wise participation in public affairs. JOHN B. HOWE, |