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I MAN 28 1919
‘- (0 Li- STATE OF IOWA 1918 ~U5
3:?
Citizenship Training




A Syllabus 0n the Teaching of Civics for Use
in Elementary Schools
September 1, 1918
Issued by the
DEPARTMENT OF PUBLIC INSTRUCTION
ALBERT M. DEYOE, Superintendent
DES MOINES


What a School May do for Physlcal Development and Pleasure of its Pupils.
Hampton, Franklin County.

A Com bincd Playground

and Athle ti: Park.
DUTIES OF CITIZENSHIP
BY WILLIAM TYLER PAGE.

I believe in the United States of‘ America as a government of
the people, by the people, for the people; whose just powers are
derived from the consent of the governed; a democracy in a
republic; a sovereign nation of many sovereign states; a perfect
union one and inseparable; established upon those principles of
freedom, equality, justice and humanity, for which American
patriots sacrificed their lives and fortunes.
I therefore believe it is my duty to my country to love it;
to support its constitution; to obey its laws; to respect its flag;
and to defend it against all enemies.
FOREWORD.
Citizenship in America today has more significance than ever
before. We have a clearer understanding of its meaning, and
are coming to realize that the term extends to the child as well
as to the adult. We also realize that loyal citizens are not
produced by knowledge of the functions of the government, but
by training in citizenship. The task of training children to be-
come loyal and useful citizens rests primarily with the home
and with the school.
As an aid to the teachers of the elementary schools of our
state, these outlines have been prepared by our department. The
outline and suggestions have largely been taken from the Report
to the Educational Council of the Iowa State Teachers’ Asso-
ciation on “The Teaching of Civics and the Training for Citi-
zenship.” It is expected that the teachers will make much use
of these outlines and will find them helpful in their work. We
feel that the teaching of CITIZENSHIP should be emphasized
in every grade.
ALBERT M. DEYOE.
TRAINING FOR CITIZENSHIP
HOW TO USE THE OUTLINES
By F. A. Welch, Inspector of Graded and High Schools.
In planning this syllabus for the use of the elementary schools,
recognition is taken of the fact that in the past Civics teaching
has not had a large part in grade teaching in our schools. As
many pupils leave school before the high school is reached, and
some even before the grammar school is completed, this means
that'many pupils never have gotten formal training in the all-
important subject that so closely touches their every-day life.
THE NEW POINT OF VIEW
‘It is now becoming recognized everywhere that citizenship
cannot be taught by teaching alone the formal facts of our sys-
tem of government, but that much of it must be taught informal-
ly and incidentally. Much of it, also, must be taught through
the experiences of the pupil. Citizenship is not an art nor a
science apart from life, but is life itself. Citizenship should be
taught, therefore, largely experimentally. The child should ex-
perience and understand his relationshipl to his fellowman and
to the various agencies touching his life as he advances in age
and knowledge.
This would seem to indicate that the pupil should receive
wgmllmcifizenshipl as soon as he enters school and should
continue to receive training in it as long as he remains in school.
THE WORK OF THE COMIWITTEE
Much credit is due the committee from whose report this sylla-
bus is taken, the special committee appointed by the Educational
Council of the Iowa State Teachers’ Association, on “Teaching
Civics and Training for Citizenship”. For two years the com-
mittee has been studying the subject, and now has published its
complete report. By permission of the committee our depart-
8
.1‘
/
ment is privileged to prepare this condensed syllabus for use of
elementary schools. While the syllabus is largely suggestive, we
believe teachers will do well to make it a guide for weekly work
in citizenship training. It is a well arranged course in citizen-
ship for elementary schools. No week should be allowed to pass
that formal instruction is not given in some way at least once.
USE OF OUTLINES
The methods by which the outlines may be used will depend
upon the organization of the individual school or room. In the
graded school where the teacher has but one or two grades in
charge, opening exercise periods about twice per week, or other
/ set periods of five to fifteen minutes may be used for practice
and discussion,
The teacher should not do all the talking,
but should leaf the discussion. Pupils should be encouraged to
observe and report. In the higher grades written reports as
well as oral reports may be called for, the subject to be ,previ-
ously assigned as growing out of the discussion. In the rural
school, where all grades are assembled together, the talks can
better be worked into class periods or held with different groups,
such as Primary, Intermediate and Grammar, separately and on
different days.
In all grades the rules and practice of health should be em-
phasized. Daily notice of such is necessary. v'A healthy child
is a more desirable citizen than one who violates health rules.
The teacher should supervise and direct playground activities,
for here she has the best opportunity to inspire clean relation-
ships and to inculcate lithe spirit of respect for the rights of
others) Many elements b'f'iiitizenship can be taught incidentally
on the playground. On the other hand,, rules of courtesy‘, and
points of relationship can be taught in theiwaictivities of“ the school
room. Both opportunities should be utilized to the full. Corre-
lation with other subjects should be used whenever possible,
especially in the Intermediate and Grammar grades. The method
of correlation given in this syllabus will suggest other meth-
ods to the teacher.
The outline for the various grades takes into consideration
the growing interests of the pupils. Suggestions for Primary
grades center around home, school and playground. In the
Fourth grade the new interests in the community are recognized.
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The outline for Fifth grade gives an extension of community
interest, with suggestions for problems of both rural and urban
life. The teacher here should choose, the suggestions applicable
to the community in which her school is located. The Sixth
grade naturally takes up the State Institutions. Local state of-
ficials, if any, and their duties should be noted. The pupil
should be made to feel that he is a citizen of the state. Greater
Iowa Week can be here observed. Geography Study ‘of Iowa
can well be given this week. The Seventh grade is given a
place for study of national problems. The postoffice and other
national agencies of local contact should be used. If Congress
is in session the period of its session should be used for the study
of its activities. It is recommended in the outline that the
Eighth grade should study a regular text covering national,
state and local government. Care should be exercised that the
text chosen shall not be a high school text, and therefore too
difficult for the grades. There are several modern texts pub-
lished suitable for this work.
Dr. Hart"s Outline suggests a method of studying the present
world war. The teacher should familiarize herself with this
outline and expand it for use, especially in the Intermediate and
the Grammar School grades. The outline on Conservation of
Sugar is a type lesson, and should lead the teacher to prepare
similar lessons on other vital products of the war.
COMMUNITY CONTACT
Contact with the local community is important. Each com-
munity has its local problems, its local history and its local indus-
tries. Each of these phases may be made the basis of lessons in
Civics. The various industries of the place, how these affect the
life, the education and the population, are important. A local
pride and patriotism should be engendered and all pupils should
be interested in making a cleaner and a better community. Geog-
raphy afiects industries and habitation, and can be especially
well correlated with Civics teaching.
OTHER SUGGESTIVE FEATURES
The subject of Civics is a study of relationships. As such it
can be, and should be, strongly vitalized. The pupil is not pre-
paring for citizenship, as often considered, but he is already a
citizen.v His activities as a citizen, therefore, should be capital-
12
-'ized. _ An wasfionallisitlo a business plant or a civic ‘organiza-
.tion, therefore, will impress the lesson of his relationship to
these activities; The visit should be made by the whole class
and with the teacher. A Grammar School Class will find much
profit in attending a law-suit. Participation of pupils in a clean-
up campaign, in production or in any serviceable work in the
community is wh'olesomej The school, as ort‘é‘fi" as possible, should
participate in publicmebrations in some formal way. School
pro‘graiizl'sf"‘occasionalljr held’ to which the community is invited
are helpful. Participation in community programs by school,
grades or group of pupils is even better, as this is more in the
nature of community service. _
Conservation and thrift lessons should be emphasized in a def-
inite way. No better plan is found for this than for the school
to become a Junior Red Cross Auxiliary. This is a national or-
ganization for schools and the whole mphasis is on Service, Con-
servation, Contribution and P-atriotism'f'AIl the various war ac-
tivities, real citizenship activities, are “taught through this organ-
ization. \ The 'American flag should be floating over the school
buildingf‘oifon a staff on the grounds, every day. Pupils should
be taught to remove their hats to the flag, to salute it and to
repeat the formal pledge to it.__! Our national patriotic hymns
should be sung without a book in hands of pupils; the stanzas
should be memorized. Pupils should always rise when singing
or when hearing our national anthem, “The Star Spangled Ban-
ner.” -
In the Sixth, Seventh and Eighth grades a discussion of Cur-
rent Events should be held once per week. This may be done
at a special time or in connection with the Geography or the
History recitation. In the Grammar department short debates
may be held on community subjects, such as Good Roads, Munici-
pal Water Plants, etc.
, In the upper grades organizations may be profitable, but these
should always be directed by the teacher and kept under school
control. ' A Junior Commercial Club, a Junior Civic Society or
a Literary Society are examples. Class organizations as such
should be discouraged below the high school. An occasional
‘,‘istraw vote” may be taken on some live subject to teach the
form'ofi procedure, ‘but ‘it is betterflto'keep school free from
political questions. Simple, parliamentary ‘drill may be conduct-
' ed above the Fifth grade with good effect.





A Modern City Grade Building with Five Acres of Playground, Gymnasium and
Community Room. Perkins School, Des Moines
SOME SUGGESTIVE SUPPLEMENTARY AIDS FOR THE TEACHER
Space will not permit a regular reference list here. A good
list is given in the complete report of the committee. The teach-
cr should get access through her superintendent to this com-
plete report. “Teaching Civics and Citizenship in the Elemen-
tary Grades,” by David E. Cloyd, may be secured from the
author by addressing him at Des Moines. This is an excellent
suggestive book of forty pages. “A Course in Citizenship,”
by Ella Lyman Cabot, and others, published by Houghton, Mif-
fiin Company, is an excellent help, as illustrative selections are
given for each month. Hughes’ “Community Civics,” published
by Allyn and Bacon, will be found helpful to teachers. Field
and Nearing’s “Community Civics,” published by the MacMillan
Company is especially good for rural teachers and helpful to all.
“Democracy Today,” by Christian Gauss, published by Scott,
Foresman & Company, will be found helpful for advanced grades.
Dunn’s “The Community and the Citizen,” published by D. C.
Heath & Company, is especially good. O’Shea and Kellogg’s
“Health Habits,” published by The Macmillan Company, will be
14
found very helpful for this phase of the subject. McCarthy,
Swan and McMullen’s “An Elementary Civics,” published by
Thompson, Brown & Company, is especially good for teachers of
city or town school. Watkins and Williams’ “The Forum of
Democracy,” published by Allyn and Bacon, is good for advanced
grades. “Growth of American Democracy,” published by Me-
Indoo Publishing Company, Kansas City,.Mo., gives a summary
also of the present World war. “Our Country ’s Call to Service,”
by J. W. Studebaker, published by Scott, Foresman & (30., “Food
Guide for War Service at Home,” issued by the U. S. Food Ad-
ministration, and published by Charles Scribner’s Sons, “Food
Problems,” by Farmer & Huntington, and published by Ginn &
Co., are excellent little books on war topics.
THE EbIPHASIS
This syllabus is prepared by the Department of Public Instruc-
tion in the belief that it will offer a safe guide to the teacher in
the regular Work of her civics teaching. The value of it will be
found in its constant use. It is expected that every grade teacher
not already provided with a suitable outline or course or study
for teaching of Elementary Civics Will make use of the syllabus.


Save Her Country. A Junior Red Cross Girl and Her War Garden


15
However, it is not expected that the teacher will be confined
to the directions herein contained. The syllabus is suggestive in
nature and should lead the teacher to find ways and means of
conducting the work not thought of by the members of the com-
mittee. The important thing is that Citizenship shall be regu-
larly taught in all the grades in a practical and effective way,
and not dogmatically. Participation in Civic Life in an intel-
ligent and an appreciative way on the part of every pupil in the
grades is paramount. We must never return to the “book”
method of teaching this vital subject, and must never again rele-
gate the subject to the high school and the grammar school ex-
clusively.
A FURTHER LOOK
While this syllabus is prepared especially for elementary
grades, many points in the outlines included are equally applica-
ble to high school, and even to college teaching. Civic training
should continue beyond the elementary training into all the high-
er institutions of learning. At all times, too, other educational
agencies besides the school should contribute towards citizenship
training. The church, the lyceum, the chautauqua, the various
clubs and other organizations should make their contributions.
The school should seek to enlist these factors in the work and
secure a plan of co-operation. Only in this way can the best
results be obtained. Our schools must recognize and capitalize
the educational agencies outside the portals of the school.
OUTLINE FOR THE GRADES
The following outline, with slight modifications, is taken from
“Teaching in the Elementary Schools,” No. I. Civics and Citi—
zenship, by David E. Cloyd.
PRIMARY-QFIRST, SECOND AND TIIlBD
Duties in the home, school and community:
[-4
Kindness, helpfulness, industry, self-respect, unselfishness,
cooperation, loyalty, self-control, cleanliness, punctuality, hon-
esty, sociability, courtesy, perseverance, obedience.
These virtues are taught in connection with all the lessons
and activities of the school.
16
N)
0
Care of life, health and property:
How to avoid dangerous animals and vehicles, what to do
in case of accidents, how to keep well, the care of the eye,
ear and throat, how to use and protect one’s own and public
property.
These duties are taught in connection with the social and
legal regulations of the commonwealth.
How to play and to be happy—in the group games, in class
or on the playground, in the home, in contests, and alone
with books, in garden, field and woods.
Emphasis is to be placed upon the provisions made by .
home, school and society for play and joy.
How to save and invest:
Tomorrow’s needs the school savin s bank War savin s
2 7
‘stamp, the lessons of the school garden and the canning
clubs, the poultry yard and the seed corn, the granary, the
store-house of the squirrel and the bee.
Emphasize the many ways in which we must encourage
and promote thrift, especially at the present time.
Friendships :
How to make and keep friends, right kind of friends, of
people, animals, plants, books, pictures and ideals.
Stories can be told of great friendships in history, Bible
and other literature.
The method of civic instruction.
In the primary grades this must always be concrete and
center around the lesson and activities of the class room, the
school, the street, the highway, the church, the hospitals, li-
braries, woods and fields.
The lessons must create and develop the social life and
spirit of the individual and group.
Holidays and Patriotism: '
Thanksgiving, Christmas, Washington ’s and Lincoln’s
Birthdays, Decoration Day and Fourth of July.
These celebrations should consist of simple exercises in
which every child can take part.
17
The aim should be true patriotism as a result of an intelli-
gent appreciation of the unselfish service of those we com-
memorate. A desire to do something worthy of appreciation
should be awakened.
Reverence: Of parents, self, friends, truth, beauty, work,
home, church and God.
This spirit is the fruitage of all other lessons properly
taught. It is the feeling and attitude of mind that nothing
shall be permitted to stand between the individual and these
objects of reverence.
FOURTH GRADE
Continuation of the lesson of the primary grades in their
broader application to the community and the state.
The relation of the home to the community: The right kind
of homes, the community institutions that the home needs,
such as the market, lighting system, telephones, postal serv-
ice, granaries, flour mills, coal mines, lumber yards, hospitals,
. churches, libraries.
These should be emphasized as supplements to the homes.
Proper balance should be given to the advantages of both
rural and city home and community life. The advantages
of each must overshadow the disadvantages.
Teamwork in Class, Games and Clubs:
Forms of pupil government, debating societies, athletic
contests, street cleaning brigades, flag drills, fire drills.
In all of this work the emphasis is to be placed on the im-
portance of cooperation in group life.
FIFTH GRADE
The City—All of its Activities.
(1) Look after health.
(2) Inspection and care of food.
(3) Providing water.
(4) Keeping the city clean and beautiful.
(5) The work of the fire department.
(6) The police department.
(7) The council and the ordinances.
(8) Providing recreation and amusement.
(9) How Children’s Leagues can help in such work.
18
2. The Country Community—All of its activities.
(1) The school and the problem of consolidation.
(2) Making good roads.
(3) Mail service and telephones.
(4) How Farmers are improving their crops and animals.
(5) The problem of health in the country.
(6) What the county officials do for the people.
(7) What the country people do for recreation and pleasure.
(8) The opportunity and work of the country church.
(9) Boys’ and Girls’ work.
SIXTH GRADE
1. The State Institutions:
(1) The necessity for and the diiferent kinds of schools and
reformatory institutions. Show how these mean good
citizenship.
(3) Show how the government controls certain kinds of
business for the good of the people.





For Administration and Protection of _a Community. Municipal Building and
Fire Station, Atlantic, Cass County
19
(2)
(4)
(5)
Show what the state does through taxes.
Show what young citizens can do to help the state of-
ficials to give the people good government.
Show what the community can do without the state
helping.
2. Privileges and Duties of Individuals in a State.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Personal and property rights and duties.
Suffrage rights and duties.
Educational rights and duties.
Military rights and duties.
Religious rights and duties.
Health rights and duties.
Leisure and amusement rights and duties.
SEVENTH GRADE ‘
What the national government does for all its citizens.
The rights and duties of all citizens in relation to na-
tional government. _
How the national government regulates her relations
with all citizens.
How each state works with the national government.
How the government gets money.
Who are citizens of the U. S. and what are their duties.
How we make citizens out of foreigners.
How business between the states is regulated.
EIGHTH GRADE
A good text should be studied in this grade.
(1)
(2)
(3)
A systematic study of the organization and Work of the
national, state, county and city government, _through
the several departments and officers.
A study of the ways in which the government seeks to
equalize responsibilities and blessings.
The mutual relation of the United States and other
governments should be made significant through a few
type studies, such as, immigration, commerce, travel
privileges, studying abroad, religious privileges, inter-
marriages, treaties.
20
II.
III.
IV.
VI.
VII.
VIII.
SUGGESTIVE BRIEF OUTLINE
The teacher ’s materials.
Secure from the Committee on Public Information,
Washington, D. C., and from the National Security
League, 19 West 44th St., New York City, the material
on war and patriotism that they send free of charge to
teachers.
Our country.‘ Extent and resources.
Immigration. Causes, restrictions and influence. Enemy
aliens; their conditions.
The people of the United States. Races, number and oc-
cupations.
Citizenship. How acquired, how lost, benefits and obli-
gations of.
Patriotism. What it is, how shown, how best expressed.
The War. Causes of the War in Europe. How did it
afiect the United States? How did the United States get
into the war‘? Why the United States could not avoid
the war.
How the country is organized.
(l) The government at Washington.
(2) State organizations.
(3) Patriotic societies.
(4) Public meetings.
(5) Parents’ associations and other organizations con-
nected with the school.
Raising the army and navy.
(1) Kinds of soldiers.
Militia, regulars, volunteers, drafted men.
(2) Who are in the selective draft?
(3) Training of officers and men. '
(4) Material and supplies.
(5) Transportation. Land and sea.
21
(6) Command of soldiers.
General stafi, commanding officers, Secretary of
War, President.
X. The morale of the people is the guarantee of victory. It
can make certain, supplies for the armies, efl’ective legis-
lation, and the kind of fighting that means success for the
cause of Liberty.




A Federal Servant of the People. New Modern Post Ofiice Building, Iowa Falls
CORRELATION
We wish to show the supplementary ways of teaching citizen-
ship in correlation with other subjects. Such subjects as paving
projects, the establishment of a city library, the change in form
of city government from one class to another, taxes, municipal
law suits, apprehension of criminals, the tramp problem, strikes,
quarantine, garbage disposal, beautifying the city, the work of
the post ofiice, production of food stuifs, naturalization, and a
thousand others that touch on the various subjects studied may
readily be taken up.
J. Language.
The work of language ofi‘fers one of the greatest opportunities
for this work. Civic subject matter forms as fine material for
language work as any other. In the lower grades the work will
have to be done orally but in the upper grades and in high

22
schools, current civic problems can be taken up in the form of
written reports, or in debates with great profit.
Supposing such a subject as a paving project is up for discus-
sion in the town. The average school child will take very' little
interest in it as it is generally understood that such a matter
is for grown folks. He will soon become interested in it, how-
ever, if in connection with language work he would have to
Write a short paper on the subject. Such themes as: How is a
paving project authorized? Who selects the material‘! How is
the contract let‘? The comparative value of various kinds of
material used for paving. What is the benefit of paving to the
community‘! How is the pavement paid for? This will give the
child something definite to work for, train him in research work,
and put him in actual contact with an everyday problem of life.
2. Physiology and Hygiene.
In one of our Iowa cities the children were set to work to
make a survey of the garbage disposal. This work was done in
connection with the Hygiene and Physiology class. Each mem-
ber of the class was given a definite portion of the town to in-



A Community Literary Center. Public Library, Britt
23
vestigate. The work of each one was tabulated in his report
and finally the work of the class was unified in such a way that
definite knowledge in regard to the situation was on hand. The
following were some of the questions asked: Do people throw
the garbage into the back yard? Do they burn, bury, feed to
the chickens, haul to the city dump or what? It formed a very
fine basis for work. For valuable suggestions along the line of
community and hygiene the teacher will find the Works of Woods
Hutchinson excellent. (See reference list.)
3. Arithmetic.
In connection with Arithmetic problems of thrift and food
conservation are useful. A very excellent little work has just
been published by Ginn & C-o., called Food Problems, by Farmer
and Huntington. This work should be used in every school in
the state the coming year. The problems show that children as
well as adults can fight in this war, as production, conservation,
and elimination of waste is as important in the long run as the
work on the firing line. “Each child should think of himself as
a deputy food administrator to save food and suggest means
of saving in the home.” The volume will give valuable assist-
ance in getting Arithmetic connected with actual civic life.
4. Home Economics.
In these days of war the Home Economics Department has
come into its own. The field open here is so extensive that we
cannot touch on any definite phase of it. Any teacher may ob-
tain all the aid she needs along _her line by writing the United
States Department of Agriculture, Washington, D. C. Very val-
uable aid can also be obtained from the Library of Home Eco-
nomics. (See reference list).
5. Science, Nature Study and Agriculture.
Along these lines many concrete problems arise. The one of
nitrate is prominent just now. Before the war, practically the
Whole world’s supply came from Chile. As a result of the enorm-
ous demand that arose from this substance in the use of high ex-
plosives as well as its fertilizing qualities we are now extracting
it from the air. In connection with. the local utility companies,
such as water, gas and electric light works much practical Work
can be arranged for the student of science.
24
6. Geography.
The inductive method of studying geography can be used very
well to bring out civic and community problems. Here a com-
munity problem may illustrate state or national problems. A
certain town in our state installed a sewer system and emptied
the sewage into an adjoining stream. The farmers below the
town through whose land the stream flowed sued the town for
damages for polluting the water making it unfit for use. The
courts ruled that as the city needed an outlet for its sewage no
damage could'be collected. A similar law suit was carried on
a few years ago in the federal courts when the city of St. Louis
sued Chicago because it had connected its sewer system with the
Illinois river thus polluting the source of the water supply of St.
Louis. The result was about the same as above. A community
problem arises when one or more farmers tile their fields and
flood’ the neighbor’s lands below damaging his crops. The sub-
ject of permanent road surfacing and its result on farm values
and community life is another problem for the geography class.
We call special attention to “Lessons in Community and Na-
tional Life” which are very valuable in this connection. (See
References.)
"1. Music.
Even music has its bearing on the development of the citizen.
The singing child will naturally grow into a singing man. The
person whose heart is filled with song is a more pleasant neigh-
bor than he who is m-orose and sour. A case is on record in this
state where a community was torn with contention and strife
of various kinds. A certain man who was very fond of music
became the head of the town schools. He soon had the children
singing and organizing singing clubs. The older people forgot
their quarrels and joined in. He had literally converted the com-
munity with a singing book.
8. A Type Lesson.
The following outline may serve as a type lesson to show how
the various branches of the school curriculum may become of
value in civic training. With slight changes it has been taken
from the University of Iowa Extension Bulletin No. 32 worked
out by Dr. Ernest Horn and Maude H. McBroom.
25
:J_ I
L
-41





Twin Factors in Attractive Rural Life. A Consolidated School and a Community
Center Church, Orange Township, Black Hawk County
26
CONSERVATION OF SUGAR
1. Why is sugar one of the foods We are asked to conserve?
A. Importance of sugar as a food.
(Hygiene)
Kinds of food needed by the body.
Which of these does sugar supply? .
Sugar as a producer of energy for muscmlar work
and body heat.
Sugar valuable in preventing ‘or delaying fatigue.
Why so important in diet'for our soldiers?
advantages over some other food for soldiers.
Easy to digest and assimilate.
Concentrated food.
a. No water. b. No roughage.
Easy to ship.
Its pleasing flavor.
C. Evil effects of too much sugar.
A.
1.
2.
3.
Effect on teeth.
Efiect of a one-sided diet.
Action in stomach.
4. Efiect on kidneys.
II. Why is it necessary to conserve sugar? (Ge-ography.)
Of What is sugar made?
1.
2.
3.
Cane.
Beets.
Other sources.
Where are these raw materials raised?
1.
Cane.
a. In the United States and possessions.
b. In other countries.
c. Rank of producting countries.
(1. Efiect of war upon production.
Beets.
a. In the United States.
b. In other countries.
c. Rank of producting countries.
(1. Comparison with cane production.
e. Efiect of war on production.
Total world production.
a. This year as compared With other years.
b. Per cent produced by countries in the war.
What are the conditions of production and manufac-
ture of sugar?
1.
Cane.
27
b“ Sbsw


For CountyEAdministration of Justice and Fair Play. Court House,
a. Production.
(1)
b. Manufacture of sugar from cane.
(1)
(2)
(3)
(4)
(5)
(6)
2. Beets.
Primghar, O'Brien County
(Agriculture)
Why the growing of cane is limited to cer-
tain localities; necessary conditions of cli—
mate, soil and rainfall.
How cultivated; labor needed.
Method of growing; time of growth.
Appearance of plant.
Harvest; transportation to mill.
(Science)
Production of raw sugar and molasses.
Per cent of sugar in cane.
Location of great refineries.
Refining process.
By-products and their use.
Value of manufactured product.
a. Production.
(1)
(2)
(3)
Climatic conditions necessary for growth
_of beets.
Comparison with conditions necessary for
growth of cane.
Method of cultivation.
28
b.
(4) Kind of labor necessary. ~
(5) Opportunities for further growth in the
United States.
Manufacture.
( 1) Transportation to mills.
(2) Washing.
(3) Extracting sugar.
(4) Refining.
(5) Use of by-products.
(6) Rivalry between beet and cane.
D. Why must we save for the sake of our Allies‘!
1. Questions to answer to solve this.
a.
Which countries raised and exported most be-
fore the war. Ans, Cuba, Java, Germany,
Aust., Hung, Russia, Philippines, Belgium,
Peru.
Per cent of world ’s sugar export (1910), Cuba
21.7, Java 20.3, Germany 12.7, Aust.-Hung.,
12.0, France 3.6, Russia 3.4, Others 26.3.
What countries consume more than they pro-
duce? United States, England, British India,
China, Canada, Japan, Turkey, Switzerland.
Per cent of imports: U. S. 30, England 27.3,
British India 9.6, Others 33.1.
Efiect of the war on the sugar trade.
Amercia’s duty in regard to her sugar supply.







v" J~ sffv. <
. ' i . , in _
' .s"...4¢&.._;;a;;£.gum;n£.h_;“. ‘rain-a" '
Possibilities for RurallTransportation.
A View of Public Highway Between
Clem-Lake and_Ma.son City, Cerro Gordo County

29
A Community Center Church in a City.


Cottage Grove Avenue Presbyterian Church
Des Moines
E. Why are we better able to conserve than others '5
III. How can we save sugar?
Flu.“ !"
U. S. sonsumption compared with World consump-
tion.
Per capita consumption of warring countries.
Shortage in production among our Allies.
Our advantage as producers.
a. Much land available for raising sugar substi-
tutes.
b. Conditions excellent for raising cane and beets.
( Civics.)
A. By using less.
B.
7*‘ P‘P‘PFX‘FOZ"
Sweetless days.
Less candy.
No frosting on cakes.
Less sugar in drinks.
Less on cereals.
Sweet breads in place of cake, or cakes, requiring
little sugar.
N0 waste.
By using substitutes.
1.
Substitutes in flavor.
a. Corn syrup.
b. Honey.
0. Maple sugar.
30
Molasses in cakes.
e. Dried fruits, raisins, figs, dates, instead of
candy.
f. Use of fruits canned in summer for flavor in
cooking and for desserts.
2. Substitutes in food value.
a. Carbohydrate foods.
C. Sources of recipes, suggestions, etc., for sugar saving.
lV. What saving means to the world.
What it means to our own soldiers. (See ref. I. A.)
How we serve our country by saving.
How conservation of food may shorten the war.
pose
Will the American way, i. e., voluntary cooperation,
succeed or fail?
V. The administration of plans for saving.
Each teacher will probably use her “own ideas. The following
schemes used in the State University Elementary Schools are of-
fered here merely as a suggestion.




Defenders of Our Country's Liberty and Active Advocates of World Democracy
31
1. Let the children exchange experiences as to what is being
done in each home toward conservation.
2. Have children bring recipes which require little sugar or
allow the use of substitutes.
3. Work out a room record showing the efiort of each child
along the lines of conservation of sugar.
4. Have the children 'make charts and posters for the bulle-
tin board showing production, consumption, our Allies’ needs,
etc.
5. Get each child to promise to be thoughtful about the use
of candy.
The following references together with the school library will
be of use:
Iowa State College School Bulletin No. 20. -
Surface “The Story of Sugar.”
Robinson ‘ ‘ Commercial Geography.’ ’
Carpenter “Foods and Their Uses.”
Allan. “Industrial Studies of the United States.”
World Almanac 1916-18.
Agricultural Year Book. 1916-18.
Freeman and Chandler “The World’s Commercial Prod-
77
O
5:
Qwflaseswv
s
9. Food Administration Bulletins.
32
COMMITTEE.
A. M. Deyoe, Superintendent of Public Instruction, appointed
the following committee to prepare a report to the Educational
_ Council of the Iowa State Teacher’s Association for the sixty-
fourth annual session on the “Teaching of Civics and Training
for Citizenship.” The outline features of this syllabus are taken
from the report of the committee.
D. E. Cloyd, Chairman . . . . . . . . . . . . . . . . . . . . . . . . ..Des Moines
J. W. Studebaker, Secretary . . . . . . . . . . - . . . . . . . . . ..Des Moines
J. L. Cheeney . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Des Moines
Ernest Horn . . . . . . . . . . . . . . . . - - . . . ; . . . . . . . . . . . . . . . .Iowa City
Macy Campbell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Cedar Falls
C. E. A Shutt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Marshalltown
F. W. Hicks . . . . . . . . . . . . . . - . . . . . . . . . . . . . . . . . . . . . . . . . . .Ames
S. P. Fogdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Des Moines
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