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UniTersity ol the Statf jI Hev York Bnlletin 
 
 c AognSt 3, igi'sTait the 'Post- 0£ 
 ««t of August a4i 191' 
 
 PubUshed lF©«iigb#' 
 
 Entecad ai leeond-dan matter August 3, igi'sTat the 'Post- Office at Albany, IT. Y., under the 
 
 ««t of August a4i 191' 
 
 No. 622 ALBANY, N.Y. September i, 1916 
 
 Division of Agricultural and Industrial Education 
 
 Citizenship Syllabus 
 
 A COURSE OP STUDY AND SYLLABUS 
 
 IN CIVIC TRAINING AND NATURALIZATION 
 
 FORADULT:JMMIGRANTS IN 
 
 EVENING SCHOOLS 
 
 REPRINTED FROM THE TWELFTH ANNUAL REPORT OF THE 
 STATE DEPARTMENT OF EDUCATION 
 
 ALBANY 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 1916 
 D44r.MrlS-10,000 j^ 
 
THE UNIVERSrrY OF THE STATE OF NEW TOSK 
 
 Recants of the XJt&maitj 
 With years when teinu expire 
 
 1926 Pliny T. Sbxton LL.B. LL.D. Chancellor - Palmyra 
 
 1927 Albert Vandbr Veer M.D. M.A, Ph.D. LL.D. 
 
 Vice Chancellor --------- Albany 
 
 1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 
 
 1918 William Not^^^^ M.A. Ph.D. LL.D. - - Syracuse 
 192 1 Francis M. Carpenter ------- Mount Kisco 
 
 1923 Abram I. Elkus LL.B. D.C.L. ----- New York 
 
 1924 Adelbert Moot LL.D. ------- BuflEalo 
 
 1925 Charles B. Alexander M.A. LL.B. LL.D. 
 
 Litt.D. -___-_-__-_ Tuxedo 
 
 1919 John Moore ---------- Elmira 
 
 1928 Walter Guest Kelloqg B.A. ----- Ogdensburg 
 1917 William Berri --------- Brooklyn 
 
 1920 James Byrne B.A. LL.B. j- ----- New York 
 
 Preiident of the HniTenity ^B Commisiioner of Education 
 
 John H. Finley M.A. LL.D. L.H.D. 
 
 Depnty Commissioner and Assistant Commissioner for Elementary Education 
 
 Thomas E. Finegan M.A. Pd.D. LL.D. 
 
 Assistant Commissioner for Secondary Education 
 
 Charles F. Whbelock B.S. LL.D. 
 
 Assistant Commissioner fbr Higher Education 
 
 Augustus S. Downing M.A- L.H.D. LL.D. 
 
 Director of Stats Library 
 
 James I. Wyer, Jr, M.L.S. 
 
 Director of Science and State Museum 
 
 John M. Clarke Ph.D. D.Sc. LL.D. 
 
 Chiefs and Directors of Divisions 
 
 Administration, George M. Wiley M.A. 
 
 Agricultural and Industrial Education, Arthur D. Dean 
 
 D.Sc, Director 
 Archives and History, James A. Holden B.A., Director 
 Attendance, James D. Sullivan 
 Educational Extension, William R. Watson B.S. 
 Examinations and Inspections, Harlan H. Horner M.A., 
 
 Director 
 Law, Frank B. Gilbert B.A. 
 Library School, Frank K. Walter M.A. M.L.S. 
 School Buildings and Grounds, Frank H. Wood M.A. 
 School Libraries, Sherman Williams Pd.D. 
 Statistics, Hiram C. Case 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 
Cornell University Library 
 JK1758 .N56 
 
 olln 
 
 3 1924 030 478 667 
 
INTRODUCTORY NOTE 
 
 This publication is issued by the Department in the effort not 
 only to reduce illiteracy in this State, but also to promote fuller 
 preparation for citizenship on the part of those who have not had 
 even elementary training in the schools of this country. Through 
 the general provisions for our children and the efficient enforcement 
 of school attendance, child illiteracy in this State was reduced in 
 the period from 1900 to 1910 by 45 per cent, but so great were the 
 numbers of adult illiterates entering the State during this period 
 that the general percentage of illiteracy was not reduced. It is 
 hoped that in this decade, 1910 to 1920, we shall in this State be 
 able to show a marked improvement. 
 
 The Federal Government sets forth in its naturalization laws two 
 educational requirements for citizenship: first, a knowledge of the 
 English language, and, second, a familiarity with the fundamental 
 principles of the American government. These are the two founda- 
 tional purposes in the construction of this syllabus, but a familiarity 
 with the " fundamental principles " is interpreted to mean more than 
 an acquaintance with governmental machinery. It is given a broader 
 definition and includes instruction in regard to those obligations 
 which the individual coming as an adult to this country should be 
 helped to meet as a member of the family, of the community, of the 
 State and of the nation. This outline is to give direction in evening 
 study to those who have reached this land too late to learn in 
 the day schools its language, its history and its customs. 
 
 This course of study and syllabus in " civics and naturalization " 
 for adult immigrants is divided into three parts : 
 
 Part I is primarily for students who are enrolled in the beginners' 
 classes in English in evening schools and have only a small knowl- 
 edge of the English language. It is, therefore, named the " elemen- 
 tary course." 
 
 Part 2 has been prepared for students who are also enrolled in the 
 English classes in the evening schools, but have a speaking and read- 
 ing knov/ledge of our language. This " advanced course " is a con- 
 tinuation of the first part but can be used at once if the ability of the 
 class warrants it. 
 
 Part 3 is especially for naturalization applicants who have been 
 organized into special citizenship classes and who are waiting three 
 months for their naturalization hearing. 
 
6 
 
 In the " Suggestions to teachers " a more detailed explanation of 
 the meaning of civic training for adult immigrants will be found, 
 with instructions on how to teach it. It will be noticed that the 
 method of instruction for each part in the syllabus is set forth in 
 the statement accompanying each course. 
 
 The research department of the National Americanization Com- 
 mittee developed the material embodied in this syllabus, and The 
 University of the State of New York gratefully acknowledges its 
 indebtedness to this committee. In turn the committee desires to 
 give due acknowledgment for some of the subject material taken 
 from the " Civic Courses of the New York Public Schools " and to 
 recognize the many valuable suggestions received from Mr Arthur 
 Dunn, special agent in civic education of the United States Bureau 
 of Education. 
 
SUGGESTIONS TO TEACHERS ON CIVIC AND 
 NATURALIZATION TRAINING 
 
 1 What Civic Training Is 
 
 Certain fundamental principles must be clearly kept in mind if 
 an instructor would be successful in giving civic training to immi- 
 grants, and in preparing naturalization applicants for efficient 
 citizenship. It is not only a matter of subject material and method, 
 but also of attitude. 
 
 Purpose. It is important to emphasize that civic training does 
 not include so much a knowledge ot the machinery of government 
 as a knowledge of its social and reciprocal relationships to its 
 citizens. The greatest gift a teacher can give to an immigrant is 
 an enlarged and enduring standard of his relation to his work, his 
 family, his community and his new citizenship. 
 
 Practical citizenship. Civic training includes the explanation of 
 governmental agencies and how they serve its citizens. For 
 example, an explanation of the post office — how to mail letters, 
 how to send money, how to make deposits in the postal savings 
 banks — is a topic for practical citizenship. A number of such 
 topics are given in this syllabus. 
 
 Mutual understanding. A teacher should continually ask him- 
 self these questions: How have my students lived in Europe? 
 What kind of work are they doing? What is their family life? 
 What part are they to have in American life ? An attitude of 
 mutual understanding on the part of the teacher is of great value 
 in giving civic training in order to understand the needs of his stu- 
 dents as he presents hints on health, conduct, dress and citizenship. 
 
 Interest. Each lesson should be based upon a common everyday 
 experience of the immigrant in which he is deeply interested. 
 Secure a point of contact and make your instruction personal. 
 With personal interest goes enthusiasm. Teaching from known to 
 unknown, is a sound pedagogical principle. 
 
 Community life. Every one of your students lives in a com- 
 munity and is part of it. They should know what community life 
 means — where the public schools, the public libraries, and state 
 courts in their community are and what they are for. Civic instruc- 
 tion to be vital must be localized, but state and national government 
 can be taught as they touch the life of every community. 
 
 [7] 
 
8 
 
 Remember that your students live In a community, have their 
 homes there, and a social membership. They are workmen and 
 engaged in increasing the wealth of the community. Emphasize 
 their social membership, and what they are doing and can do for 
 their community. There is an identity of interest of the immigrant 
 with that of our government and our welfare. Develop a com- 
 munity point of view with a community spirit. This will mean 
 self-respect and development of character. Explain that one of the 
 qualifications for naturalization and good citizenship is that the 
 applicant must be a man of good moral character. 
 
 Action. Do not only talk about community life but get your 
 students to think along lines of civic betterment. Suggest to them 
 that they report unsanitary conditions to the health department. 
 Show them the need of keeping their children in school. One 
 principal of an evening school formed a council of immigrants. 
 There was one representative selected from each classroom. This 
 council assisted in advertising the work of the public evening schools 
 through the various foreign newspapers and societies. The enrol- 
 ment increased as a result. 
 
 Tell your students of the various forms of welfare work in 
 which they can take an active part. Have them observe their com- 
 munity life, analyze it, and cooperate for its improvement by know- 
 ing the " rules of the game " of good citizenship. 
 
 Personality of the teacher. The effectiveness of instruction in 
 civic training and naturalization for our new citizens depends 
 largely upon the enthusiasm of the teacher. With this enthusiasm 
 must go sympathy, resourcefulness, high ideals of American citizen- 
 ship and a desire for human service. 
 
 These are the fundamental principles for successful civic and 
 community training for immigrants. The benefit is reciprocal to the 
 immigrant and the community in that it trains for practical citizen- 
 ship. A mutual understanding with an aroused interest for com- 
 munity life will bring definite action for the " new citizenship," 
 the citizenship of service. 
 
 2 How to Present Civic Training 
 
 The means of presenting the subjects of civics and naturalization 
 to adult immigrants are many and varied. With practical variety, 
 a new and lasting interest is aroused by the teacher through many 
 concrete methods of presentation. These methods are strictly 
 modern and include not only the education of the head but the 
 education of the heart as well, for good citizenship. 
 
Recitation method. Each lesson, while being definitely corre- 
 lated to the other lessons, should be complete in itself and have a 
 keynote which is emphasized. One lesson, for instance, may especi- 
 ally emphasize the student's dependency upon the community; 
 another, the student's responsibility to the community and the like. 
 The subject material found in the syllabus should be supplemented 
 by informal class discussions and the continual use of questions 
 and answers on local civic subjects. Plan to have special objective 
 material which bears on the lesson at each class session. Such 
 material consists, for example, of copies of legislative bills, pictures, 
 samples of ballots and charts. 
 
 A discussion of current events and civic developments as an 
 opening feature of the class session will be found a practicable 
 method of winning the attention of the class for the work to follow. 
 
 Blackboard outlines. Since all knowledge is secured through 
 the senses, the visual method must not be neglected in reaching the 
 mind of the student. Frequent use therefore should be made of 
 blackboard outlines, worked out as the lesson is developed. Black- 
 board diagrams and other illustrative drawings should also be made, 
 such as, for instance, a diagram comparing our government with 
 the organization of a large department store. 
 
 Map study. Again, in map study, the senses are reached through 
 the sight. Accurate and up-to-date maps of the city, state and 
 nation should be at the command of the class and given continual 
 use. Let the students ask for important locations, point them out 
 on the map, and in other ways take an active personal part in the 
 map exercise. Put every display of interest into action by map- 
 drawing, comparison of distances, and securing information about 
 geographical feature. 
 
 Community visits. No method of presenting practical civics is 
 more interesting or concrete than that of visits to various institu- 
 tions of civic value in the community. The men should have the 
 purpose of the trip about to be made carefully explained to them, 
 and the significance of the institution to be visited impressed on 
 their minds before the trip is begun. The teacher should be assisted 
 in conducting the trip, if possible, by friendly assistants and guides, 
 who will encourage questions and intelligently answer them. If 
 possible, the cooperation of the officials of the institution should be 
 enlisted, as, for example, when a visit is made to the post office, the 
 postmaster or a deputy should be there to explain to the class in 
 detail the working of this government institution. Such " com- 
 munity visits " may well include beside the post office, the city 
 
10 
 
 council, the police court, the public library, museums and a news- 
 paper plant. 
 
 Moreover, personal visitation and first-hand study of civic con- 
 ditions in one's own community make an impression and create an 
 interest which can not be accomplished by the most vivid description. 
 
 Patriotic occasions. The origin and true significance of national 
 holidays and anniversaries should be vivified in the minds of the 
 men and every possible means used to instil in them a lasting 
 patriotism and love for our country. Tell them the story of the 
 occasion with the most interesting tacts and in the most fascinating 
 style you can devise ; then have them write the story for you adding 
 any other information they may secure. Give them poetry and 
 music suited to the occasion, and use the flag in decoration and 
 salutes, striving to create in them a heartfelt veneration for the 
 Stars and Stripes. Give a prize or a medal for the best biography of 
 one of our great men, or for the best essay on a patriotic subject. 
 Make the patriotic occasion a real celebration in which the class 
 will find real enjoyment and value. 
 
 Dramatization. We learn to do by doing. This thought is 
 brought to its logical conclusion by the suggestion that various 
 dramatizations be used in the classroom from time to time. Let the 
 class reproduce the city council and decide important civic ques- 
 tions; again, have sentence passed on a question of misconduct in 
 a mock trial by forming your class into a court. A mock naturaliza- 
 tion hearing at the end of the coarse will be of especial value to 
 the class. Such features give these " coming Americans " a real 
 opportunity to express their larger life of citizenship through their 
 individuality and to receive lessons in terms and characteristics 
 of reality. 
 
 Speakers and lectures. To have men of prominence and of 
 public office address the class makes a lasting impression and often 
 leaves an incentive to self -development that can scarcely be secured 
 by others means. If the speaker is a man of character and power, 
 the helpful influence of his personality upon the class may be ines- 
 timable, and his message one of enlightenment and uplift. It is often 
 helpful, also, to have a talk or series of talks on health, hygiene and 
 pure living given to the class. Stereopticon lectures are of especial 
 pleasure to foreign groups and may vivify scenes and historical 
 situations which may not be personally visited. 
 
 A reciprocal value may well be noted here in that the speaker 
 before a citizenship class is almost invariably impressed by the 
 calibre and earnestness of the men who are about to become 
 
11 
 
 " fellow-citizens." The speaker may thus become definitely inter- 
 ested in the. Americanization of immigrants. 
 
 Self-government club. When it is possible to organize the class 
 into a self-government club, it will be found that the principles of 
 democracy can be readily given practical expression in such a way 
 as to be indelibly impressed upon the men's minds. The organiza- 
 tion, while strictly correct, should be informal to the extent of 
 encouraging free self-expression. Original thought, organization, 
 diplomacy, correct parliamentary usage, self-control and self-con- 
 fidence may all be taught through such a club. An "American club " 
 for coming citizens, if rightly directed, can be made a real force in 
 the community for better citizenship. Through the activities of the 
 club, the sanitation, health and welfare of the community can be 
 studied and improved. Make the club the means for the students to 
 express their interest and energy for good citizenship in their 
 community. Abatmg nuisances and reporting law violations may be 
 easily included within the scope of the organization. 
 
 It is earnestly urged that no instructor will regard this course of 
 study and method of civic training as a narrow-gauge road to be 
 followed minutely. Each teacher must study his class, know his 
 men and their needs individually and then adopt that part of this 
 flexible civic training which will meet their particular needs. 
 
 A bibliography is given in connection with each part with the 
 hope that a deeper study of civic training will be made by those 
 using this syllabus and also to furnish the subject material for the 
 actual teachings of the syllabus. 
 
 The ideals of democracy and good will are invading our time. 
 We should not only make them part of ourselves but pass them on to 
 our foreign-born neighbors. Every teacher of an evening school 
 for immigrants can impart, if he only tries, the spirit of true citi- 
 zenship and democracy. 
 
 3 Naturalization Suggestions 
 
 Civic training for immigrants fails if it does not show the great 
 need for being naturalized, and the method of becoming a citizen. 
 Every man living in America, working in America, and having a 
 family in America should have instilled in him the ideals of America 
 and the desire to be a part of America. You, as a teacher of adult 
 immigrants, can help in Americanization not only by teaching 
 American ideals but by giving definite assistance to every man in 
 your class in becoming naturalized. In the past we have left too 
 much of this great service of democracy to political bosses and to 
 
12 
 
 private citizenship clubs, many of which are corrupt and conducted 
 for profit. 
 
 The United States Bureau of Naturalization, Washington, D. C, 
 will send upon request a copy of the naturalization laws which 
 every teacher of civic training for immigrants should possess and 
 which contains all necessary information. 
 
 Naturalization status. The first step in rendering this service 
 for American citizenship is for you to ascertain the naturaliza- 
 tion status of your students. This can be best done at the regular 
 registration time. The important facts to secure are (i) length 
 of residence in the United States, and (2) citizenship papers (first 
 or second). 
 
 Application blanks. The next step after your class is well 
 organized, and several lessons have been given, is to find out how 
 many men desire to make application for their naturalization papers 
 and then secure the number of application blanks desired. Natural- 
 ization procedure is detailed and often perplexing. The necessary 
 routine is discouraging to the prospective citizen, but the friendly 
 advice and assistance of a public-spirited teacher can greatly over- 
 come these difficulties. Explain to your men the purpose of the 
 various requirements and steps to citizenship. Help them to fill out 
 their application blanks. These blanks can be secured from the 
 courts of naturalization of your community. The best way is for 
 each board of education, through its supervisor of evening schools, 
 to obtain a large quantity of blanks from the local naturalization 
 authorities and then distribute them to the various classes according 
 to the requests of the teachers. 
 
 Night sessions of the clerk's office of naturalization. In several 
 cities an effective cooperative plan has been developed between the 
 clerk's office of naturalization and the public evening schools for 
 immigrants. A systematic arrangement is made through which, 
 when a number of night school students are ready to make their 
 application for first or second papers, their instructor brings them in 
 a group to the clerk's office of naturalization in the evening. Thus 
 they are given personal attention by their teacher and are not 
 required to lose a day's work or pay. 
 
 Citizenship receptions. Citizenship should mean something 
 definite and personal to every nev/ citizen. A great national step 
 has been made in this direction by many cities throughout the 
 country in holding "Americanization day celebrations " on the 
 Fourth of July. These celebrations have taken the form of a 
 community welcome to the newly naturalized citizens of the past 
 
13 
 
 year. Both the cities of Cleveland and Los Angeles not only do 
 this, but, at certain definite periods, generally monthly, they give a 
 " citizenship reception " to the new citizen of the current period, 
 under the auspices of the local court of naturalization with the 
 cooperation of the board of education and the civic and patriotic 
 organizations of the community. After an appropriate patriotic 
 program, with the judge of the court presiding, each successful 
 naturalization applicant is very proud when his name is called and 
 be receives his certificate of citizenship as a diploma. The public is 
 invited to witness the occasion and the new citizens are requested to 
 bring their friends and families. Every person interested in civic 
 training, and especially evening school teachers, can assist in the 
 establishment of such occasions by calling the attention of the board 
 of education to their possibilities." 
 
 The future relationship of the men in your class to the community 
 is largely in your hands as a teacher, so far as citizenship is con- 
 cerned. . This citizenship may be made a truly American one. The 
 opportunities for lasting guidance in the right direction are so 
 great and many that they should spell " responsibility " to every 
 conscientious teacher. 
 
 General Bibliography on Civic Training 
 
 Baldwin. Relation of Education to Citizenship. Yale Press 
 
 Beard. American Citizenship. Macmillan $i 
 
 Bourne. Teaching of History and Civics. Longmans 
 
 Dewey. Moral Principles in Education. Houghton 35c. 
 
 Gill. A New Citizenship. American Patriotic League. Philadelphia 
 
 Hill. The Teaching of Civics. Houghton 
 
 Hughes. The Teaching of Citizenship. Wilde $1.25 
 
 Jenks. Citizenship and The Schools. Macmillan $1.25 
 
 King. Social Aspects of Education. Macmillan $1.60 
 
 New York Board of Education. The School and the Immigrant. Publica- 
 tion No. II of Division of Research and Reference 
 
 Sheldon. Citizenship and the Duties of a Citizen. Welch $1.50 
 
 United States Bureau of Education. Civic Education in Elementary 
 Schools as Illustrated in Indianapolis. Bulletin 642. Circular Letters 
 on Civic Education, by Arthur Dunn. Circular Letters on Civic Educa- 
 tion for Immigrants 
 
 United States Bureau of Naturalization. Naturalization Laws 
 
 Can be secured free on request to Bureaus at Washington, D. C. 
 
Part I 
 
 ELEMENTARY CIVIC COURSE FOR IMMIGRANTS 
 
 Students in adult evening classes for immigrants are of various 
 degrees of education. Some have been well educated in their own 
 countries; some may have a little education; others have had no 
 education whatever. All, however, need to become acquainted with 
 the English language and at the same time be given instruction in 
 American citizensliip. The teaching of English should go hand in 
 hand with civic training because civic subjects easily lend them- 
 selves as text material for such instruction, and because every 
 opportunity must be taken to teach American ideals to our foreign- 
 born. To make the " many peoples of America one nation," a 
 knowledge of both English and civics is essential. 
 
 One of the educational problems of America is to get the adult 
 immigrant into night schools. There are two reasons why this has 
 been so : first, public evening schools have been very seldom system- 
 atically advertised, and, second, the instruction has not been adapted 
 to the needs of the immigrant. Instruction in citizenship, in con- 
 nection with English classes, has a publicity appeal to the immigrant 
 and, in addition, it meets one of his greatest needs, namely, to be 
 a part of America. 
 
 There are two fundamental differences between day and evening 
 schools which an instructor should keep in mind. Going to night 
 school is secondary to the necessity of working during the day. 
 This shows the reason why civic training should continually be 
 related to the personal life of each student. The other fundamental 
 difference is that adult immigrants in evening schools are slower to 
 learn, but most impatient to learn. This difference is largely due to 
 being tired out after a hard day's work of manual labor and their 
 very meager previous education. Yet, there is the great ambition 
 to succeed by learning America's ways. This difference emphasizes 
 the need that the instructor be patient, and give each student at 
 every session a practical civic lesson so that he can at once use it in 
 his daily life. 
 
 In using this " Syllabus of Elementary Civics " for adult immi- 
 grants in English classes, the teaching at first must necessarily be 
 objective until some command of our language is acquired. The 
 
 [14] 
 
15 
 
 citizen, his food, clothing, home and family easily lend themselves 
 to such treatment. The subject matter of the syllabus serves as 
 excellent centers for language lessons and conversations. The im- 
 migrant needs and wants this knowledge, and at the same time he is 
 getting a better understanding of the English language. Get your 
 students to ask questions and have them also answer one another's 
 questions. 
 
 Geographical comparisons are valuable as a basis of instruction. 
 How do they harvest wheat in Russia? How do they clean the 
 streets in Germany? What educational opportunities did you have 
 in your community in the old country? Immigrant students are 
 always anxious to tell. They are interested and try to talk in 
 English. Such questions connect civic training in America with 
 the past life of the immigrant. 
 
 In teaching civic training, be practical and do not " shoot over 
 the heads " of your men. Prepare each lesson well in order to get 
 a response from your students for a better community. American 
 citizenship in its highest sense means " efficiency " in the home, 
 work and community. 
 
 Outline of Syllabus for Elementary Civics for Immigrants 
 
 I The Citizen — How he lives. 
 
 I Food, 2 Clothing, 3 Water, 4 Home, 5 Family 
 II The Citizen's Community — What it does for him. 
 
 I Fire protection, 2 Police protection, 3 Health protection, 
 4 Public streets, 5 Public signs, 6 Recreation 
 
 III The Citizen's Work — Work and citizenship. 
 
 I How to secure work, 2 How to advance in your work, 
 3 What to do with the money which you earn 
 
 IV The Citizen's Country — The United States. 
 
 I The country of the United States, 2 America's great men, 
 3 The American flag, 4 Holidays and national anni- 
 versaries 
 V Becoming a Citizen — Ideals of American citizenship. 
 
 I American citizenship, 2 How to become a citizen, 3 The 
 
 American people. 
 Bibliography for Elementary Civics for Immigrants 
 Allen. Civics and Health. Ginn $1.25 
 Cabot. A Course in Citizenship. Houghton $1.25 
 Carr. The Immigrant's Guide. Immigrant Educational Society, New York 
 
 City ISC. 
 Davison. Health Lessons. Amer. Bk. Co. 
 
16 
 
 Dole. The American Citizen. Heath. 
 
 Hill. Lessons for Junior Citizens. Ginn 
 
 White. Moral Instruction Through Biography. Free from Character 
 
 Development League, New York City' 
 Mintz. The New American Citizen. Macmillan 
 
 New York Board of Education. Syllabus in Civics for Elementary Schools 
 Plass. Civics for Foreigners. Heath 
 Ritchie. Primer of Sanitation. World Book Co. 
 Richman & Wallach. Good Citizenship. Amer. Bk. Co. 
 
 SYLLABUS FOR ELEMENTARY CIVICS FOR IMMIGRANTS 
 
 I The Citizen — How he lives 
 
 Purpose: To show the relation of a citizen to his community. 
 Note: In developing this subject, in addition to increasing the 
 vocabulary, show the interde'pendency of a citizen upon his fellow- 
 citizens of the community and their government. 
 
 1 Food 
 
 a Make on the blackboard a list of articles of food eaten 
 
 at breakfast, dinner, and supper by the members of 
 
 the class. 
 h Show how these articles of food came from all over 
 
 the world. 
 c Distance they are brought and the way handled. 
 d Unlawful to sell spoiled food. 
 e What the community does to protect its citizens from 
 
 spoiled or tainted food. 
 / Selection of food and nutrition. Current prices of 
 
 food. 
 g Good, clean food, well cooked and chewed, means 
 
 good health. 
 h Reciprocal duties: to demand clean food from the 
 
 milk dealer, grocer, fish dealer, butcher and baker; 
 
 to report to the health department the careless 
 
 handling of food or the selling of spoiled food ; and 
 
 to report short measures or weights to commissioner 
 
 of weights and measures. 
 i Dramatic exercise in buying food. Members of the 
 
 class informally acting as customers and merchants. 
 
 2 Clothing 
 
 a Have the members of the class name the various parts 
 
 of the clothing. 
 h Process of making clothing. 
 c Dependency of every citizen upon merchants and 
 
 tailors for clothing. 
 
IT 
 
 d Need to have clothing made under sanitary conditions. 
 
 e Factory inspection. 
 
 / Proper selection of good, simple clothing. 
 
 g Fallacy of buying clothing on the instalment plan. 
 Water 
 
 a With the assistance of the class, write on the black- 
 board the various uses of water, such as drinking, 
 cooking, washing etc. 
 
 b Needed everywhere by everybody. 
 
 c Where does your water come from? 
 
 d Dependency of every citizen upon the water depart- 
 ment for water. 
 
 e Distribution of water; piping, reservoirs. 
 
 f How is the water paid for ? Use of meters. Reading 
 water meters. 
 
 g Need for pure water. 
 
 h Drink large quantities of good pure water for good 
 health. 
 
 i Bathe frequently for cleanliness. 
 Home 
 
 a Draw a diagram of a house on the blackboard and 
 have your students name the various parts. 
 
 b Draw the floor plans of a two-story house on the 
 blackboard and with the assistance of your class 
 name the various moms of the house. 
 
 c How the home serves its citizen owner. 
 
 d What he does for the home. 
 
 e Importance of fresh air and sunlight. 
 
 / One window in each room ; a bath in each home. 
 
 g Tenement house inspection — why? 
 
 h Dependency of a citizen upon community for living 
 conditions. 
 
 i What the community does for the home — removal of 
 garbage, etc. 
 Family 
 
 a Hold a contest and ascertain what member of your 
 class can prepare the largest list of the members of 
 a family relationship, such as : man, woman, hus- 
 band, wife, son, boy etc. 
 
 b Purpose of the family. 
 
 c Dependency of family upon its citizen-head, who in 
 turn depends upon the community for work and 
 livelihood. 
 
18 
 
 d Protection and support of children. 
 e Need of children going to school. 
 / What the community does for the family. 
 II The Citizen's Community — What it does for him 
 
 Purpose: To show how the community serves its citizens and 
 how every citizen has a social membership in the community. 
 
 1 Fire protection 
 
 a Write on the blackboard rules for fire prevention. 
 
 For example: "Do not let children play with 
 
 matches," " Do not let waste paper accumulate," 
 
 etc. 
 b The apparatus of the fire department. 
 c The firemen, their duties and dangers. 
 d How citizens can help the fire department. 
 e Care in use of matches. Danger in smoking in 
 
 factories. 
 / The need of knowing stairway exits in the place of 
 
 employment and in the home. 
 g Importance of fire drill. 
 h Nearest fire alarm box; when and how to send an 
 
 alarm. 
 i How the fire department protects the community and 
 
 every citizen, 
 y Expense of fire department paid by community. 
 
 2 Police protection 
 
 a Have an informal discussion of the duties of a police- 
 man. 
 
 b What does the policeman do for every citizen? 
 
 c Helping the policemaij. Reporting crimes, acting as 
 witnesses. 
 
 d Local laws that he must enforce for welfare of com- 
 munity; laws concerning the carrying of dangerous 
 weapons, of peddling without a license, and regula- 
 tions concerning traffic. 
 
 e Every citizen must help to enforce the laws. 
 
 / Mock police court ; an informal dramatization. 
 
 3 Health protection 
 
 a Secure from the health department any literature 
 
 available for free distribution to give your class. 
 h How does the community protect your health? 
 c The purpose of health department and its work. 
 
19 
 
 d Location of nearest hospital and clinics in the neigh- 
 borhood. 
 e Hours for patients. 
 / Safety-first meastires. 
 g First-aid demonstration. 
 h Secure a doctor to give a talk on " Health." 
 Public streets 
 
 a Map of city; explain location and plan of city. 
 
 Location of streets. 
 b Why the community provides good streets for its 
 
 citizens. 
 c Naming and numbering of streets. 
 d Purpose of street department. 
 e Importance of keeping streets clean. How every 
 
 citizen can help. 
 / Lighting of streets for business and protection. 
 g Use of rubbish boxes. Scattering refuse in streets 
 
 forbidden by law. 
 h Rules of conduct on the street ; keep to the right ; 
 
 when and where to cross streets; the traffic police- 
 man. 
 i Secure from the city clerk's office " Traffic Laws " for 
 
 free distribution to your class. 
 Public signs 
 
 a Have the members of your class go to the blackboard 
 
 and write a list of signs which they have seen in 
 
 America. 
 b How the community protects and serves its citizens 
 
 through signs. 
 c Danger signs — " Danger," red flag, " Look out for the 
 
 cars," " Railroad crossing," etc. 
 d Health signs — " Spitting on the floor forbidden by 
 
 law," " Chicken pox within," etc. 
 e Building signs — " Entrance," " Fire Exit," " Push," 
 
 " Pull," etc. 
 / Traffic signs — " Wait until car stops," " Leave by 
 
 front door," etc. 
 Recreation 
 
 a Request your class to write a short, page statement 
 
 " My Recreation," and then have several of these 
 
 read. 
 
20 
 
 b Need for recreation; and why community must pro- 
 vide and supervise recreation. 
 c Public recreations. — parks, band concerts, play- 
 grounds, skating, bathing etc. Location of each in 
 community. 
 d Private recreations — moving pictures, theaters, etc. 
 e Need for supervision and control of community over 
 
 private recreations. 
 / Recreation for children. 
 Ill The Citizen's Work — Work and citizenship 
 
 Purpose: To show the relation of every citizen's work to 
 the community. 
 
 1 How to secure work 
 
 a On the supposition that you are a man without work, 
 have an informal discussion with your class as to 
 how to secure a job. 
 
 b Advertisements in the newspapers. 
 
 c Public employment agencies. 
 
 d Danger of going to private unlicensed agencies. 
 
 e Personal application at factories and stores. 
 
 / The community interested in every citizen's work. 
 
 2 How to advance in your work 
 
 a Have an informal discussion of the ways for a work- 
 
 ingman to advance. 
 b Show the relation of good health, good habits, and 
 
 willingness to work, to advancement. 
 c Knowledge of English language. 
 d Tell the stories of successful immigrants who have 
 
 made good and become American citizens: Jacob 
 
 Riis, Edward Steiner, etc. 
 
 3 What to do with the money which you earn 
 
 a Put on the blackboard a family budget for a working- 
 man earning $75 a month. 
 
 b Show the need of saving money. 
 
 c How to save money for the home. 
 
 d American money — who makes it; American coins, 
 paper money, etc. 
 
 e Have simple examples of buying and exchanging 
 money. 
 
 / Show dependency of citizen-workman upon federal 
 government for good money. 
 
21 
 
 IV The Citizen's Country — The United States 
 
 Purpose: To show the greatness of America and the de- 
 votion of its citizens. 
 
 1 The Country of the United States 
 
 a Have the members of the class locate on a good map 
 of the United States, boundaries, important cities, 
 capitals of the state and nation, and main geograph- 
 ical features. 
 
 h Comparison of the United States with the student's 
 own native country in extent, climate and products. 
 
 c The farmlands of the United States; how to secure 
 work on a farm ; how to become a farmer ; home- 
 stead laws. 
 
 d The territorial growth of the United States. 
 
 e The greatness of America. 
 
 2 America's great men 
 
 a Story of Christopher Columbus discovering America. ' 
 b Life of George Washington, as the first citizen of the ' 
 
 United States. 
 c Biography of Abraham Lincoln, the Saviour of 
 
 American citizenship. 
 d Our present President. 
 e Every American citizen can serve America, the land 
 
 of many peoples. 
 
 3 The American flag 
 
 a With an American flag give a description of it through 
 the question and' answer method. 
 
 b Explanation of what the flag stands for. 
 
 c History of the American flag. 
 
 d The love of American citizens for the flag. 
 
 e Pledge of allegiance — " I pledge allegiance to my flag 
 and to the Republic for which it stands ; one nation 
 indivisible, with liberty and justice to all." 
 
 / Life stories of successful immigrants in your com- 
 munity. 
 
 4 Holidays and national anniversaries 
 
 a Prepare on the blackboard a list of American holidays 
 
 and anniversaries. 
 b With the assistance of the class, write what they stand 
 
 for and how they are celebrated. 
 c Assign a holiday to each member of the class to write 
 
 a short statement about it. 
 
22 
 
 d Celebrate with special exercise any national holidays 
 occurring during school- session. 
 V Becoming a Citizen — Ideals of American citizenship 
 
 Purpose: To show what American citizenship means and 
 how to become a citizen. 
 
 1 American citizenship 
 
 a Obtain from each student through registration the 
 following information: Name and address; place 
 of birth; years in United States; years in com- 
 munity; citizenship status (first or second papers) ; 
 previous education; present occupation and place 
 of work. 
 
 b Explain advantages of American citizenship. (See 
 syllabus of part 3.) 
 
 c Responsibilities of American citizenship. 
 
 d Ascertain how many men desire to make application 
 for citizenship. 
 
 2 How to become a citizen 
 
 a First paper, declaration of intention. 
 
 h Second paper, petition for naturalization. 
 
 c Brief explanation of naturalization procedure. (See 
 
 syllabus of part 3.) 
 d Filling out application blanks for citizenship in the 
 
 classroom. 
 e Group trip of class to clerk of naturalization in the 
 
 evening for filing applications. 
 
 3 The American people 
 
 a Explain that America was settled by the various 
 
 peoples of Europe. 
 h Explain that the American nation today is made of 
 
 peoples from many nations of Europe. 
 c Future welfare of America depends upon its citizens. 
 
Part 2 
 
 ADVANCED CIVIC COURSE FOR IMMIGRANTS 
 
 The immigrant's life in America is generally full of difficulties. 
 A new environment, new customs and tisually a new language makes 
 him an easy prey for unscrupulous, men. If he violates some Ameri- 
 can custom or ordinance that he does not understand and finds him- 
 self arrested as a law-breaker, his experience may even lead him to 
 hate the seemingly unjust laws of his new country. 
 
 There is a general appeal on the part of the foreigner enrolled in 
 the evening schools for a knowledge concerning the simple customs, 
 laws and principles of ovtr government. This advanced course in 
 syllabus form is an endeavor to guide evening school teachers to 
 meet this appeal. 
 
 The suggestions for teaching simple business methods are help- 
 ful in giving each immigrant those things which he needs most in 
 his everyday life in order to protect himself and develop into a 
 self-respecting aiid self-supporting American citizen. It is again 
 emphasized that when the section dealing with government institu- 
 tions is reached, not so much the form and organization of them be 
 presented but how they serve the community, and how every one of 
 the community, citizens or " coming citizens " can use them. 
 
 There are three phases of civic training which should stand out 
 clearly in the mind of every instructor of advanced civics to im- 
 migrants. They are best stated in the words of Mr Arthur Dunn, 
 civic specialist of the United States Bureau of Education : 
 
 The first of these is to help the student to understand the nature of his 
 own community life, his dependence upon it, and his responsibility for it. 
 
 The second is to develop a proper understanding of, and a right attitude 
 toward government as the supreme means by which all members of the 
 community may cooperate for the common interest. 
 
 The third is to cultivate habits of right action as a member of the com- 
 munity, and in relation to its government or control. 
 
 An understanding of community life and of government, however, is 
 fruitleiss without the cultivation of qualities and habits of good citizenship. 
 Instruction and training must go hand in hand. The latter is largely a 
 matter of practice. 
 
 [231 
 
24 
 
 Outline of Syllabus for Advanced Civics for Immigrants 
 
 I The •Citizen — How he lives .and conducts his business. 
 I Bills, 2 Receipts, 3 Telephone, 4 Telegrams. 
 II The Citizen's Community — How it serves him. 
 I Public schools, 2 Public library, 3 Post office. 
 
 III The Citizen's Work — Work and citizenship. 
 
 I Letters of application for work, 2 Newspaper advertise- 
 ments for work, 3 Education and work, 4 How to save 
 money. 
 
 IV The Citizen's Country — The United States. 
 
 I History of the United States, 2 Government of the United 
 States, 3 Divisions of government, 4 The rule of the 
 people, 5 American citizenship club. 
 
 Bibliography for Advanced Civics for Immigrants 
 
 Bloomfield. Civic Reader for New Americans. Amer. Bk. Co. 
 
 Carr. The Immigrant's Guide. Immigrant Educational Society, New York 
 
 City ISC. , , 
 
 Citizens' Committee. Self Government in the Schools. Free pamphlets 
 
 of Citizens' Committee, 2 Wall st., New York 
 Cronson. Pupil Self Government. Macmillan goc. 
 Dunn. The Community and the Citizen. Heath 7Sc 
 
 Chancellor. History and Government of the United States. Amer. Bk. Co. 
 Forman. Essentials in Civil Government. Amer. Bk. Co. 
 Hill & Davis. Civics for New Americans. Houghton 8oc. 
 Hoxie. How the People Rule. Silver Burdett. 
 Plass. Civics for Foreigners. Heath. 
 Roberts. Civics for Coming Americans. Association Press, 124 E. 28th st.. 
 
 New York City iSc. 
 United States Bureau of Naturalization. Naturalization Laws. Can be 
 
 secured free on request to 'bureau at Washington, D. C. 
 
 SYLLABUS FOR ADVANCED CIVICS FOR IMMIGRANTS 
 
 I The Citizen — How he lives 
 
 Purpose: To show how a citizen transacts his business. 
 
 Note: In presenting this subject material, secure all the neces- 
 sary blank forms and objects in order to give concrete examples of 
 business methods. 
 I Bills 
 
 a Draw on the blackboard the form of a bill and with 
 the assistance of the class fill out the same. Let the 
 bill be a grocery bill in favor of John Doe. Have 
 the class ascertain the current prices of certain 
 groceries. 
 
25 
 
 b Parts and parties to a bill. 
 
 c Receipting a bill. 
 
 d After furnishing each member of your class with a 
 billhead, have them fill them out, compute the total 
 and then exchange with a student nearby. Next, 
 have the bills receipted and returned to original 
 student. 
 
 e Every honest citizen pays his bills and pays them 
 promptly. 
 
 / Business is based upon trust. What credit is. 
 
 2 Receipts 
 
 o Draw on the blackboard the form of a receipt for rent 
 and fill out for current month with suggestions from 
 students. 
 
 b Purpose of receipts. 
 
 c Kinds of receipts. 
 
 d Have the class fill out receipt forms. Have the 
 students exchange with one another as acknow- 
 ledgment of bill made out above. 
 
 3 Telephone 
 
 a Secure from the lo cent store two toy telephones. 
 Have a member of the class give an order for 
 groceries over the telephone to another member. 
 
 b The telephone in business. 
 
 c Parts to a telephone and its mechanism. 
 
 d The telephone company and its organization. 
 
 e Telephone directory. 
 
 / How to use a telephone. 
 
 g How the telephone serves the citizens of the com- 
 munity — business, calls for police, fire alarms, long 
 distance, etc. 
 
 4 Telegrams 
 
 a Have the members of the class write on the black- 
 board three telegrams: one, accepting a position; 
 two, giving a rush order; and three, announcing a 
 death in the family. 
 
 b How telegrams are sent. 
 
 c Cost of telegrams. 
 
 d Night letters. Day letters. 
 
 e Secure from a telegraph office a pad of blanks. Have 
 your class write several and then figure cost of 
 sending. 
 
26 
 
 II The Citizen's Community — How it serves him 
 
 Purpose: To explain the functions of certain governmental 
 institutions of the community and how they serve every citizen. 
 
 1 Public schools 
 
 a Informal expressions by the various members of the 
 class on the educational opportunities in the coun- 
 tries from which they came. 
 
 b Outline on the blackboard the educational steps in 
 America. 
 
 c Kindergarten, elementary schools, high school, college, 
 professional training, etc. 
 
 d Evening schools; English and citizenship classes. 
 
 e Evening trade schools. 
 
 / Compulsory education for children: reason and its 
 enforcement. 
 
 g More education means better men, better work and 
 more wages. 
 
 h Why the community, through the public board of 
 education, pays for the education of its citizens. 
 
 2 Public library 
 
 a Request the librarian of the nearest library to speak 
 
 to your class about the purpose and use of the public 
 
 library. 
 b Assist the members of your class to secure library 
 
 cards. 
 c Make a visit to the library with your class and 
 
 explain it. 
 d Useful books in English and in foreign languages. 
 e Reading rooms ; newspapers, magazines and reference 
 
 books. 
 / Ascertain the occupation of the different members of 
 
 your class and suggest good books about their work. 
 g Urge them to have wife and children use the public 
 
 library. 
 
 3 Post office 
 
 a Have the class write two letters : one requiring money 
 to be inclosed so that it must be registered, and the 
 other, a rush order for merchandise so that it must 
 be sent by " special delivery." 
 b Explain rate of postage and classes of mail. 
 ' f Registered and special delivery letters. 
 
2Y 
 
 d The envelop — address written plainly, stamp in 
 upper right-hand corner, and return address in 
 left-hand corner. 
 e Money orders — domestic and international — cost, 
 
 application blanks, and cashing of money orders. 
 / Parcel post; packages. 
 g Postal savings bank. 
 h Mail carriers and rural free delivery. 
 i How the federal government serves its citizens 
 through the post office. 
 Ill The Citizen's Work — Work and citizenship 
 
 Purpose: To explain definite means of securing work and 
 how the community is interested in the advancement of each of 
 its citizens. 
 
 1 Letter of application for work 
 
 a On the supposition that you are a man without work 
 and have found an advertisement in the newspaper 
 which you wish to answer, write a letter of applica- 
 tion for work on the blackboard with the assistance 
 of the class. 
 
 b Parts to a letter: heading, salutation, body of the 
 letter, complimentary close and signature. 
 
 c Addressing the envelop. 
 
 d Request your class to write letters of application for 
 work. 
 
 2 Newspaper advertisements for work 
 
 a Have the class write several advertisements for work 
 
 to be inserted in the newspaper. 
 b Make a study of newspaper advertisements for work. 
 c Compute cost of various advertisements. 
 d Explain the need of every citizen's reading the 
 
 American newspaper. 
 e Make a trip to a newspaper plant with your class. 
 
 3 Education and work 
 
 a Put on the blackboard the current rate of wages for 
 different classes of working men, unskilled laborer, 
 machinist etc. 
 
 b Show how rate of wage depends upon skill and 
 knowledge of trade. 
 
 c Opportunities to learn a trade. 
 
 d Evening trade schools. 
 
28 
 
 e Vocational training for children and their need of 
 learning a trade. 
 
 / Why the community teaches its citizens to work. 
 4 How to save your money 
 
 a Secure from a bank, banking forms to be filled out by 
 the class. 
 
 h How to open a banking account. 
 
 c How to deposit money. 
 
 d How to withdraw money. 
 
 e What interest is and how to compute it. 
 
 / Difference between saving and checking accounts. 
 
 g What a check is; how to indorse a check, and what 
 makes a check good. 
 
 h Postal savings banks; explain in full. Secure from 
 the postmaster a circular giving all necessary in- 
 formation. 
 
 i Unreliable banks. 
 
 / How the banks serve the community and how citizens 
 help one another by using the banks. 
 IV The Citizen's Country — The United States 
 
 Purpose: To show that the government of United States is 
 a republic of the people, for the people and by the people. 
 
 1 The history of United States 
 
 a Prepare on the blackboard a brief outline of American 
 history. 
 
 h Discovery and settlement of America. 
 
 c The Revolutionary War and the Declaration of In- 
 dependence. 
 
 d The establishment of the United States as a nation 
 and the Constitution. 
 
 e Abraham Lincoln and the Civil War. 
 
 / America of today. 
 
 g Show how the greatness of America is due to the 
 loyalty and high principles of its citizens. 
 
 2 The government of United States 
 
 a Have an informal discussion, contrasting and com- 
 paring the government of United States with the 
 native governments of your students. 
 h Emphasize principles of democracy. 
 ^ c Kinds of governments: monarchy and republic. 
 (" d Brief study of the Constitution ; what it is and what 
 it contains. 
 
29 
 
 3 The divisions of government. 
 
 a Outline on the blaclcboard a number of things which 
 the national, state, and municipal governments do 
 for American citizens ; and what American citizens 
 do for national, state, and municipal governments. 
 
 b Five divisions of American government; national, 
 state, county, city and town. 
 
 c Three branches of each division: legislative, which 
 makes the laws ; executive, which enforces the laws ; 
 judicial, interprets the laws. 
 
 d Outline on the blackboard the three branches of each 
 division of government. (See syllabus of part 3.) 
 
 e Show how each branch of each division is selected by 
 the citizens of United States and responsible to the 
 citizens. 
 
 4 The rule of the people 
 
 a Hold a mock election with the members of the class 
 
 running for governmental offices. 
 b Show specimen ballots and forms used in an election. 
 c Political parties; their purposes. 
 d Nominations for elections. 
 e Political campaigns. 
 / Elections and voting. 
 g Public spirit in voting; how to vote intelligently. 
 
 5 American citizenship club 
 
 a Organize such a club, if the students are far enough 
 advanced to understand and take part in such an 
 organization. A model constitution is given. 
 
 MODEL CONSTITUTION FOR A SELF-GOVERNING AMERICAN CITIZENSHIP 
 
 CLUB 
 
 ARTICLE I 
 
 Name 
 Section i This club shall be known as the American Citizenship Club 
 of 
 
 ARTICLE 2 
 
 Object 
 
 Section i The object of this club shall be: 
 
 a To improve our knowledge of the English language. 
 
 b' To learn the principles of citizenship so that we may become good 
 
 and worthy citizens of the United States. 
 c To acquire knowledge of the civic management and conduct of the 
 
 city, state and nation. 
 
30 
 
 d To promote the social and industrial welfare of our members and 
 our community- 
 
 ARTICLE 3 
 
 Membership 
 Section i Any pupil of the class may become a member of the club. 
 
 ARTICLE 4 
 
 Officers 
 Section i The officers of this club shall be president, vice president, secre- 
 tary and advisor. 
 
 ARTICLE S 
 
 Section i The president, vice president and secretary shall be elected by 
 a plurality vote of the members of the club present at the time of election. 
 § 2 They shall hold office for a period of two months. 
 § 3 The teacher of the class shall be the advisor of the club. 
 
 ARTICLE 6 
 
 Section i The president shall preside at all meetings, appoint all commit- 
 tees, and see that the constitution is enforced. 
 
 § 2 The vice president shall, in the absence of the president, perform the 
 duties of that officer. 
 
 § 3 The secretary shall call the roll at the meetings, keep the minutes of the 
 meetings, and shall attend to all the correspondence of the club. 
 
 § 4 The duties of the advisor shall be to offer suggestions, render advice 
 and clear up any points of difficulty occurring in the course of discussion. 
 
 ARTICLE 7 
 
 Amendments 
 Section i This constitution shall be capable of amendment at any club 
 meeting by a two-thirds majority of the members then pre.sent. 
 
 ARTICLE 8 
 
 Meetings 
 
 Section i Meetings shall be held once every week in the classroom, and 
 according to regular parliamentary rules. 
 
 § 2 Ways and means shall be discussed to increase the enrolment and 
 attendance of the class. 
 
 § 3 It shall be the responsibility of every member to ascertain the needs and 
 conditions of the community and report them to the club. The club shall 
 undertake with the consent of its advisor to meet community needs and 
 promote its welfare. 
 
 § 4 The meetings of the club may include talks on civic subjects of the city, 
 state and nation, given by the teacher, by members of the club, by men con- 
 nected with various city departments, and by other public-spirited citizens of 
 the community. 
 
 § 5 These talks shall Oae followed by discussion on the subject, to be held 
 by the members of the club. 
 
 ARTICLE 9 
 
 Section 6 The principal or supervisor of the school shall be the honorary 
 advisor of the club. 
 
Part 3 
 
 NATURALIZATION COURSE 
 
 There is in America an awakened interest in naturalization. A 
 new spirit of citizenship is spreading all over the country. Many- 
 are beginning to realize the necessity and opportunity for imparting 
 a more practical knowledge of the principles and ideals of American 
 government to applicants for naturalization. 
 
 In several cities a very close cooperation and coordination has 
 been developed between citizenship classes conducted by boards of 
 education and the courts of naturalization. In one city, every man 
 who makes application for citizenship is presented by the clerk of 
 the court with a card which informs him of the educational oppor- 
 tunities in evening schools and advises him to attend. If he is 
 applying for his first paper, he is informed of the regular English 
 classes for immigrants ; if he makes application for his second paper, 
 he is invited to attend the special citizenship classes. 
 
 Some judges of the naturalization courts cooperate with boards of 
 education and patriotic organizations in arranging for citizenship 
 receptions which are in the form, of a graduation exercise. At 
 certain definite times, an appropriate patriotic program is held 
 either in the court room or in a conveniently located auditorium 
 which the newly naturalized citizens, with their families, friends 
 and witnesses, attend. The public is also invited to these receptions. 
 After some national airs and a formal talk on citizenship by a 
 prominent speaker, each man is in turn proud as his name is called, 
 and his citizenship certificate is publicly presented to him. The 
 program closes with the pledge of allegiance, salute to the flag, and 
 the singing of "America " in unison. 
 
 This naturalization course, to be used in preparing applicants for 
 naturalization in special classes in American citizenship, has been 
 compiled in the spirit of the new citizenship — the spirit of service 
 and the spirit of a " United America." 
 
 The best plan for organizing such classes is to secure the names 
 and addresses of naturalization applicants for second papers from 
 the courts of naturalization. Such courts, according to the natural- 
 ization law, are generally county or federal courts (courts of 
 records). The law further states that the names of petitioners 
 with their addresses and nationality must be placed in a conspicuous 
 
 [31] 
 
32 
 
 place by the clerk of the court upon the naturalization docket and 
 hung up for public inspection. The United States Bureau of Natu- 
 ralization has made arrangements to furnish from Washington to 
 certain boards of education the names of applicants who have filed 
 their petition for naturalization. 
 
 These names can be secured as a mailing list and letters sent 
 direct to the men who need and are eager for civic training in 
 preparation for their naturalization hearing. Ninety days must 
 elapse between the naturalization petition and the final hearing in 
 court. This furnishes the opportunity for organizing every three 
 months one or more special citizenship classes according to the 
 number of applicants. A suggestive letter is given which has 
 proven very effective in enrolling students for such classes. This 
 is modeled after the one used successfvilly in Cleveland, Ohio. 
 
 CITIZENSHIP CLASSES OF THE FREE PUBLIC NIGHT SCHOOLS 
 
 board of education 
 
 Dear Sir: 
 
 You have made application for your citizenship papers at the clerk's office 
 
 of naturalization. The city of is interested in you as you. take 
 
 this step. 
 I In order to become an 'American citizen you must believe in the Constitu- 
 tion of the United States and be familiar with the form of our government 
 so that you may pass an examination before a judge. You will also need to 
 
 understand the principles of voting. The city of , through 
 
 its free public night schools, offers you, free of charge, a course in citizen- 
 ship. This course will help you to prepare for the examination. Now is the 
 time for you to join this naturalization class. 
 
 This course will be weeks long. In addition to the regular lessons 
 
 by the teacher, there will be talks on citizenship by lawyers, judges and public 
 officials. Several trips will be made to public places of interest, such as the 
 city hall, public library, and county court house. 
 
 The class will meet evenings. Remember the first session 
 
 will be evening, [date] at 7.30 p. m. Place: 
 
 public school 
 
 If you come that evening we will explain everything to you. 
 Yours for American citizenship 
 
 (Signed) 
 
 Supervisor of evening schools 
 
 P. S. — Be sure to come. It is free. 
 
 This syllabus, however, can be used for regular citizenship classes 
 organized by general advertising and also as a continuation of part 
 2, the " advanced course." 
 
 The instructor of a citizenship class must keep clearly in mind 
 
33 
 
 that there are certain motives which move an alien to petition for 
 citizenship. Sometimes it is purely a selfish one, such as securing a 
 license, . obtaining certain employment or being entitled to certain 
 protection. Take ' these selfish motives as a basis and weld with 
 them, the mutual and reciprocal motive of the spirit of the new 
 American citizensliip. The usual answer to the question, " Why 
 do you want to become an American citizen ? " is, " I want to vote J 
 and take part in making the laws." The teacher should, therefore, 
 impress upon the men in his citizenship class that with the privilege 
 of voting comes also certain responsibilities and obligations. The 
 syllabus gives material for emphasizing this point. 
 
 Outline of Syllabus for Naturalization Course for Civic Training 
 
 I American Citizenship 
 
 I Advantages, 2 Responsibilities, 3 Explanation of natural- 
 ization, 4 Procedure of naturalization, 5 Important 
 facts about naturalization. 
 II Principles of Government 
 
 I Need of government, 2 Kinds of government. 
 
 III The Government of the United States 
 
 I Representative republic, 2 Five divisions of American 
 government, 3 Three branches of each division. 
 
 IV National Government 
 
 I Constitution of the United States, 2 Three branches of 
 national government, 3 What the government of the 
 United States does for its citizens, 4 What United 
 States means. 
 V State Government 
 
 I State constitution, 2 State powers, 3 Three branches 
 of state government, 4 What the state does for its 
 citizens. 
 VI County Government 
 
 I Relation to state, 2 Three branches of county govern- 
 ment, 3 Supervisors, 4 Sheriff, 5 Other county offi- 
 cials and their duties. 
 VII City Government 
 
 I City charter, 2 Three branches of city government, 
 3 What the city does for its citizens, 4 Commission 
 form of government. 
 VIII Town Government 
 
 I Relation to county and state, 2 Three branches of town 
 government, 3 Town board and other town officers. 
 
34 
 
 IX American History 
 
 I Early America, 2 The American Revolution, 3 The new 
 republic, 4 Civil War, 5 America of today, 6 The 
 American flag. 
 X The Rule of the People 
 
 I Political parties, 2 Nominations for elections, 3 Political 
 campaigns, 4 Elections, 5 Voting, 6 Public spirit in 
 voting 
 XI A citizen of the United States 
 
 I Diagram of American government, 2 Mock naturaliza- 
 tion hearings, 3 Questions and answers for mock 
 naturalization hearing. 
 
 Bibliography for Naturalization Course 
 
 Carr. Become an American Citizen. Immigrant Educational Society, 241 
 
 Fifth av., New York City. 
 Cleveland Immigration Bureau. Citizenship Manual for Cleveland. 
 
 A sample copy for reference can be secured free of charge by addressing 
 
 the City Immigration Bureau, Cleveland, Ohio. 
 Detroit Board of Commerce. Citizenship Manual. A sample copy can be 
 
 secured by writing to the Detroit Board of Commerce. 
 Fowler. How to Obtain Citizenship. Sully & Deenteick. 
 
 A very valuable handbook for every teacher of a naturalization class. 
 
 Guitteau. Preparing for Citizenship. Houghton. 
 
 Giambalvo. How to Become a Citizen of United States. Published by 
 
 author, 26 Court st, Brooklyn, N. Y. 
 Hill & Davis. Civics for New Americans. Houghton. 
 O'Neil. Naturalization Made Easy. A. Carlisle & Co., San Francisco. • 
 Roberts. Civics for Coming Americans. Association Press, 124 E. 28th St., 
 
 New York City iSc. 
 United States Bureau of Naturalization. Naturalization Laws. Can be 
 
 secured free on request to bureau at Washington, D. C. 
 
 SYLLABUS FOR A NATURALIZATION COURSE FOR CIVIC 
 
 TRAINING 
 I American Citizenship 
 
 1 Advantages of American citizenship 
 
 a Right to vote. 
 
 b Right to hold public office. 
 
 c Secure certain employment; civil service. 
 
 d Protection : life, property and passports. 
 
 e Privileges: licenses etc. 
 
 / Citizens of the greatest republic in the world. 
 
 2 Responsibilities of American citizenship 
 
 a Obey and respect the laws. 
 
 h Be informed on American government. 
 
 c Fight in time of war. 
 
35 
 
 d Serve on a jury. 
 
 e Vote intelligently. 
 
 / Take an active part for the welfare of America. 
 
 3 Explanation of naturalization 
 
 o What it is and why it is. 
 
 b Reasons for required qualifications, such as five years 
 of continuous residence, speak the English language, 
 man of good moral character, not a polygamist or 
 anarchist, beHeve in the Constitution, informed 
 about American laws and government. 
 c Witnesses : their purpose and qualifications, citizens of 
 United States and acquainted with applicant for 
 five continuous years, women, citizens of United 
 States may act as witnesses. 
 Note : Many denials to citizenship have been due to incom- 
 petent witnesses ; emphasize importance of reliable witnesses. 
 
 4 Procedure of naturalization 
 
 o Three steps : declaration of intention, petition for 
 naturalization and certificate of naturalization. 
 
 b Preliminary hearing after petition for naturalization 
 by United States naturalization examiner. 
 
 c Final hearing or examination in court. 
 
 d The oath of allegiance. 
 
 5 Important facts about naturalization 
 
 a Wife and children of naturalized citizens also become 
 
 citizens. 
 b Alien single women may become citizens. 
 c Privilege of changing name at naturalization for good 
 
 reason. 
 d Last papers. 
 e Passports. 
 Supplementary suggestions 
 
 Informal address — " What a Citizen Should Know," by a local well- 
 known judge. " How to Become a Citizen," by a clerk of a naturali- 
 zation court or by a United States naturalization examiner. 
 Literature for class — "Naturalization of Aliens." This pamphlet can 
 be secured for free distribution by addressing National Sons of the 
 American Revolution, Washington, D. C. 
 II Principles of Government 
 I Need of government 
 
 a Protection for life, liberty and property. 
 b Law and order. 
 
 c Functions of government which individuals can not 
 perform. 
 
36 
 
 2 Kinds of government 
 
 a Absolute monarchy — the will of one person supreme. 
 b Limited monarchy — the monarch shares his power 
 
 with a legislative body of the people. 
 c Repviblic — all governmental power in the voter. 
 d The Republic of the United States — government of 
 the people, by the people and for the people. 
 ,Note : Contrast and compare the governments of Europe 
 with that of the United States by questions and answers from 
 the various members of the class. 
 Supplementary suggestions 
 
 Informal address: "What it Means to be a Citizen of a Republic," 
 
 by a public-spirited' attorney. 
 Literature for class : " Information for Immigrants Concerning the 
 United States." Printed in nine different languages. This pamph- 
 let can be secured by addressing the National Sons of the Ameri- 
 can Revolution, Washington, D. C. 
 
 III The Government of the United States 
 
 1 A representative republic : voters elect officials to represent 
 
 them. 
 
 2 Five divisions of American government 
 
 a National. 
 h State. 
 c County. 
 d City. 
 e Town. 
 
 Note : Follow this explanation with such questions as : 
 
 In what (state, county and city or town) do you live? Where 
 
 is the seat of government for each, etc.? 
 
 3 Three branches of each division 
 
 a Legislative — makes the laws. 
 h Executive — enforces the laws. 
 c Judicial — interprets the laws. 
 
 Note : Ask the following questions : Who makes, enforces 
 and interprets the laws of the United States? Same for State 
 county, city and town. 
 Supplementary suggestions 
 Map study: "Map of United States." Class exercise in locating 
 principal cities, capitols, states and geographical features of United 
 States. 
 Illustrated lecture : " Seeing America First," by a member of the 
 board of education. 
 
 IV National Government 
 
 ^-j I The Constitution of the United States 
 
 a The fundamental law. 
 i Framework of our government. 
 
37 
 
 c Drafted by representatives of the people. 
 
 d Its history. 
 
 e Powers in relation to interstate, national, and inter- 
 national affairs. 
 
 / Preamble, " We, the people — to form a more perfect 
 union — ." 
 
 g To be naturalized, one must believe in the principles 
 of the Constitution of the United States. 
 
 2 The three branches of national government 
 
 a Legislative — Congress ; Senate and House of Repre- 
 sentatives. Membership, qualifications. Duties and 
 powers of each body. 
 b Executive — President. His election, powers and 
 duties; the President's cabinet and presidential 
 succession. 
 c Judicial — Supreme Court; chief justice and eight 
 associates ; their appointment. Circuit courts of 
 appeal and district courts. 
 
 Note : Use the questions : Who are the Senators from 
 your State? Who is your Representative? Who is the pre- 
 siding officer of the Senate, and also of the House of Repre- 
 sentatives? How does Congress do its work? 
 
 3 What the government, of the United States does for its 
 
 citizens 
 a Coin money. 
 b Establish post offices. 
 c Regtilate commerce, etc. 
 
 4 What United States means 
 
 a States joined into one nation. 
 b First thirteen states. 
 c Forty-eight states. 
 Supplementary suggestions 
 
 Informal address : " Our National Government," by a congressman 
 
 or federal official. 
 Illustrated lecture : "A Trip to Our National Capitol," by instructor. 
 Class trip: "Post Office," explanation of functions of local federal 
 offices. " How Uncle Sam Handles Our Mail," talk by local 
 postmaster. 
 Literature for class : " Constitution of the United States," National 
 Sons of the American Revolution, Washington, D. C. 
 
 V State Government 
 
 I The State Constitution 
 
 a Fundamental law for State. 
 
 b Framework of state government. 
 
 c No conflict with the Constitution of the United States. 
 
2 State powers 
 
 a Marriage. 
 b Divorce. 
 c Licenses. 
 d Certain taxes. 
 e Suffrage. 
 / Roads etc. 
 
 3 Three branches of state government 
 
 a Legislative — State Legislature ; two houses. Mem- 
 bership; duties and powers. 
 
 b Executive — Governor, Lieutenant Governor, state 
 commissions and duties of state officials. Secretary 
 of State, State Comptroller, State Treasurer, 
 Attorney General. 
 
 c Judicial — Court of Appeals, Supreme Court and 
 other state courts; selection of judges. 
 
 4 What the State does for its citizens 
 
 a Establishes free employment bureau, etc. 
 b Establishes institutions for insane, blind, etc. 
 c Supports public schools and state universities. 
 d Maintains good roads. 
 Supplementary suggestions 
 
 Informal address : " How the Laws of the State are Made," by a 
 
 member of State Legislature. 
 Map study : " Map of State.'' Class exercise in locating principal 
 cities and capital of the State, and learning boundaries and geo- 
 graphical features. Division of State into counties. 
 Illustrated lecture: "A Trip to Our State Capitol." 
 
 VI County Government 
 
 1 Relation to state 
 
 a State divided into counties with a county seat for each. 
 b County composed of cities, villages and towns. 
 
 2 Supervisors. 
 
 a Election. 
 
 b Duties : supervise enforcement of state laws and in 
 charge of county buildings, roads and bridges. 
 
 3 Sheriff 
 
 a County police officer. 
 b Deputies. 
 
 4 County officials and their duties 
 
 a Auditor — dutFes. 
 
 b Treasurer — collects state taxes and in charge of 
 
 county's money. 
 c Recorder — in charge of land records and deeds. 
 
d Coroner — investigates violent deaths. 
 e District attorney — county's lawyer. 
 / County clerk — keeps county records. 
 5 Courts 
 
 a County court. 
 b Surrogate's court. 
 Supplementary suggestions 
 
 Informal talk : " Law Enforcement," by sheriff or one of his depu- 
 ties. "How Our Courts are Conducted," by a county judge. 
 Class trip : " County Court House," explanation of purpose of 
 county offices. " How the County Does Its Business," informal 
 talk by a supervisor. 
 
 VII City Government 
 
 1 City charter 
 
 a Fundamental law for city. 
 
 b How obtained. 
 
 c Essentials of framework for city government. 
 
 2 Three branches of city government. 
 
 a Legislative — city council ; councilmen or aldermen 
 elected by people from wards; (commission govern- 
 ment) time of meetings, number, term of office; 
 makes city laws, called ordinances. 
 
 b Executive — mayor; duties and powers. 
 
 c Judicial — city or municipal courts. 
 
 3 What the city does for its citizens 
 Purpose of : 
 
 a Department of health. 
 b Department of education. 
 c Department of water supply. 
 d Department for fire protection. 
 e Department of police, and other city departments. 
 Supplementary suggestions 
 Informal talk: "How Our City is Governed," by the mayor or a 
 
 city official. 
 Class trip: "City Hall and Meeting of City Council," explanation 
 of duties of city officials. " How the City Council Serves the 
 City,'' informal talk by a city official. 
 
 VIII Town Government 
 
 r Relation to county and state 
 a County divided into towns. 
 
 2 Town board 
 
 a Election. 
 
 b Duties — passes ordinances. 
 
 3 Constable 
 
 a Town police officer. 
 
40 
 
 4 Justice of the peace 
 
 a Town judicial officer. 
 h Court of special sessions. 
 Literature for class : Traffic Laws," can be secured, as an example 
 of a city ordinance, for free distribution from' the city clerk. 
 IX American History 
 
 1 Early America 
 
 a Discovery of America by Columbus. 
 h Great explorers — Champlain, DeSoto and others. 
 c The first immigrants and their settlements; Pilgrims, 
 Quakers etc. 
 
 Note: The instructor will find that one of the most force- 
 ful ways of presenting the subject of American history is 
 through the biographies of America's great men. 
 
 2 The American Revolution 
 
 a Causes of war. 
 
 h Struggle for liberty. 
 
 c Life of George Washington. 
 
 3 The new republic 
 
 a Declaration of Independence. 
 
 h The Constitution of the United States. 
 
 c Development of the country and its resources ; popu- 
 lation, territorial growth, important inventions and 
 commercial expansion. 
 
 4 The Civil War 
 
 a Slavery. 
 
 h Life of Abraham Lincoln. 
 
 c Abolition of slavery. 
 
 5 America of today 
 
 a Life of our present President. 
 
 h America's possessions. 
 
 c Problems of our country. 
 
 d The United States and the great European war. 
 
 e America's future. 
 
 6 The American flag 
 
 a Description of flag. 
 h Its history. 
 c What it represents. 
 
 d Pledge of allegiance — "I pledge allegiance to my 
 flag, etc." 
 Supplementary suggestions 
 
 Illustrated lecture: "Landmarks in American History," by a high 
 school teacher of history. " History of our City," by a member 
 of the local historical society. 
 
41 
 
 American holidays : tabulation of them, with an explanation of each. 
 Patriotic songs : Make a list of them on the blackboard with the 
 assistance of the class. Explain what they mean. Sing them. 
 
 .S; Rule of the People 
 
 1 Political parties 
 
 a Their purpose. 
 
 b Names of different parties — Democratic, Republican 
 
 and others. 
 c Their platforms. 
 
 2 Nominations for elections. 
 
 o Party conventions. 
 b Primaries. 
 c Petitions. 
 
 3 Political campaigns 
 
 a Purpose. 
 
 b How conducted. 
 
 c Meetings, posters, circulars and newspapers. 
 
 4 Elections 
 
 a National. 
 b State. 
 c City. 
 
 5 Voting 
 
 a Qualifications. 
 b Registration. 
 c Secret ballot. 
 
 6 Public spirit in voting 
 
 a Voting, both a privilege and a duty. 
 
 b Voting for public welfare. 
 
 c Necessity of being informed on public affairs. 
 
 Note: Every teacher must be tactful in presentation of 
 this material in order not to be partisan. One of the main 
 reasons ahens desire to be naturalized is in order to vote. 
 However, very few books on civics for foreigners give any 
 attention to this subject. Every one who has worked in aa 
 election booth realizes the need of such instruction for 
 naturalized citizens, both for their welfare and the welfare of 
 our democracy. 
 
 Supplementary suggestions 
 
 Mock election: Hold a mock election, with members of the class 
 
 running for government offices. 
 Informal talk: "Election," by a member of the local board of 
 
 elections. 
 Exhibit: Show specimen ballots and forms used in an election. 
 Class trip : Visit to a local newspaper plant. 
 
42 
 
 XI A Citizen of the United States 
 
 I Summary of American government 
 
 Note: With the assistance of the class, construct on the 
 blackboard the following diagram according to local conditions 
 under the three branches of government with the side headings 
 of national, state, county, city and town government. 
 
 THE PEOPLE 
 
 FUNDAMENTAL LAWS 
 
 U .S. Constitution \ State Constitution | City Cliarter 
 
 Divisions of 
 Government 
 
 I 
 Legislative 
 
 II 
 
 Executive 
 
 III 
 Judicial 
 
 NATIONAL 
 
 (Capitol, 
 
 Washington, 
 
 D. C.) 
 
 Congress 
 
 1 Senate 
 
 2 House of Repre- 
 
 sentatives 
 (Meets every year in 
 December) 
 
 President 
 Duties: 
 
 U.S. Supreme Court 
 U. S. Circuit Court 
 
 of Appeals 
 U. S. District 
 
 Courts 
 
 STATE 
 (Capitol, 
 Albany) 
 
 State 
 Legislature 
 
 1 Senate 
 
 2 Assembly 
 (Meets every year 
 
 in January) 
 
 Governor 
 Duties: 
 
 Court of Appeals 
 Supreme Court and 
 other State Courts 
 
 COUNTY 
 (County seat 
 
 Supervisors 
 (Meets every year 
 in November) 
 
 Supervisors 
 
 with Sheriff 
 Duties: 
 
 County Court 
 Surrogates Court 
 
 CITY 
 (City hall....) 
 
 City Council 
 
 (Meets according to 
 
 Charter) 
 
 Mayor 
 Duties: 
 
 Municipal Courts 
 
 TOWN 
 
 Town Board 
 
 Town Board 
 with Constables 
 
 Court of Special 
 Sessions 
 
 Mock naturalization hearing 
 
 Note: The instructor should attend a regular naturaliza- 
 tion hearing in order to secure first-hand information for coii- 
 ducting such an exercise. If possible, secure the cooperation of a 
 public-spirited lawyer or a representative from the naturalization 
 court to assist. 
 
 a Characters necessary: judge, baihff, clerk of the 
 court, United States naturalization examiner, wit- 
 nesses, and naturalization applicants. 
 Note: A very profitable and most interesting occasion 
 may be had with only members of the class acting as the 
 various characters, if the instructor gives each one participat- 
 ing a careful explanation of his part and arouses the proper 
 spirit 
 
43 
 
 b Questions to ask: 
 
 Note : In addition to the regular personal questions asked 
 (what is your name, how long have you lived in America, 
 where is your wife? etc.), by the naturalization examiner, the 
 following questions on government have been compiled for use 
 at this time. 
 
 Questions and answers for mock naturalization hearing 
 
 Q. What is the form of our government ? A. We have a repub- 
 Hcan form of government. 
 
 Q. Who rules this country? A. The people. 
 
 Q. What is a republic? A. A country in which the people elect 
 their own officers. 
 
 ■ Q. What is a monarchy? A. A country ruled by a king or 
 emperor. 
 
 Q. How are these kings and emperors elected ? A. They are not 
 elected, but obtain their office through inheritance. 
 
 Q. How many states are there in the United States? A. Forty- 
 eight. 
 
 Q. What is the name of our State ? A. State of 
 
 Q. What is the name of our county? A. County of 
 
 Q. What is the name of our city ? A. City of 
 
 Q. What is the fundamental law of this country ? A. The Con- 
 stitution of the United States. 
 
 Q. Who made the Constitution ? A. The people through the dele- 
 gates of the first thirteen states. 
 
 Q. What are the three branches of the government of United 
 States ? A. The three branches are : ( i ) legislative — which makes 
 the laws, congress; (2) executive — which enforces the laws. Presi- 
 dent; (3) judicial — which interprets the laws. United States courts. 
 
 Q. Who makes the laws for the United States? A. Congress. 
 
 Q. Where does Congress meet? A. In Washington, D. C, the 
 capital of the United States. 
 
 Q. Of what is Congress composed ? A. Of two houses : Senate 
 and House of Representatives. 
 
 Q. What is the Senate, and what are its members called? A. The 
 Senate is the upper house of Congress and its members are called 
 Senators. 
 
 Q. What is the House of Representatives, and what are its mem- 
 bers called? A. It is the lower house of Congress and its members 
 are called Congressmen. 
 
 O. How is the Senate composed? A. Two Senators are elected 
 from each state for six years. 
 
44 
 
 Q. Who elects the two Senators from your State? A. The 
 people. 
 
 Q. Who are your Senators? A. (Applicant should know their 
 names.) 
 
 Q. How is the House of Representatives composed? A. Each 
 state is divided into districts and each district elects one Repre- 
 sentative. 
 
 Q. Who elects the Representatives and for what period? A. The 
 voters of each district elect its Representative Congressman for a 
 period of two years. 
 
 Q. In what congressional district do you live? A. (Applicant 
 should fill this out.) 
 
 Q. Who is your Congressman? A. (Applicant should know this.) 
 
 Q. Who is the head of the government of the United States? 
 A. The President. 
 
 Q. What other office does the President hold? A. He is also 
 Commander in Chief of the United States Army and Navy. 
 
 Q. How is the President elected? A. By presidential electors, 
 who are elected by the voters of the different states. 
 
 Q. How many electors are there? A. As many as there are 
 Senators and Congressmen together. 
 
 Q. For how long is the President elected? A. For four years. 
 
 Q. What is the name of our President? A. (Fill in.) 
 
 Q. If the President dies, who will take his place? A. The Vice 
 President of the United States. 
 
 Q. How is the Vice President elected? A. In the same way as 
 the President. 
 
 Q. What office does the Vice President hold in the Senate? A. 
 He is President of the United States Senate. 
 
 Q. What is the highest court in the United States? A. The 
 Supreme Court. 
 
 Q. How many judges are there in the United States Supreme 
 Court? A. Nine; one Chief Justice and eight Associate Justices. 
 
 Q. Who selects them? A. They are appointed by the President 
 for life. 
 
 Q. Who makes the laws for the states ? A. The state legislature 
 of each state. 
 
 Q. Who is the chief executive officer of a state? A. The governor. 
 
 Q. Who elects the governor and for how long? A. The voters 
 of most states elect their governor for two years. 
 
 Q. What is the name of the governor of your state? A. 
 (Applicant should kmw this.) 
 
45 
 
 Q. Where does he reside? A. In , the capital of 
 
 Q. Who makes the laws for the city? A. The city council or 
 board of aldermen (commission government). 
 
 Q. How is your city council created ? A. The city is divided into 
 wards and each ward elects men to represent it in the council 
 (commission government). 
 Q. How many wards are there in your city? A. (Number.) 
 Q. In what ward do you live? A. (Applicant should find this 
 out and fill in.) 
 
 Q. Who is your councilman? A. (Applicant should know this.) 
 
 Q. For how long is a councilman elected ? A. For years. 
 
 Q. Who is the chief executive of the city ? A. The mayor (com- 
 mission government). 
 
 Q. Who elects him? A. The voters of the city. 
 
 Q. For how long is he elected ? A. For years. 
 
 Q. What is the name of your mayor? A. Fill in his name. . . . .• 
 Supplementary suggestions 
 
 Class trip : " Public Library," informal talk by librarian. " The 
 Use and Purpose of the Public Library/' distribution of applica- 
 tion blanks for library cards. Show class where books are kept 
 which they can draw from the library for enlarging their knowl- 
 edge of civics. 
 Citizenship reception : An exercise to welcome the newly naturalized 
 citizens, consisting of patriotic music, addresses and special 
 features. A response of appreciation by one of the new citizens 
 should be arranged for. 
 
'^\ 
 
 ^TM' 
 
 
 mm 
 
 UMlVERSiTY!!