1920 NY Syllabus for Elementary Schools

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University ol the tale 0t New York Bulletin Entered ll second-class matter August a, 1913, at the Post Oflce at Albany, N. Y., ' under the act of August :4, 19!:

Published fortnightly N0. 704

ALBANY, N. Y.

FEBRUARY 15- I920

SYLLABUS IN CIVICS AND PATRIOTISM This syllabus in civics and patriotism has been prepared under the direction of the Commissioner of Education in accordance with the

provisions of chapter 241 of the Laws of 1918 (sections 705 and 706 of the Education Law).

The committee having in charge the preparation of the syllabus (Mr E. P. Smith, North Tonawanda High School, Chairman; Miss Mabel Skinner, Washington Irving High School, New York; and Miss Judith C. Ver Planck, Hunter College) worked in close coop— eration with the State Historian and had the constant help of his sug gestions and advice.

While the material is so organized as to cover the work of the eight years of the elementary grades it is also arranged, by means

of the topical outline for the work of the seventh and eighth years, so that the syllabus is readily adaptable to school organizations where the intermediate school or junior high school plan is in operation.

This will be appreciated in many communities on account of the

development of this type of organization in many of our larger villages and cities. Where it is desired to use the outline for the intermediate school or junior high school organization the following division of topics is suggested: for grade 7, topics I to 7; for grade 8, topics 8 to II, I 5 to 20; for grade 9, topics 12 to 14 in greater detail.

While this tentative draft of the syllabus may seem to be some— what detailed in the treatment of the various topics, it is believed that it could not be reduced to any extent without losing much that is of value.

It is especially important to have the syllabus reasonably

complete in view of the fact that many teachers will be glad to depend upon it, not merely for the outline but also for suggestions as to the detailed treatment of topics. Teachers must be on their guard, however, against feeling that every topic given in this syllabus must be treated in the classroom. Numerous topics are given but the teacher should use her judgment in selecting those. only which best suit the needs of her community.

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4 I It is believed that the committee has done its work well and we are glad of the opportunity. to transmit the syllabus in this tentative form to the schools in order that they may take immediate advantage of the opportunity to make use of the outlines suggested for class use. The importance of the thorough teaching of civics and patriotism can not be overemphasized and in the inauguration of this work in the schools throughout the State it is confidently hoped that the syllabus presented herewith will perform a very helpful service.

General Introduction The problem of democracy is a problem of education. Its perpetuity rests upon education. In a democracy the supreme func tion of the state is to take the children and youth of each genera tion and develop them into men and women able to fulfil the responsibility and enjoy the opportunity of free citizenship in a free society.

American education began as a subsidiary process. Children got education for life in the home, on the farm, in the workshop. They went to school to get certain formal discipline, to learn to read,

write and cipher and to acquire formal grammar. With the moving into the cities, and the gradual change in our economic life, the school has had to take over more and more of the process of edu cating young people to earn a living. Edugaticlri‘iswfor life and not merely for efficiency. Education for democracy means the develop ment of each—individual as an intelligent and self-directed, unselfish 1 and devoted, sanely balanced member of society. “ If we want democracy to succeed we must educate for democracy. It is noth— ing short of treason to democratic institutions to send forth from our schools} young "men and women who know little or nothing of the , ‘~,responsibilities, duties and privileges of citizens in a democracy .4 ' l "I i 1 and of the social conditions and ideals which are necessary for the success of democ-Fatic society.” “ We have a newer answer to the old question, ‘ What knowledge is of most worth?’ The common expe rience of mankind ought to show us in this crisis of the world’s affairs that the knowledge most worth while is knowledge of human beings in their relationships of human living together and the PILQPJCEQQ involved. therein.

The vital thing which should be sought

in all'education is social adjustment and social efficiency; and the foundation of these is good citizenship, by which we mean not ,merely intelligent voting, important as this may be, but efficient membership

5 in a community, gggglwgeighbgrship, good fatherhood animother— hood, and gqlflerilghfitness and readiness for “community and national service!“ ‘ If this is the true aim of education in a democracy, then the whole course of study for training its citizens must be pervaded by the ethic spirit; its entire curriculum must be focussed upon the development of positive and effective moral character as an aid in solving the problem of democracy.

It is clear, however, that to attain it

this end there must be provided throughout every grade a course of study whosedefinite object is to produce the'social and civic virtuesl‘ii’lernyt ‘

As a contribution toward this end, the

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[11¢ 1‘ Arms in Teaching ercs flewThe see thattask his of future the school welfareindepends a broadest uponsense his possession is to make ofthecertain child a, ,I/y,

social orYifiF'vifiues

will enable him to c9929};an Asrngothly

with his fellow members of the community. Some factors which contribute to his welfare are health, education, recreation, civic beauty, wealth, communication, transportation.

These elements of

welfare are secured by various social agencies such as pure food laws, schools, libraries, playgrounds, parks, factories, post offices, 0.4,,“a“,. l

railroads. The good citizen is the one who contributes his fair share

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of the interest, etfort and expense necessary to create and maintain";'n.~ x

these agencies.

The best citizen is the one who has the intgest/I

krltlzvledge and gggd judgment neiessary to takgthe lead in initiat- 5’s“? 4. ing and diggingthese communitywenterprises. In other words, the [4.1 A'. child must be taught that he who would be the greatest in a

democracy like ours must be an unselfish servant of the common good. In producing this citizen there are three means which must be employed constantly: flue/tab. -<*1'...('?’;.’/.‘ /

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I Arousing an emotion, or creating an intergsl in good“ citizen

This is to be done by every means that will appeal to the emotions, by stories of unselfish leaders, by inspiring songs, by pictures.

MIN 2 Intellectual training which will produce the knowledge of sosial ageggies which is necessary to intelligent citizens. This is to be done by'investigation at first hand, by study of a textbook, by reading of more extended references.

1 Ellvyod, Charles A., “Reconstruction of Education upon a Social Basis.”

Educational Review, Feb. 1919, p. 97, 99.

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.w’ 6 I 3 Training the will to right social activities.

This is to be

done by fortnng schoolmandchiyicnolrganizations where each member may learn by exercise the results of right action upon a group and

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SYLLABUS IN crvrcs, GRADES 1 T0 6

INTRODUCTION The keynote of the new civics is service. Action is the goal toward which we are striving. We aim to a aken in the child a sense of responsibility which will result in intelligent action. We begin with those particular phases of our group life which fall well within the child’s experience, and follow his gradually expanding ’,_ thwied. civic relations, giving Care himmust in every be taken case notopportunitwaonguilyiwce to forget, however, when in ,v, emphasizing any particular group, that the United States of America, the pupil’s country, gets into his consciousness very early, and should receive consideration at every stage of the work.

We can not afford

to produce provincially na ow'minds. The child should always have a vision beyond, an realize himself as a citizen not only of his village, town an ounty but of his State and of the United States, and ciate his responsibilities to his country. Hence pat/r] ' early should be emphasized grade. will consist arger "A In the grades the training in forevery citizenship in training in morals and manners. The object of this work is the building of character. It aims to form habits and should be con tinuous and cumulative throughout the‘grades.

I the 4work progresses, great emphasis should be laid on the %: of law and order, and the importance of having a law—abiding population. The child should learn how laws are made, and his obhggtimi to obey them. He should also learn hngnlayvs can be bettered and that he has an obligation to stand for progress.

Great emphasis should be laid on good work for its own sake.

The child should be taught in each of his ordinary tasks to aim at the best result.

He should be ashamed of slovenly and half-hearted

work and should know the joy of good work well done.

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Groups studied Grade I Home

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Grade 2 School and playground

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Grade 3 Neighborhood Grade 4 All civic agents, but special study of town, village or city

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25 c Officials (1) Executive Only chief ones. Emphasize State Education Depart ment in reviewing local units (2) Legislative Again emphasize necessity of law. Part taken by ordinary people in making it. Necessity for obedience. How a bad law may be changed.

(3) Judicial Relate to work done under County

d How the State pays its bills Note. In the above, work for a few large ideas and clear conceptions. Try not to multiply facts, but use only such as are needed for clearness.

5 Civic virtues a Awaken pride in the achievements of our State; for example, New York’s part in the World War

b Milkslhsshilsiwant m be afine citizen M' c Show him how much he owes his State for his education, and \ how he should repay it by doing his best work W6+zfz¢'fi'

d Continue along line of Boy Scout and Girl Scout ideals and practices 6 Manners See work of preceding grades; keep on with formation of correct habits 7 Health a Correlate with hygiene

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to ideals of a citizen _ He owes 1 o ' be a healthy one 8 Patriotism 0 Heroes and heroines (I) Of New York State (2) Of the United States (3) Of other lands The object of this work is to create ideas of indi vidual ideals and service.

b Current events, involving New York State

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Activities Continue activities suggested under grade 4 Visit the county court. Notes on visits Visit the county house and farm. Notes on viSits