f- 
 
 
 A SYLLABUS OF CIVIC 
 PROBLEMS 
 
 STATE NORMAL SCHOOL 
 SAN JOSE,iCAt. 
 
 California 
 Statu Printing Ofpice 
 
 1916 
 
A SYLLABUS OF CIVIC 
 PROBLEMS 
 
 STATE NORMAL SCHOOL 
 SAN JOSE, CAL. 
 
 California 
 State Printing Office 
 19 16 
 21714 
 
G 
 
 ■^' "^ 
 
 ,Ql- 
 
EXPLANATORY NOTES. 
 
 This syllabus is intended as an aid to student-teachers and pupils. 
 It suggests a few of the many civic problems awaiting investigation and 
 solution. While it may be used in the order of arrangement, the plan 
 of the author is to study such subjects as are uppermost in the public 
 mind, thus bringing the pupil in touch with community thought. This 
 gives a chance to coordinate, the work of the schoolroom with the needs 
 of the public and affords opportunity for both to work together for the 
 common good. 
 
 The wide range of readings makes it possible for each pupil to con- 
 tribute a different point of view regarding the question under discussion. 
 
 CLARA H. SMITH. 
 Supervisor of Civics and History, State Normal School, San Jose, Cal. 
 
 METHOD OF USING SYLLABUS. 
 
 1. Choose a civic topic that is attracting or should attract public attention. 
 
 2. Assign readings to different pupils upon various phases of the subject as sug- 
 
 gested by the syllabus. 
 
 (Readings to be adapted to the degree of mental development of the pupils. ) 
 
 3. Through re^adings and discussion, arrive at a conclusion of what ought to be 
 
 done by the community in dealing with the problem (/. e., fix a standard of 
 attainment). 
 
 4. Note wherein the community fails to attain the standard. 
 
 5. Conclude as to what the pupils, the school, or the community should do to bring 
 
 about the desired reform. This might be: (a) Real labor, (b) Stir up public 
 sentiment, (c) Give money, (d) Bring about legislation, (e) Enforce law. 
 0. Proceed with what the school and the individual members cau do. 
 
 ILLUSTRATION OF METHOD, 
 A Business Manager Charter for the City. 
 
 Instructions to pupils. 
 
 1. Study a chart of the proposed charter which shows diagramatically the cen- 
 
 tralization of responsiblity. 
 
 2. "Read the parts of the charter which you can understand. Read further as to 
 
 how the city manager government works in other cities, such as Dayton, Ohio ; 
 Springfield, Ohio. 
 
 3. Study the existing charter and note its defects. 
 
 4. Decide whether the proposed charter is, or is not, adapted to the needs of the 
 
 city. 
 
 5. Get mothers, friends, and acquaintances to register so that thej' may vote, 
 
 when the times comes, for or against the proposed charter. 
 
 336432 
 
4 STATE NORMAL, RCHOOL, SAN JOSE, 
 
 CHAPTER I. 
 
 HOMES FOR THE PEOPLE. 
 Section 1. Planning the City. 
 
 1. Location of the city, how determined. 
 
 a. Topography of surrounding country ; mountains, plains, waterfront, etc. 
 
 b. The resources of adjacent country. 
 
 c. Water supply. Need for sanitation, irrigation, fire prevention, transpor- 
 
 tation. 
 
 2. Streets. 
 
 a. Plan to prevent congestion. 
 
 b. Connect principal units of city such as business section, civic center, etc. 
 
 c. Width of streets determined by traffic. 
 
 d. Advantages of "I'adial" streets. 
 
 e. The use of curved or "ring"' streets. 
 
 3. Civic center. 
 
 a. Central location — reasons. 
 
 b. Provisions for future growth. 
 
 c. Consists of national, state, county, city buildings, etc. 
 
 4. Transportation. 
 
 a. Railway. Ground, subway or elevated. Which desired? 
 
 b. Location of freight and passenger depots. 
 
 c. Advantage to city of railroad and interurban lines. 
 
 5. Kind of factories and industrial plants. 
 
 a. Determined by nature of surrounding country. 
 
 b. Location of industries. 
 
 c. Advisability of "zone" system, of "satellite" cities. 
 
 d. Significance of cheap transportation. 
 G. Housing. 
 
 a. Location of workingmen's homes. Cheap transportation. 
 
 b. Location of homes for the wealthy. 
 
 c. Emergency homes for unemployed. 
 
 7. Social centers. 
 
 a. Parks, squares ; how frequent. 
 
 b. I'laygrounds ; location, number, large municipal, small local. 
 
 c. Municipal hall ; dancing, skating, etc. 
 
 d. Schoolhouses. 
 
 e. Churches. 
 
 8. Beautifying the city. See "city beautiful." 
 
 9. Value of city planning. 
 
 a. Economic — increases business activity ; eliminates waste ; promotes health ; 
 
 provides safety. 
 
 b. Social — prevents innnorality : jjrevents crime. 
 
 c. Aesthetic. 
 
 10. Correction of defects in city's growth. 
 
 a. The advice of an expert. 
 
 b. Option on cheap land. 
 
 c. Co-operate with civic organizations. 
 
 d. A city planning commission. 
 
SYLLABUS OF CIVIC PROBLEMS. 5 
 
 Field Work. 
 
 1. Study the plan of your own city. Use a map of the city. Your general 
 knowledge. State the defects that are developing and show how they 
 should be corrected before the city increases in size. Note where popu- 
 lation is becoming congested. How could it be prevented? 
 
 a. Note how the congestion of street traffic might be prevented. 
 
 b. Decide what streets to widen ; what new streets to open. 
 
 c. AVhere should parks and plaj-grounds be located? Give reasons. 
 
 d. How should the industries be localized? 
 
 e. What restrictions should be placed upon Iniikling? 
 
 f. What boulevards are desirable? 
 
 g. How should a civic center be planned for? 
 
 h. What defects in the railroad location? What provision for railroad cross- 
 ings? 
 i. Other changes. Keep in miu'l the ultimate gain to the city, 
 j. Where should new schoolhouses be built? 
 
 References. 
 
 Pupils' Readings. 
 
 McVey, Frank L. "The Making of a Town." Ch. II, III. VII. 
 
 Nida — "City. State and Nation." Ch. II. 
 
 American City, G: 39S — "The Municipal Spirit." 
 
 American City, 6: 71~> — Steiss, C. J. "Fort Wayne's Civic Awakening." 
 
 American City, 7 : 503 — I'ratt, E. E. "Garden Cities in Europe." 
 
 American City, 8 : 473 — Ford, Dr. James. "Some Fundamentals of Housing 
 
 Reform." 
 American City, 8 : 422 — Diagrams. Prize Plans Labeled. 
 American City, 8: 19 — Nolan. .John. "The Factory and the Home." 
 American City. 9 : 310 — Bartlett. Dana W. "Torrance." 
 American City, 9 : 213 — "Fairfield, a Town with a Purpose. " 
 American City, 11 : 380 — Bartholomew, H. "Publicity and City Planning." 
 American City, 11: 38 — Cheney, Chas. H. "What the City Planning Exhil)its 
 
 Have Accomplished in California." 
 American City, 12: 189— Ford. Geo. B. "City Planning and Real Estate." 
 American City, 12 : 40 — -"Development of a Town Civic Center." 
 Survey, 27 : 1203 — Jensen, Jens. "Regulating City Building.'' 
 Sunset, 30: 299 — Willard, W. AV. "Moving the Factory Back to the Land," 
 
 Torrance, Cal. 
 American City, 12 : 241 — Pope, R. A. "Community Planning with Voluntary 
 
 Restrictions." 
 American City, 12 : 379 — Adams, Thomas. "Scope for Municipal Activity Pend- 
 ing Town Planning Legislation." 
 For Student Teachers. 
 Nelson's Cyclopedia. 
 
 Nolan, John. "Replanning of Small Cities." 
 Koester, Frank. "Modern City Planning and Maintenance." 
 Wackers. Manual of Plan of Chicago. 
 Annals of American Academy, 35: 287-96 — Crawford, A. W. "City Planning 
 
 and Philadelphia Parks." 
 Bulletin No. 1 — Cheney, C. H. "What City Planning Commissions Can Do." 
 Annals of American Academy, .59 : 283 — Smith. J. Russel. "The Reconstructed 
 
 City." 
 American City, 6: 4G4 — Childs, Stephen. "Landscape Architect and City Engi- 
 neer." 
 American City, 6: 557 — Ford, Geo. B. "Digging Deeper into City Planning." 
 American City, 6 : 733 — Nolan, John. "Improvement of a Country Town." 
 American City, 7: 517 — ^Tribus, I. I. "The Citv Economic." 
 
STATE NORMAL SCHOOL, SAN JOSE. 
 
 American City. 7 : 
 Efficiency 
 American City, 7 : 
 American City, 7 : 
 American Citj', 7 : 
 
 4 — Brunncr, A. AV. "Readjustiiig a City for Greatei 
 
 "Transportation and City Planning." 
 Planning Exhibition. 
 "Improved Housing Finance and Co- 
 
 "Chamber of Commerce and City 
 
 0— "Plans for Australia's New Capital." 
 
 31 — Lewis, N. P. "How City Planning Bills are to be Paid." 
 
 5G3 — Levitt, G. W. "Suburban Drainage, Intercommunication 
 
 and Water Supply." 
 
 American City, 8: SSG— Maltbio. M. R. 
 
 American City, 9 : 004 — New York City 
 
 American City, 9: 521— Comc-y, A. C. 
 
 partnership Plan." 
 American City. 10: 448— Ford, Geo. B. 
 
 Planning." 
 "Satellite" Cities. 
 
 Survey, 29 : 13. 
 Survey, 29: 117— Pullman. 
 Survey, 29 : 287 — Norwood. 
 Survey, 29: ,582— Granite City. 
 Survey, 29: 781- Gary. 
 Survey, 30: 337— Corey. 
 American Journal of Sociology, 17 : 590 — Howe, F. C. 
 
 ing Agency." 
 American City. 12 : 3 — Lathrop, John. "Chile's Interest in City Planning." 
 American City, 12 : 470 — Williams. F. B. "City Planning Restrictions on Pri- 
 vate Property." 
 American City. 13 : 24 — Williams, F. B. "City Planning Restrictions on Pri- 
 vate Property." 
 
 "The City as a Socializ- 
 
 Ssction 2. A Standard of Housing. 
 
 1. Good housing: why of social concern; bearing on health, morals, poverty, efficiency. 
 
 2. A standard of housing. Consider: 
 
 a. Fresh air and ventilation. 
 
 b. Light. 
 
 e. Privacy. 
 
 d. Safety. 
 
 e. Cleanliness. 
 
 f. Convenience. 
 
 3. Degree to which standard is attained in local housing. 
 
 a. Living conditions of foreigners. 
 
 b. Living conditions of casual workers in lodging houses. 
 
 c. Living conditions of seasonable workers. 
 
 d. Living conditions of women workers. 
 
 4. Cause of low standard of housing in the community (if standard is low). 
 
 a. Low wages. 
 
 b. Low standards of laborers from Europe and the Orient. 
 
 c. Greed of landlords and real estate men. 
 
 d. Indifference of intelligent people. 
 
 5. Relation of housing to delinquency and crime. 
 
 (See reports of other cities u:ul 1( 
 C. Reform measures. 
 
 a. Planning for increase in growth of cily. 
 
 b. Awakening civic responsibility on part of those having houses to let. 
 
 c. Housing by social organizations, such as Y. M. C. A. and other societies. 
 
 d. I'roviding municipal lodging houses or emergency houses, carefully super- 
 
 vised. 
 
 e. Providing for widows with children, 
 ^lakini;- houK! ownership possible. 
 
 •al cou: t records ) 
 
 (See City Planning.) 
 
 f. 
 
SYLLABUS OF CIVIC PROBLEMS 
 
 Field Work. 
 
 1. Put in outline form tlie kind of house you think every one ought to live in. 
 
 (Keep in mind principles suggested in Standard of Housing.) 
 
 2. Learn from a real estate dealer how much such a house rents for. 
 
 3. Assuming that the home you have planned is that of a day laborer, how much of 
 
 his wages would be used for rent? 
 
 4. What do you conclude as to the amount of wages which he receives? 
 
 5. How do the homes of the workingmen of your city come up to the standards you 
 
 have set? (If you do not know, take a walk through the part of the city 
 where the workingmen live.) 
 
 6. What reasons can you give for their way of living? 
 
 7. Indicate by "Yes" or "No," on the survey blank, the standard of your own home. 
 
 8. How do you think you could make more of the answers "Yes"? 
 
 Note. — The.se surveys will give the teachers considerable insight into 
 living conditions of pupils' homes. 
 
 9. How many vacant houses in your city? (Get the approximate number from a 
 
 real estate dealer.) 
 
 10. If many houses are vacant, why is rent so high? (Think of answers yourself 
 
 and ask others.) 
 
 11. What advantages would there be to the ownere of these houses to lower the rent? 
 
 What disadvantages? 
 
 12. What provision does your city make for housing the unemployed? (Ask the 
 
 Mayor.) 
 
 13. What would be the advantage of an emergency home for the unemployed? 
 
 14. ■^Tiat are the private agencies doing in the way of housing? (Inquire of the 
 
 Y. M. C. A., the Associated Charities, the Salvation Army, or other 
 existing agencies.) 
 
 15. What need does their work show for an emergencj- home? 
 
 References. 
 Pupils' Readings : 
 - Riis, Jacob. "How the Other Half Lives" (Select.). 
 
 Riis, Jacob. "The Peril and Preservation of the Home" (Select). 
 
 Riis, Jacob. "The Battle with the Slums" (Select.). 
 
 Keingott, G. F. "The Record of a City" (Select.). (A survey of Lowell, Mass.) 
 
 Weller, C. W. "Xeglected Neighbors in the National Capital" (Select.). 
 
 Coulter, Ernest K. "The Children in the Shadow" (Select.). 
 
 Solenberger, Alice W. "One Thousand Homeless Men" (Select.). 
 
 The Bournville A'illage Trust. (Pub. of Am. City.) 
 
 Wyckofif, W. A. "The Workers— The East" (Select.). 
 
 Wyckoflt', W. A. "The Workers— The West" (Select.). 
 
 Survey, 27 : 1313— England. W. P. "The Lodging House." 
 
 World Today, 21 : 857 — Brown. Edwin A. "Living with the Homeless." "The 
 
 City as a Landlord of the Poor." 
 World Today, 21 : 940 — Brown, Edwin A. "A Municipal Emergency Home a 
 
 National Need." 
 Survey, 22 : 749 — Lewis, O. F. "Municipal Lodging Houses." 
 Conference of Charities and Corrections for 1904 : 1.55-167 — Robus, R. "What 
 
 Constitutes a Model Municipal Lodging House." 
 Conference of Charities and Corrections for 1903 : 404-11 — Willard, Alice C. "Re- 
 instatement of Vagrants Through Municipal Lodging Houses." 
 Technical World, 21 : 250 — Dawes, R. F. "A Ladder for the Down and Outs." 
 American City, 9 : 71 — "Workingmen's Dwellings in France." 
 American City, 9 : 69 — "Municipal Tenements for Widows with Children." 
 Craftsman, 26 : 349-51— "A Model Village and a New Building Material." 
 American City, 12 : 16.5 — Kellogg. "Improved Housing for a Mining Town." 
 Survey, 32: 1.54-56, 276-80, 366-71, 466-71, 575-84— Bacon, A. F. "Beauty for 
 Ashes." 
 
8 
 
 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Amorican City, 32: 321 — Manning, W. H. "A Step Toward Solving tlie Indus- 
 trial Ilousiilg Problem." (Goodyear Heights.) 
 American City, 13 : 7-10, 93-100 — Dinwiddle, E. W. "Management of Wage 
 
 Earners' Dwellings in England." 
 Survey, 34 : 13S — Flagg, M. I. "Better Farm and Village Homes." Minnesota's 
 
 Model Plan. 
 Outlook, 109: 851 — "Housing and Town Planning in Belgium." 
 Outlook, 107: 118— Bell, Geo. H. "Wheatland Hop Field Riot." 
 Sun-ey, 31 : 708— Parker, H. "Wheatland Hop Field Riot." 
 
 Technical World. 19 : 232 — Bergengren, Ralph. "Housing the Middle Class Man." 
 For Student Teachers. 
 
 Riis, Jacob. "The Battle with the Slums." 
 
 Veiller, Lawrence (Russell Sage Foundation). "Housing." 
 
 American Journal of Sociolog.v, 37 — Supplement 10-32. 
 
 American City, S : 473 — Ford, James. "Some Fundamentals of Plousing Reform." 
 
 Arena, 30 : 420 — Knorr, R. H. "Housing of Women, A Neglected Phase of the 
 
 Housing Problem." 
 Review of Reviews, 28 : 609 — Same article. 
 Outlook, 109 : 93(V-Jakobi, P. "The Lodging House." 
 Annals of American Academy, 51 : 132-9 — Nichols, J. C. "Housing and Real 
 
 Estate." 
 Annals of American Academy, 51 : 25 — Aronociei, Carol. "Cost Factor in Housing 
 
 Reform." 
 Annals of American Academy, 51 : 34 — Wilcox, D. F. "Taxation iu Real Estate 
 
 Values and its Effect on Housing." 
 Annals of American Academy, 51 : 82-91 — Chadsey, Mildred. "The Old House as 
 
 a Social Problem." 
 Survey, 31 : 804 — Newman, P. J. "Do House Improvements Force Increase of 
 
 Rents?" 
 Survey, 32 : 4.31 — Koman, Katherine. "How Spain Provides for the Housing of 
 
 Her Wage Earners." 
 American City, 11 : 35 — Comey, A. C. "Plans for American Garden Suburbs." 
 Survey, 33 : 293-7-— Oserofif, Abraham. "Community Contrasts in Housing Mill 
 
 Workers." 
 American City, 12 : 202-4 — "What Pittsburg is Doing to Improve Housing Con- 
 ditions." 
 American City, 9 : 521-23 — Comey, A. C. "Improved Housing Finance.'' 
 American City, 10: 5-7^ — Beer, F. G. "How to Get Cheap Houses." 
 American City, 10: 525-29^ — Veiller, L. "Protecting Residential Districts." 
 Survey, 31 : 804 — Newman, B. J. "Do Housing Improvements Force Increased 
 
 Rents'.'"' 
 
 Standard Homes. 
 
 Name Address Date- 
 Location convenient to business or easy communication with business 
 
 Location — Easy communication with school 
 
 Lots well drained 
 
 Outlook pleasing 
 
 Basement or cellar light 
 
 Basement or cellar dry 
 
 Basement or cellar concrete 
 
 Living room GOO cubic feet of air for each person 
 
 Living room ceiling 8 to 9 feet high 
 
 Living room gets sun during the day 
 
 Living room provisions for heating 
 
 Living room at least one window screened 
 
 Living room separated from kitchen 
 
 Jjiving room separated from sleeping room 
 
SYLLABUS OF CIVIC PROBLEMS. 
 
 Living room ventilated from outdoor air 
 
 Living room walls with soft colors 
 
 Living room with candlepower for working 
 
 Bed room, GOO cubic feet of air for each person 
 
 Bed room windows one-twelfth of floor space 
 
 Bed room ceiling 8 to 9 feet high 
 
 Bed room gets sunshine during day 
 
 Bed room supplied with clothes closet 
 
 Bed room clothes closet ventilated 
 
 Bed room provision made for heating otherwise than with coal oil lamp 
 
 Bed room windows screened 
 
 Bed room walls soft tints 
 
 Electric or gas light with candlepower for working 
 
 Bed room ventilated from outside air 
 
 Sleeping porch 
 
 Kitchen walls smooth finish 
 
 Kitchen well lighted 
 
 Kitchen free from dust catching appurtenances 
 
 Kitchen furnished with pantry or cabinet cupboards 
 
 Kitchen furnished with sink 
 
 Sink connected with sewer or septic tank 
 
 Sink of porcelain or zinc 
 
 Sink board back enamel zinc or other substance impervious to dishwater. 
 
 Kitchen furnished with hot water tank 
 
 Kitchen open plumbing 
 
 Kitchen floor painted, oiled, or linoleum 
 
 Windows screened 
 
 Gas range (if any) with hood 
 
 Stairs (if any) rounded corners 
 
 Stairs easy of ascent 
 
 Bath room well ventilated 
 
 Bath tub porcelain 
 
 Bath tub with sewer or septic tank connection 
 
 Bath tub open plumbing 
 
 Lavatory for face washing 
 
 Lavatory open plumbing 
 
 Toilet separate from bath 
 
 Toilet open plumbing 
 
 Note. — The Standard Housing Survey was worked out by a class of 
 pupils who thought these were the minimum requirements that any home 
 should have. 
 
 2—21714 
 
12 
 
 STATE NORMAL SCHOOL, SAN JOSE. 
 
 For Student Teachers. 
 
 Cyclopedia of American Goverumout — Immigration Law. 
 
 Nelson's Cyclopedia. 
 
 Hall. Prescott F. Immigration. Chapters II. III. IV. 
 
 Warne, Frank Julian. "The Immigrant Invasion." 
 
 Antin, Mary. "They Who Knock at Our Gates." 
 
 Ross. A. "The Old World in the New." 
 
 Annals of American Academy. 34 : 223 — Rowcll, Chester H. "Chinese and 
 
 Japanese Immigrants." 
 Ihid. — Yoell, A. E. "Oriental vs. American Labor. 
 
 Ibid. — Irish, J. P. "Reasons for Encouraging Japanese Immigration." 
 Ibid. — Coolidge. Mary. "Chinese Labor Competition on Pacific Coast." 
 Survey, 31 : 720 — Gulick, Sidney. "The Problem of Oriental Immigration." 
 Sunset, 31 : 1144-49— Lynch, R. N. "Welcoming the Immigrant." 
 Sunset. 32 : nnS-OIJO : Sunset. 33 : 97-10."). 
 
 North American, 199 : SGG-7S — Andrew, A. P. "Cru.\ of the Immigrant Question." 
 ■Outlook, lOG : 340 — "The Immigration of Asiatics." 
 Annals of American Academy, 54 : 24.j-2r)l — Stowell, Ellen C. "The Policy of the 
 
 I'nited States in the Pacific." 
 Survey, 25 : S25 — "House Awakening in St. Louis." 
 Sun'ey, 25 : 767— "Huddled Poles of Buffalo." 
 Outlook, 103 : 12 — "Dangerous Immigrants." 
 Outlook, 89 : 289- Sherwood. "A Friend on Deck." 
 
 Review of Reviews, 49 : 342 — Steiner, L. "Our Recent Immigrants as Farmers." 
 World's Work, 27 : 505 — 3500 College Students Humanizing Industry. 
 Outlook, 109 : 17G — Kennan, Geo. "Political Refugees and the Immigration Bill." 
 Outlook, 109 : 311— "Veto of the Immigration Bill." 
 Survey, 34 : 170 — "European Immigration on the Inci'case and The Immigrant's 
 
 Chances in Pennsylvania Today." 
 Outlook, 110: 942 — "Ebb in Immigration." 
 
 Literary Digest, 50: 478— "Our Illiterate Immigrants." (Map.) 
 North American, 201 : 667-70 — Harvey, G. "Effects of War on Immigration." 
 Conference of Charities and Corrections for 1913 : 26 — Taylor, G. "Distribution 
 
 and Assimilation of Immigrants." 
 Conference of Charities and Corrections for 1913: 42-72 — Blanpied, C. W. "Report 
 
 of Special Immigration Survey of the Pacific Coast." 
 Annals of American Academy, 52: 159-68 — Koller, Frances A. "Justice for the 
 
 Immigrant." 
 Survey, 32 : 295 — "First Graduates of a Shop School." 
 
SYLLABUS OF CIVIC PROBLEMS. 13 
 
 CHAPTER III. 
 
 CONSERVATION OF THE HEALTH OF THE PEOPLE. 
 Section 1. Health Agencies. 
 
 1. The city's administration of Public Health Laws— wherein defective. 
 
 a. The Board of Health or Health Commissioners — how appointed ; to whom 
 
 responsible ; relation to politics ; qualifications ; term of office ; nature of 
 reports ; powers and duties ; appropriations available. 
 
 b. The health officer — qualifications ; special traininsr ; selected from civil service 
 
 list ; adequate salary ; duties : problems of ofiice. 
 
 c. Food inspector — traininj? ; how appointed ; service rendered. 
 
 d. Other officials. 
 
 2. Measures taken by city to prevent disease. 
 
 a. Ordinances pertaining to — screened food ; milk ; manure ; wrapped broad ; 
 
 garbage, etc. 
 
 b. Inspection of household premises and public places to determine whether 
 
 sanitary. 
 
 c. Inspection of milk and other food. 
 
 d. Eradication of germ breeding places. 
 
 e. Quarantine of contagious diseases. 
 
 f. Cleanliness of public baths. 
 
 3. Constructive measures. 
 
 a. Laboratory analysis. 
 
 b. Campaigns waged against flics, mosquitoes, fleas, rats, dogs, etc. 
 
 c. Use of newspaper ; moving picture in campaign work. 
 
 d. School health day. 
 
 4. Co-operation of the city with the State and Nation in the enforcement of State law. 
 
 State Board of Health. 
 
 How it co-operates with the local health board. 
 
 Field Work. 
 
 (Adapted from Diedrick's Health Survey.) 
 Visit the Board of Health or the health ofiicer. Ask questions from them that you 
 can not learn by consulting charter or ordinances pertaining to the 
 following subjects : 
 
 1. Qualifications or requirements of health officer. Are the health officers from 
 
 a civil service list? 
 
 2. Efforts to prevent contagious diseases spreading. 
 
 Tuberculosis. 
 
 Syphilis. Gonorrhea. 
 
 Typhoid and all other reportable diseases. 
 
 Diphtheria. 
 
 Measles. Mumps. 
 
 3. Food inspection. How often? 
 
 a. Nature of meat inspection. 
 
 b. Nature of baking inspection. 
 
 c. Nature of grocery inspection. 
 
 d. Nature of water inspection. 
 
 e. Nature of dairy inspectioa. 
 
 4. Nature and frequency of inspection of lodging houses. 
 
 5. Nature of school inspection. 
 
 What other child welfare work? 
 
 6. Kind and use of city laboratory. 
 
 7. Death rate per 1,000. High or low. 
 
 Compare with the preceding years. 1915, 1914, 1913, 1912. 
 
14 STATE NORMAL SCHOOL, SAN JOSE. 
 
 8. Appropriation for 1915, 1014, 1013, 1912. 
 
 Per cent of tax levy. 
 
 How spent? 
 
 Fees. How used? 
 
 lioconls made of receipts and expenditures. 
 
 9. Relation of healtli department to (a) garbage removal, (b) to sewage system. 
 
 10. Movements inaugurated by the present healtli board. 
 
 a. Co-operation with civic organizations, 
 h. Co-operation with city departments. 
 
 11. Diseases. 
 
 a. Extent to which diseases are quarantined. 
 
 b. Extent to which diseases are reported. 
 
 c. Efforts to find source of mfection in libraries, schools, elsewhere. 
 
 d. Fumigation. When done. 
 
 At whose expense? 
 Fumigation of lilu-aries. 
 Fumigation of .school books. 
 
 e. Supervision of venereal diseases. 
 
 f. Investigation of industrial diseases. 
 
 Section 2. Preventable Diseases. 
 
 1. Typhoid. 
 
 a. Provide pure water supply. 
 
 b. Demand pure milk. 
 
 c. Eliminate the fly. 
 
 d. Encourage vaccination. 
 
 e. Segregate or confine the typhoid carrier. 
 
 2. Tuberculosis. 
 
 a. Disinfect all houses before they are occupied by a new family. 
 1). Inspect and apply tuberculin test to cattle. 
 
 (Disputed question wliether Bovine Tuljerculosis can be ti-ansmitted.) 
 
 c. Care for the patient. Segregate. 
 
 d. Maintain a tuberculosis clinic. 
 
 e. Banish patent medicine. 
 
 f. Other ways. 
 
 3. Rabies. 
 
 a. Require dogs to be licensed. 
 
 b. Stray dogs killed. 
 
 4. Bubonic Plague. 
 
 a. Require cellars and basements to be constructed rat proof. 
 
 b. Kill all rats and ground squirrels. 
 
 5. Malaria. 
 
 a. Drain mosquito breeding places. 
 
 b. Screen houses. 
 
 c. Oil on water. 
 
 0. Small Pox. 
 
 a. Compulsory vaccination. 
 
 b. Quarantine. 
 
 How can you co-operate with the health department in its effort to prevent any 
 of the above diseases. 
 
 Mosquito Campaign. 
 
 1. Collect facts from scientific sources. 
 
 2. Learn life history of the mosquito (Anophilcs) . 
 
 3. Use pictures or concrete illustrations to show inefficiency from malaria. 
 
 4. Learn methods of getting rid of mosquito. 
 
 Destroying breeding places. 
 Drainage, oil, etc. 
 
 5. Investigate for mosquito breeding places at your home. 
 
 li. Report what you can and will do to get rid of mosquitoes. 
 
SYLLABUS OF CIVIC PROBLEMS. 15 
 
 Fly Campaign. 
 
 1. Get all the information you can about the habits of the fly ; rapidity and places 
 
 of breeding ; relation to special diseases. 
 
 2. Make a set of posters — -each pupil one — that will illustrate the habits and the 
 
 dangers of the fly. 
 
 3. Place them in the shop windows. 
 
 (Note. — If j-ou want them to stay, do not put them where food is 
 sold.) 
 
 4. Write articles attractive in style, jingle or prose, for the local papers. 
 
 5. Ask for a clean-up day before the fly season begins. 
 
 Sanitary Survey. 
 
 1. Make a survey of all or a part of the city or community in which you live. 
 
 (Teacher assign certain sections of the city to be visited by committee 
 of children.) 
 
 2. Note the street and number where unsanitary conditions exist and state the nature 
 
 of the case. 
 
 3. Tabulate results thus : 
 
 Street 
 
 Main 
 
 No. Unsanitary Condition t Degree 
 
 25 Garbage pile Very bud 
 
 4. Make a pin map of the city or community, showing combined results of surveys. 
 
 5. Note especially whether there are unsanitary conditions about your home or your 
 
 school. If so, do your share in removing them. 
 
 6. Indicate which cases you think should be reported to the Health Board or the 
 
 Civic League. 
 
 (Note. — Children's judgment is not always sound and it is best to 
 have the opinion of adults to confirm it.) 
 
 References. 
 Pupils' Readings. 
 
 Allen, W. H. "Civics and Health." 
 
 Haskius, F. American (iovernment. The Public Health. 195 ff. 
 
 Coleman, Walter. A Handbook of the People. 133 ff. 
 
 Heroes of Peace. American Peace League. 
 
 Current Literature, 52 : 183 — "The Last of the Mosquito." 
 
 Review of Reviews, 43 : 344-4G — Huber, J. B. "Fighting American Typhoid." 
 
 National Geographic Magazine, 21 : 371-83 — Cobb, N. A. "The House Fly." 
 
 Survey, 27 : 1952 — "Health Day by Proclamation." 
 
 Popular Science Monthly, SG : 319-24 — -Winslow, C. E. A. "Community Defense 
 of National Vitality." 
 
 Conference of Charities and Corrections for 1913 : 109-71 — Kingsbury, J. A. "Co- 
 ordination of Official and Private Activity in Public Health Work." 
 
 Technical World — Millard, B. "Detectives to Trail Disease." 
 
 Survey, 32 : 77 — Manheimer, W. A. "Mikveh Baths of New York City." 
 
 Review of Reviews. 49 : 301 — ^Dupuy, W. A. "Uncle Sam Fighting the Diseases 
 of the World." 
 
16 STATE NORMAL SCHOOL, SAN JOSE. 
 
 For Student Teachers. 
 
 Nelson's Cyclopedia^ City Charter- — City Health Ordinances. 
 
 Howard, Leland O. "The House Fly." 
 
 World's Work, 24: 78— Stockbridgc, F. P. "How to got Rid of Mosquitoes." 
 
 Outlook, 101 : 031 — Mayo, Earl. "Our new Attitude Toward Disease." 
 
 World's Work. 23 : 510 — Oyen, Henry. "Cleaning up a State." 
 
 World Today, 10 : 1022 — Southorland, Douglas. "Fighting Ignorance with 
 
 I'ictures." 
 Henderson. Chas. R. "Social Spirit in America." Public Health, pp. 73 £F. 
 Chapin, Chas. V. "Sources and Modes of Infection." 
 Herms. W. B. "Protecting California Health Resources Through Control of 
 
 Disease-Bearing Insects." 
 Survey, 34 : ISO-OO— "A Tri-City Department of Health." 
 Conference of Charities and Corrections for 1913: 159 — Farrand, L. "Health and 
 
 I'roductive Power." 
 Atlantic .Monthly, 113 : 030-41 — Whipple, G. C. "The Broadening Science of 
 
 Sanitation." 
 Survey, 32: 78— Harris. Ella D. "Philadelphia Bureau of Health Helping in 
 
 Social Service." 
 Review of Reviews, 49 : 317 — Allen, W. H. "Two New York Health Universities.'' 
 
 Tuberculosis. 
 Pupils' Readings. 
 
 American City, 10: 544-0 — Kingsbury, J. A. "Combined Treatment of Tubercu- 
 losis and Poverty." 
 
 Survey, 29 : 754— McLean, F. H. "The City of Life and Death." 
 
 World's Work, 26 : 151 — "Local Care of Tuberculosis." 
 
 United States Bureau of Education, 1913, No. 18, pages 18-22 — Dresslar, F. B. 
 "Hygiene and Tuberculosis." 
 
 United States Bureau of Education, 1913, 18: 40-43- Dresslar. F. B. "Instruc- 
 tion Relative to Tuberculosis." 
 
 Survey, 29: 803-4 — Carey, II. W. "Restraint for Certain Consumptives." 
 
 For Student Teachers. 
 Nelson's Cyclopedia. 
 
 Survey, 31: 583 — Kingsbury, J. A. "The Home Ilosjiital Exi)erinn'nts." 
 Survey, 31 : 450 — -Edwards, Alice M. "Where Ignorance is Death." 
 Survey, 31 : 313— -"Garment Makers' Union Tackling Ttiberculosis." 
 Atlantic Monthly, 113 : 747-54 — Brown, W. G. "Some Confessions of a Tubercu- 
 losis Patient." 
 Survey, 30: 734 — Hamilton, Alice. "Tuberculosis and the Hookwoiin in the 
 
 Cotton Industry." 
 World's Work, 20: 321-3 — Forbes, E. A. "The Truth About Tuberculosis." 
 Survey, 33: 401-2— Sachs, T. B. "Chicago's Plan Toward Municipal Control 
 of Tuberculosis." 
 
 Typhoid. 
 I'upils' Readings. 
 
 Technical World, 20: 711 — Bergengren, Ralph. "Engineer Doctors to (iuiird the 
 
 People's Health." 
 Survey, 31: 430 — Moll, Ari. "Routing the Dirtiest Disease in tln" World." 
 Literary Digest, 48: 1357 — "Shall We Inoculate for Typhoid V" 
 National Geographic Magazine, 24: 1146 — Grinncll. A. (}. "Our Army vs. a 
 
 Bacillus." 
 Hearst's Magazine, 23: (J37 — Williams, II. S. "Conquest of Typhoid." 
 
SYLLABUS OF CIVIC PROBLEMS. 17 
 
 For Student Teachers. 
 
 Bulletin of State Board of Health No. 11: 203 — Regulations of the State Board 
 of Health for Prevention of Typhoid Fever. 
 
 Typhoid — See General References. 
 
 American Magazine, 75 : 92 — May 1, 1913. Hutchinson, W. "Cheap Forms of 
 Life Insurance." 
 
 Independent, 75 : 199-202— Gould. G. M. "Extinction of Typhoid." 
 
 Independent, 74 : 71-3 — "Vaccination Against Tj'phoid." 
 
 Outlook, 109: 803-4— "Typhoid Mary." 
 
 California State Board of Health, No. 12: 318-342 — "Sanitary Inspections." 
 
 California State Board of Health (1911), No. 7: 480-82— Griswold, H. G. "Self- 
 Purification of Streams." 
 
 Bubonic Plague. 
 
 Pupils' Readings. 
 
 Independent, 70: 1061 — Reed, Sydney. "How to Prevent the Plague." 
 Review of Reviews, 43: G08— Walsh, F. C. "Prevention Better than Cure." 
 
 For Student Teachers. 
 
 California State Board of Health. Bulletin No. 4. 1913: 1910. McLaughlin. A. J, 
 
 "The Menace of Plague in Ground Squirrels." 
 Current Literature, 53: 426 — "The March of the Black Death to the United 
 
 States." 
 Survey, 33 : 79-80 — "Preventing Plague Along the Entire Sea Coast." 
 Outlook, 101 : 846 — "Repelling Bubonic Plague." 
 
 V^^orld's Work, 27 : 210— Hendrick, B. J. "Fighting Black Death in Manchuria." 
 Technical World, IS : 269— Bache, Rene. "To Build Out the Plague." 
 Literary Digest, 45 : 367 — "Fighting the Plague." 
 Independent, 73: 360— Hirshberg, L. K. "The Black Plague." 
 Literary Digest, 45 : 1026 — "A Grim Story of the Plague." 
 Harper's Weekly, 50 : 135, August 8, 1914— "War on Rats." 
 Bulletin of State Board of Health, No. 3, pp. 29-39— Snow, W. F. "Present 
 
 Status of Bubonic Plague." 
 
 Rabies. 
 
 Pupils' Readings. 
 
 Review of Reviews, 43: 60S— Walsh. F. C. "Prevention Better than Cure." 
 California State Board of Health. Bulletin, Vol. 9, No. 4. "Regulation for Control 
 of Rabies in California." 
 For Student Teachers. 
 
 Forum, 45; 439— Walsh, F. C. "The Problems of Rabies." 
 
 California State Board of Health, Vol. 9 : 23 — Sawyer, W. A. "Increase of Rabies 
 in California." 
 
 Malaria. 
 
 Pupils' Readings. 
 
 Literary Digest, 49 : 1006 — "The Passing of the Roman Fever." 
 
 Literary Digest, 48 : 484 — "Railways and Malaria in India." 
 For Student Teachers. 
 
 Popular Science Monthly, 87 : 65-77 — Howard. L. O. "Some Pioneers in Mosquito 
 Sanitation and other Mosquito Work." 
 
 Forum, 52 : 565-72 — Hume, E. D. "Lady Anopheles." 
 
 American City, 10 : 535-6 — Deaderick, W. H. . "Malaria as a Field for Philan- 
 thropy." 
 
 Herms, W. B. (pamphlet). "Protective Measures Against Disease-Bearing 
 Insects." 
 
 3—21714 
 
18 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Sanitary Surroundings. 
 
 1. Indicate by "yes" or ''no'' the answers to the following survey of your home 
 and surroundings : 
 
 Yard. Garbage in covered cans or in fly-tight receptacles 
 
 Fowls and animals 30 feet or more from house 
 
 (Tins does not include dogs, cats nor pet birds.) 
 
 Manure stored in tightly covered bo.K 
 
 Yard free from rat-harboring trash 
 
 Basement free from rat-harboring trash 
 
 Basement free from inflammatory material 
 
 All toilets or privies connected with sewer 
 
 Floors bare or with removable rugs, or rugs and carpets shaken or vacuum- 
 cleaned weekly 
 
 Individual towels 
 
 Individual soap or liquid soap 
 
 Hot water for bath when desired 
 
 Dish towels and cloths clean and sanitary 
 
 Rooms, no flies 
 
 Rooms, no mosquitoes 
 
 No dust-catching curtains or portieres 
 
 Furniture, light, easily moved 
 
 AVhat can you do to improve the sanitary condition of your home sur- 
 roundings 
 
 Section 3. Pure Food, Milk, Meat, Bread. 
 
 2. Visit a dairy and make a sanitary survey using the following outline. Answer 
 "yes" or "no." 
 
 Dairy Survey. 
 
 (Adapted from State Dairy Farm Score Card.) 
 
 Name Address 
 
 No. of cows 
 
 1. Yard. 
 
 Well drained 
 
 Manure cleaned away daily 
 
 2. Health. 
 
 a. Apparently good 
 
 b. Tested for tuberculosis yearly 
 
 c. Food, clean Wholesome 
 
 d. Water, clean and fresh 
 
 e. Water abundant 
 
 3. Stables. 
 
 a. Well drained 
 
 Stable yard well drained Clean 
 
 Manure removed daily 
 
 b. Free from contaminating surroundings, such as urinal, privy vault, cess- 
 
 pool, or horse in stables. None of these within 100 feet of stable 
 
 c. Floor sound Tight, with gutter Floors clean 
 
 d. Smooth, clean walls 
 
 e. Ceiling smooth and clean 
 
 f. Light good Evenly distributed 
 
 g. Ventilation good No stale odor 
 
 h. Stanchions Ties Mangere Clean 
 
 i. Ledges smooth Clean 
 
 j. Windows Clean 
 
SYLLABUS OF CIVIC PROBLEMS. 19 
 
 Utensils. 
 
 a. Small top milking pail 
 
 b. Boiling water or steam, clean and abundant 
 
 c. Milk cooler Used 
 
 d. Milk buckets Clean 
 
 e. Separator clean 
 
 Milk room. 
 
 a. Free from contaminating surroundings 
 
 b. Floor, walls, and ceiling clean 
 
 c. Good drainage 
 
 d. Provided with brushes and cleaning powder 
 
 e. Separated from barn 
 
 f. Milk cooled promptly 
 
 g. Milk bottled for transportation 
 
 Cleanness of milking. 
 
 a. Cows brushed clean 
 
 b. Udders washed and dried with a clean cloth 
 
 c. Clean milking suits 
 
 d. Milk removed from stable promptly 
 
 Few flies 
 
 Remarks. State your general impression of the place and its management 
 
 Name of visitor 
 
 Milk. 
 Student Teachers' Readings. 
 
 California State Board of Health, 0: 13.5-141— Kober, G. :M. "Milk in Relation 
 
 to Public Health." 
 California State Board of Health, G: 141-144 — Snow, W. F. "California Dairies." 
 California State Board of Health, G:144 — Brown, Adelaide. "The Control and 
 
 Improvement of the Milk Supply of a Large City." 
 California State Board of Health, S: 172 — Snow, W. F, "California Dairies." 
 California State Board of Health, S: 175-177 — Brown, Adelaide. "The Control 
 
 and Improvement of the Milk Supply of a Large City." 
 
20 
 
 STATE NORMAL SCHOOL, SAN JOSE. 
 
 3. Use the following form for a survey of a grocery store, bakoi'y, or butcher shop. 
 Answer "Yes" or "No" : 
 
 -Survey. 
 
 Name Address. 
 
 zood 
 
 Front Shop. 
 Ventilation 
 
 Light good 
 
 Floors clean 
 
 Screens on door 
 
 Screens on windows 
 
 Sink, table, fixtures, clean 
 
 Food screened 
 
 Help neat 
 
 Food under cover from dust 
 
 Free from flies 
 
 Work Room. 
 
 Above ground floor 
 
 Ventilation good 
 
 Light good 
 
 Floors clean 
 
 Walls and ceiling clean 
 
 Garbage covered 
 
 Is there a water supply 
 
 Is there a cooling room or refrigerator. 
 
 Tools clean 
 
 Machine clean 
 
 Bread made by machinery 
 
 Workmen clean 
 
 Free from flies 
 
 Screens on windows 
 
 Cuspidors 
 
 Basement. 
 
 Ventilation good 
 
 Floors clean 
 
 Walls and ceiling clean 
 
 Stairs clean 
 
 Light good 
 
 General appearance neat 
 
 Wash Room. 
 
 Individual towels 
 
 Liquid soap 
 
 Toilets clean 
 
 Bowl clean 
 
 Back Yards. 
 
 Free from manure 
 
 Garbage covered in tight can or box. 
 
 Not used for a stable 
 
 Free from rat harbors 
 
 Drained 
 
 Remarks 
 
 Name of visitor. 
 
 Note. — In class work there is an advantage in visiting dairies and 
 balteries that are well kept because : 
 t. No private business is obliged to let classes visit it. 
 
 2. The dairymen and bakers recognize that their business is being 
 
 advertised indirectly. 
 
 3. The classes get accustomed to high standards. 
 
 Note. — Use knowledge learned in hygiene for survey of dairy. 
 
SYLLABUS OF CIVIC PROBLEMS. 21 
 
 Meat. 
 For Student Teachers. 
 
 California State Board of Health, 1913, No. S, 1S4-1S7— Snow, W. F. "California 
 
 Meats." 
 California State Board of Health, 1913, No. S, 1ST— Baker, G. S. "The Need of 
 Municipal Meat Inspection." 
 
 Section 4. Smoke Abatement. 
 
 1. Smoke producing agencies. 
 
 a. Houses. 
 
 b. Municipal steam and heating plants. 
 
 c. Factories. 
 
 d. Ti'ains, etc. 
 
 2. How prevented. 
 
 a. By right kind of furnace. 
 
 b. By proper stoking. 
 
 c. Care of chimney. 
 
 d. Substitute electricitj'' for steam, 
 
 3. Reasons for smoke prevention. 
 
 a. Comfort. 
 
 b. Health. 
 
 c. Ecouomj'. 
 
 d. Beauty. 
 
 4. Methods of prevention. 
 
 a. Educate the public. 
 
 b. Convince manufacturers it does not pay. 
 
 c. Pass and enforce smoke ordinances. 
 
 References. 
 
 Pupils' Readings. 
 
 Outlook, 109 : 445-.50— Theiss, L. C. "The High Cost of Smoke." 
 Technical World, 21 : 374 — Cartis, C. F. "Laundered Smoke." 
 Sunset. 33 : 97G— Scott, R. E. "The Enemy of the Smoke Nuisance." 
 Technical World, 22 : 372-3 — Hamilton, K. H. "Watch-Dogs for the Smoke 
 Nuisance." 
 
 For Student Teachers. 
 
 American Citj, S : 496 — Benner, R. C. "The Cost of an Industrial Nuisance." 
 American City, 9 : 230 — Benner, R. C. "Method and Means of Smoke Abatement." 
 American City, 10: 185 — "Abating New York's Smoke Nuisance.'' 
 Technical World, 22 : 593 — Kershaw, J. B. "Millions of Dollars for Smoke." 
 Technical World, 23 : 379— Cake, C. L. "Chicago's Smoke Laundry." 
 Popular Science Monthly, 87 : 244 — O'Connor. "Four Points in the Indictment of 
 the Smoke Nuisance." 
 
22 STATE NORMAL SCHOOL, SAN JOSE, 
 
 CHAPTER IV. 
 
 PUBLIC RECREATION. 
 
 Section 1. Parks and Playgrounds. 
 
 Provision made in the citj' charter for their control. 
 Powers and duties of Park and Playground Commissioners. 
 
 Parks. 
 
 a. Economic value to the city. (See Playgrounds.) 
 
 b. Number and location, area. 
 
 c. Care received, care needed. 
 
 d. Service they render the people. 
 
 e. Need of supervision of the young who go to parks for pleasure. 
 
 f. .^Esthetic value to city. 
 
 g. Desirability of the city's buying more land for parks while land is cheap. 
 Playgrounds. 
 
 1. Value of playgrounds to a city. 
 
 a. Economic ; increase land values. 
 
 b. Make for better health. 
 
 c. Prevent juvenile delinquency. 
 
 d. Furnish opportunity for wholesome amusement. 
 
 e. Train in co-operation and initiative. 
 
 f. Raise the moral tone of the boys of the city. 
 
 2. Importance of playgrounds being supervised. 
 
 a. The personality of a good director a moral uplift to the children. 
 
 b. The backward children encouraged. 
 
 c. The weak children are protected. 
 
 d. The games directed. 
 
 3. Size and location of playgrounds. 
 
 a. Number of square feet per child. 
 
 b. Small plots for young children near their homes. 
 
 c. Large playgrounds near congested part of city. 
 
 d. Wisdom of making streets into temporary playgrounds. 
 
 4. Equipment for playground ; kind desired. 
 
 a. Provision for boys 10 to 16. 
 
 b. Provision for girls 12 to 16. 
 
 c. Small boys and girls. 
 
 d. Little children. 
 
 5. Wisdom of buying land for playgrounds while land is cheap. 
 
 Playgrounds. Field Work. 
 
 1. Indicate on a map of your city all of the places where you think playgrounds 
 
 should be located. 
 
 2. State your reasons. 
 
 (Note. — Make provision for small children who can not go far from 
 home.) 
 
 3. Visit one of the places and learn the price of land there. (If it is exorbitantly 
 
 high you may have to modify your plan.) 
 
 4. Make a list of games that you think should be provided for on a playground. 
 
 5. Draw to scale a block of land. 
 
 6. Mark off, according to scale, the ball grounds and the other grounds to be used 
 
 for athletics. 
 
 7. Locate the playground apparatus that you want used. 
 
 8. Tabulate the cost. (See catalogue of playground apparatus.) 
 
 9. Estimate the cost of preparing the ball ground, the tennis court, the athletic field. 
 
 10. How much real work are you willing to do to get the kind of playground 
 
 you have described? 
 
 11. State reasons, in order of their importance, why boys and girls should have a 
 
 place to play. 
 
SYLLABUS OP CIVIC PROBLEMS. 23 
 
 References. 
 
 Pupils' Readings. 
 
 Leland, Arthur. "Playground Technique and Play Craft" (Select.). 
 
 Curtis. H. S. "Recreation and Play" (Select). 
 
 Mero. E. B. "American Playgrounds" (Select.). 
 
 American City, 7: 204— Cotterill, R. "Parks, Playgrounds, and Boulevards in 
 
 Seattle." 
 American City, 6: 480— "Swimming Pool and Playground at Belmont, Mass." 
 American City. 7: 119— Boyle, James. "Swimming Pool at Ormsby Park, Pitts- 
 burg." 
 American City, 6: 850— Johnston. Mrs. B. R. "Playgrounds for the Children of 
 
 Cedar Rapids." 
 American City, 5 : 33— Jerome. Mrs. A. H. "The Playground as a Social Center." 
 Outlook, 9G: 782 — "A Playground for Little Children." 
 Playground, 7 : 60— Clement. Josephine H. "What the Public Wants." 
 Playground, 7 : G5— Curtis, Henry S. "New Games for the People." 
 Playground, 7: 113-110— Weller, Eugenia AV. "Human Interest Phases of the 
 
 Modern Recreation Movement." 
 Playground, 7 : 121— Cary, Mrs. C. W. "The Colrain Pageant." 
 Playground, 7 : 201-09— Weller, Mrs. C. F. "Life for Girls." 
 Playground. 7 : 277— Hanner, Lee F. "Evening Centers as a Part of a Recreation 
 
 Program." 
 Playground. 7 : 301— Curtis, Henry S. "Playground Equipment." 
 Playground, (J : 172 — Hanner, Lee F. "The Story of a Vacant Lot." 
 Playground, G : 209-217— Gulick, Luther H. "Campfire Girls." 
 Playground, 5 : 74— Jump, H. A. "The Social Influence of the Moving Picture." 
 Playground, 5: 145— DeG root. E. B. "A Practical Talk on Playground Equip- 
 ment." 
 For Student Teachers. 
 
 American City, 9: 12G— Curtis, H. S. "Playground, Attendance and the Play- 
 
 ground Director." 
 American City, 10: 9-15— DeGroot, E. B. "Recreation Facilities in Public 
 
 Parks." 
 American City, G: 741 — Weir, L. H. "Playground Movement and the Public 
 
 Schools." 
 American City, 6 : 577-80— West, L. H. "Playground Movement in America." 
 American City, 7 : 118— Sherwin, J. M. "A Swimming Pool Organized by a Water 
 
 Works Commission." 
 American City, 8 : 50— Cotterill, R. C. "A Practical Recreation Building." 
 Playground, 7: 28-32 — Brown, Anna F. "The Training of Recreation Sec- 
 retaries." 
 Playground, 7: 100-104— Brancher, H. S. "How to Aid the Cause of Public 
 
 Recreation." 
 Playground, 7 : 217-220— DeGroot, E. B. "Are the Parks for the People or the 
 
 People for the Parks?" 
 Playground, 5: 282 — Orwig, Preston G. "Boy Scout Activities on the Play- 
 ground." 
 Playground. 5 : 351 — "Arguments Advanced for a Recreation Commission." 
 Playground, 5 : 417 — Bradstreet, H. "The Street as a Playground." 
 . Playground, 6 : 379-84— Chamberlain, Geo. D. "The Relation of Boys' Clubs and 
 Playgrounds." 
 
24 
 
 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Section 2. The Schooihouse a Social Center. 
 
 1. Reasons for using schoolhouso outside of school hours. 
 
 a. Meets a community need. 
 
 b. Public gets greater value for moiioy invested. 
 
 2. Extent to which the schoolhouses of cities are used as social centers. 
 
 a. Educationally. 
 
 Such as civic club discussions, dramatics, library stations, reading rooms. 
 
 b. Social functions. 
 
 a. Dancing. 
 
 b. Entertainments. 
 
 c. Socials. 
 
 c. Physical development. 
 
 a. Gymnastics. 
 
 b. Athletics. 
 
 c. Swimming. 
 
 3. The management of social centers. 
 
 a. Paid directors. 
 
 b. Volunteer workers. 
 
 c. Other problems of management. 
 
 4. Cost of social centers. 
 
 a. Expense of management. 
 
 b. Expense of equipment. 
 
 c. Expense of care. 
 
 5. Gain to city. 
 
 a. In preventing crime. 
 
 b. In raising moral tone of community. 
 
 Field Work. 
 
 1. Visit an evening school in your city. Mal^e note of : 
 
 a. The number of students attending. 
 
 b. The studies they are pursuing. (Classify these studies as rudimentary, 
 
 vocational, or technical.) 
 
 2. To what uses, aside from the day school, is your own school building put? 
 
 3. To what uses, aside from day school, are other school buildings put? (Inquire 
 
 of school friends or school principals.) 
 
 4. To what additional use could your school building be put? 
 
 a. For service to adults. 
 
 b. For service to young people. 
 
SYLLABUS OP CIVIC PROBLEMS. 25 
 
 References. 
 
 Pupils' Readings. 
 
 Perry, C. A. "Wider use of the School Plant" (Select.). 
 Addams, Jane — '"Twenty Years at Hull House" (Select.). 
 Conference of Charities and Corrections, 1912: rjS-G2— Wirt, W. "Utilization 
 
 of the School Plant." * 
 
 Hearst, 23 : 965 — "The New National Fireside." 
 Technical World, 20: 511 — Morehead, if. G. "Getting the Most from the 
 
 Schoolhouse." 
 American City, S : 661 — Chase, J. H. "How to Secure a Large Attendance." 
 World's Work, 25 : 671— Eberhart, A. O. "What I am Trying to Do." 
 National Educational Association, 1913 : 58-63 — Hanner, Lee F. "Schoolhouse 
 
 Evening Center." 
 
 For Student Teachers. 
 
 National Educational Association, 1012 ; 13.53-63 — Ward, E. J. "Civic and Social 
 
 Center Development." 
 Ward, E. J. "The Social Center." 
 
 Technical World, 19 : 268-70 — "Schoolhousps as Employment Agencies." 
 Survey, 28 : 29.5 — Martin, John. "A Social Work of New York Schools." 
 American Journal of Sociology, 19 : 79-90 — Curtis, H. S. "Rural Social Centers." 
 American Journal of Sociology, 11 : 655-62— Riley, T. J. "Increased Use of 
 
 School Property." 
 American City, 6 : 748 — Mowry, D. "Social and Recreational Activity in Mil- 
 waukee." 
 American City, 8: 659 — Breckenridge, Mrs. D. "Building a Schoolhouse to be a 
 
 Recreation Center." 
 Bookman, 34 : 517 — Berry, G. "The Open Schoolhouse." 
 Survey, 27 : 1963 — "A Successful Experiment." 
 World's Work. 27 : 494— "Neighbor Allen's Barn." 
 
 Survey, 28 : 297 — Evans. A. G. "Social Center Movement in Oklahoma." 
 Craftsman, 23 : 598 — "Recreation Centers in Cities." 
 Survey, 28 : 295 — Martin, J. "Social Work of New York Schools." 
 National Educational Association, 1912 : 230-4 — Haynes, R. "How a Community 
 
 May Find Out a Plan for its Recreation Needs." 
 Outlook, 94 : 328 — "Civic Service House of Boston." 
 Conference of Charities and Corrections, 1914 ; 382-93 — Perry, C. A. "Why 
 
 Recreation in the Schoolhouse?" 
 Conference of Charities and Corrections, 1914: 385-93— Perry, C. A. "The 
 
 School as a Factor in Neighborhood Development." 
 Craftsman, 27, 304-8— Dyer, W. H. "Working for Play." 
 
 American City, 10: 519-24— Ward, E. J. "Where Suffragists and Antis Unite." 
 National Educational Association, 1912 ; 250-57 — Quick, Herbert. "The Social 
 
 Center and the Rural Community." 
 National Educational Association, 1912; 240-6— Bostwick, A. E. "The Public 
 
 Library, the Public School and the Social Center Movement." 
 
 4—21714 
 
26 STATE NORMAL SCHOOL, SAN JOSE. 
 
 CHAPTER V. 
 
 HOW TO PROVIDE FOR THE SAFETY OF THE PUBLIC. 
 
 Section 1. The City's Police. 
 
 1. Police board or police commissioners. 
 
 a. How chosen. 
 
 b. Powers and duties. 
 
 c. Qualifications. 
 
 d. Corrupt politics and its effect on police. 
 
 2. Powers and duties of police force. 
 
 a. Learn who the criminals are and where they are. 
 
 b. Enforce the law. 
 
 c. Preserve order. 
 
 d. Prevent accidents. 
 
 e. Prevent crime and disorder. 
 
 f. Educate the public. 
 
 3. Reasons for low police standard. 
 
 a. Method of selecting men unsatisfactory. 
 
 b. Inferior men in the place. 
 
 c. Associated with corrupt politics. 
 
 4. Reform methods. 
 
 a. Defects of merit system. 
 
 b. New idea of civil service. 
 
 c. Efficiency record ; physique, scholarship, experience. 
 
 5. Tests for eflBcient police service. 
 
 a. Laws enforced. 
 
 b. Vice and crime suppressed. 
 
 c. City orderly and law abiding. 
 
 6. Benefits to be derived from a state constabulary. 
 
 a. Laws pertaining to liquor selling, gambling, prostitution, enforced better. 
 
 7. The citizen co-operates with the police. 
 
 a. By reporting crime and evasion of law. 
 
 b. By willingness to appear in court. 
 
 c. By preventing delinquency. 
 S. The women police. 
 
 a. Field of activity. 
 
 b. Service — preventive. 
 
 Field Work. 
 
 1. Ask a policeman to tell you all the different kinds of work he does in one day, 
 
 when on duty. 
 
 2. Classify his duties. 
 
 a. Ways of preventing accidents. 
 
 b. Ways of helping the public. 
 
 c. Ways of preventing crime. 
 
 d. Ways of bringing persons before the bar of justice. 
 o. How do the policemen of your city get their positions? 
 
 a. What is the objection to this method? 
 
 b. What can be said in favor of it? 
 
 c. For how long are the police chosen? 
 
 4. What is the advantage of having Civil Service rules for selecting the police of your 
 
 city? The disadvantage? 
 
 5. Why does a policeman not always arrest a man who violates a law? Ask him. 
 
SYLLABUS OF CIVIC PROBLEMS. 27 
 
 6. Visit the police headquarters. 
 
 a. Learn the method of signaling. 
 
 b. Note the record of lost and found articles. What is your duty when you 
 
 find a lost article? 
 
 c. Note the way of identifying criminals. 
 
 7. Inquire how boys and girls may co-operate with the police for effective government 
 
 of the city. 
 S. When should infringement of law be reported to the police? 
 9. Inquire how the police office could be more useful to the public. 
 
 References. 
 Pupils' Readings. 
 
 Fuld, L. F. Police Administration. Chapter lY. 
 
 Bruere, H. Police as Welfare Workers. 
 
 Survey, 31 : 475 — "Policemen of the Future." 
 
 Harpers' Weekly, 58: 6-S— Steffens, Lincoln. "Police! Police!" 
 
 Literary Digest, 47 : 597 — "A Policeman's Adventures in Friendliness." 
 
 American City, 9 : 403 — "The Police Woman is Marching On." 
 For Student Teachers. 
 
 American Year Book, 1914. 
 
 Nelson's Cyclopedia. 
 
 American City, 10 : 282. 
 
 Outlook, lOG : 529-31— Mason, G. "The City or the System." 
 
 Independent, 7G : 259-60 — Sheldon, C. L. "The Missionary Policeman." 
 
 McClure's. 40 : 1 — Judge Corrigan. "Magnates of Crime." 
 
 Survey, 29 : 345 — "Western Women as Police Oflicers." 
 
 Outlook, 108: 8G1-2— "Police as a Social Worker." 
 
 American City, 12 : 390 — Fuld, L. F. "Service Instruction of Police Officers." 
 
 American City, 12: 468— Pink, L. II. "What the Health Inspector Patrolman 
 Can Do for Recreation." 
 
 Outlook, 109 : 324 — McCulloch. "Commissioner Wood and the New Police Power." 
 
 Section 2. Fire Protection. 
 
 1. Governing Board or Commissioners. 
 
 a. How chosen? Term of office? 
 
 b. Powers and duties. 
 
 c. Qualifications. 
 
 2. The city's system of fire prevention. 
 
 a. Equipment. 
 
 b. Substations. 
 
 c. Alarm boxes. 
 
 3. Causes of fires in the city. Compare with other cities. Estimate loss to city. 
 
 (See Insurance Office.) 
 
 a. Defective wiring. 
 
 b. Carelessness. 
 
 c. Kerosene. 
 
 d. Gasoline. 
 
 e. Matches. 
 
 4. Regulations of city pertaining to fire prevention. 
 
 a. Wiring according to National Board of Underwriters. 
 
 b. Grass and rubbish removed. 
 
 c. Explosives stored. 
 Etc. 
 
 5. Grave importance of all persons trying to reduce loss to country from fires. 
 
 a. By observing prevention. 
 
 b. By insisting that all should be careful. 
 
 c. By instructing the public. 
 
28 STATE NORMAL SCHOOL, SAN JOSE. 
 
 G. Great loss to the counti'y from fire. 
 
 a. Loss of property. 
 
 b. Loss of home. 
 
 c. Poverty. 
 
 7. Value of fire drills, fire escapes, and of knowing liow to use them. 
 
 Field Work. 
 
 1. Visit the fire department. 
 
 2. Note the machinery used for fire prevention and for fighting fires. 
 
 3. How does this machinery compare with the best you have read about? 
 
 4. What is the value of the fire protection plant? Cost of annual upkeep? How 
 
 many substations? How many hydrants? 
 
 5. Are those sufiicient? 
 
 G. Is fire alarm apparatus properly housed? 
 
 7. What is the appropriation made to the department? What arc the needs of the 
 
 department in the way of equipment? 
 
 8. What provision is made for water? 
 
 9. Is the water under high pressure? 
 
 10. What does the water with which to fight fire cost the city? 
 
 11. Firemen — how are they trained? 
 
 32. Hours on duty. Two platoon system? 
 
 13. One day off in seven? Some time off during the year? 
 
 14. Pension fund? 
 
 15. Test of efiiciency in a fireman? 
 
 IG. Methods of promoting efficiency of department? 
 
 17. Work done by firemen by way of fire prevention. 
 
 18. Examination of theaters? 
 
 19. Examination of other public buildings? 
 
 20. Examination of private buildings? 
 
 21. Any limit as to frame construction in the city? 
 
 22. Any buildings in the city condemned? 
 
 23. Any "fire traps" still in use? 
 
 24. What method of making these "fire traps" known to the public? 
 
 25. Of what aid can the general public be to the fire department? 
 
 26. How may boys and girls help to prevent loss of property by fire? 
 
 27. Make a fire prevention map. Locate all fire houses, hydrants, fire alarms. 
 
 References. 
 
 Pupils' Readings. 
 
 Citj' Ordinances pertaining to fire protection. 
 Freitag. "Fire Prevention and Fire Protection" (Select.). 
 Kenlon, John. "Fires and Fire Fighters" (Select.). 
 Hill. Lessons for Junior Citizens. 
 American City, 10 : 349— "The Value of Fire Drills," 
 
 American City, 10: 19.5 — Ray, M. H. "Fighting Fires Before They Are Lit." 
 American City, 10: 4.56 — Babcock, G. R. "Modern Housing — Fire Alarm Appa- 
 ratus." 
 World's Work, 22 : 14818— Croker, E. F. "Our Losing Fight Against Fire." 
 
 For Student Teachers. 
 Nelson's Cyclopedia. 
 American Year Book 1914. 
 American City, 10: 563 — Alvord, John. "Equitable Hydrant Rental and Better 
 
 Methods for Apportioning Fire Protection." 
 American City, 10 : 340 — Ileydecker, AV. D. "Two Platoon Systems." Fire Drills. 
 McAdoo, W. M. "The Guardians of a Great City." 
 
 American City, 10: 267 — Gasser, C. A. "Learning the Lesson of Fire Prevention." 
 Bullcliii of I'nitod Stales Geological Survey, No. 418: 18— Fire Tax. 
 
 mn 
 
SYLLABUS OF CIVIC PROBLEMS. 29 
 
 CHAPTER YI. 
 
 PUBLIC SERVICE. 
 Section 1. Street Cleaning. 
 
 1. Reasons for having clean streets. 
 
 a. Health. 
 
 b. Comfort and convenience. 
 
 2. Methods of street cleaning. 
 
 a. Man with hand broom. 
 
 b. Pick lip sweepers. 
 
 c. Rotary broom with team. 
 
 d. Flushing with hose. 
 
 e. High pressure flushing. 
 
 Discussion of relative value of these methods of care of streets. 
 
 3. Provisions of city charter for care of streets. 
 
 a. Street commission ; how appointed ; powers and duties. 
 
 b. Superintendent of streets ; appointments ; powers and duties ; term of ofhce. 
 
 c. Relation of mayor and of council to street care. 
 
 4. Significance of good paving to clean streets. 
 
 a. Effect of automobile tires. 
 
 b. Effect of heavy wagon tires. 
 
 5. Co-operation needed. 
 
 a. Force. 
 
 b. Citizens including women and boys and girls. 
 
 c. Administration. 
 
 Field Work, 
 
 1. Observe the method of caring for the streets. 
 
 a. In the part of the city where you live. 
 
 b. In the down town business section. 
 
 c. In the section where the poor people live. 
 
 d. In the section where wealthy people live. 
 
 2. How often are the streets cleaned in your community? 
 
 If not paved, how often are they sprinkled? 
 
 3. Learn cost of paving a block if you can. (Get data from superintendent of 
 
 streets or from your parents.) 
 
 4. What part of this city needs paving? Why? 
 
 5. Ask your family physician if there is more sickness during the dusty season of 
 
 the year. If so, why? 
 
 6. What is done with the street sweepings? (Ask superintendent of streets.) 
 
 References. 
 
 Pupils' Readings. 
 
 City Charter. City ordinances. 
 
 American City, 6 : 895 — Crane, C. B. "Some Factors of the Street Cleaning 
 
 Problem." 
 American City, 7: 435 — Very, E. D. "Modern Methods of Street Cleaning." 
 American Magazine, 74 : 162 — Roberts, Octavia. "Annie Murphy." 
 American City, 10 : 231 — Weber, G. "How a City Cleaned up and Kept Clean." 
 American City, 11 : 394 — Carlson, S. A. "Street Flushing by the Fire Depart- 
 ment." 
 Technical World, 21 : SO — "Flushing Streets with Mountain Streams." 
 American City, 12 : 147-8 — Hagerdom, F. "Sweeping City Streets by Machine." 
 
30 STATE NORMAL SCHOOL, SAN JOSE. 
 
 For Student Teachers. 
 
 American Year Book 1914. 
 
 Nelson's Cyclopedia. 
 
 American City, 9 : 355 — "The Collection of Municipal Waste." 
 
 American City, 9 : 65 — Edwards, W. H. "Four Kinds of Co-operation Needed by 
 
 Street Cleaning Departments." 
 Literary Digest, 48 : 548 — "Vacuum Street Cleaner." 
 Literary Digest, 44 : 1223 — "A Woman Worker in an Old Field." 
 American City, 10: 338 — Connell, W. H. "Street Cleaning Methods and Equip- 
 ment in Philadelphia." 
 American City, 9 : 546-S — Scott, S. S. "Street Cleaning of Baltimore." 
 American City, 11 : 469-70 — "Cleaning Pavements Without Sprinkling." Three 
 
 Opinions. 
 American City, 12 : 148-149 — Finegan, T. "Comparative Cost of Sweeping Pave- 
 ments by Horse Drawn Sweepers and by Motor Sweepers." 
 
 Section 2. Garbage and Refuse. 
 
 1. Defined. 
 
 a. Waste food from kitchen. 
 
 b. Ashes. 
 
 c. Rubbish — junk. 
 
 d. Horse manure. 
 
 e. Slaughterhouse waste. 
 
 f. Street Sweeping. 
 
 2. Duties of city regarding disposal of garbage. 
 
 a. City ordinances pertaining to care of garbage. 
 
 3. Control of garbage. 
 
 a. City hiring work done. 
 
 Municipal collection. 
 
 Concrete cases — financial results. 
 
 b. Private control. 
 
 City hiring contractors. 
 Contractors paying city. 
 
 c. Results obtained financially by both methods. 
 
 4. Method of disposal. 
 
 a. To build up land — value of earth covering. 
 
 b. Food for animals — objections. 
 
 c. Buried. 
 
 d. Reduction process. 
 
 e. Utilized for soap and fertilizer. 
 
 f. Incinerated. 
 
 Relative value of these methods. 
 
 5. Transportation of garbage. 
 
 a. The motor vs. the use of horses. 
 
 b. Kind of wagon needed — easy to dump, partitioned, covered. 
 
 c. Sanitation of wagon. 
 0. The Incinerator. 
 
 a. 7*° 'Jurability and ability to burn garbage. 
 
 b. Free from offensive odor? 
 
 7. Family duty towards care of garbage. 
 
 a. Keeping garbage can covered; avoid the (iy feeding; i)revent offensive odors. 
 
 b. Wi'apping of garbage in newspapers. 
 
 8. Methods of accounting for cost of garbage disposal to city. 
 
 Field Work. 
 
 1. Learn method or system of collection in this city. (Ask member of Street 
 
 Department or garbage collector.) 
 
 2. Observe wliether garbage wagon is one that comes up to standard. 
 
 3. Note whether the garbage wagon is clean. 
 4.' Note whether the garbage wagon is covered. 
 
 5. Report as to whether ashes and other garbage are kept separately. 
 
SYLLABUS OF CIVIC PROBLEMS. 31 
 
 6. What is the final disposal of garbage in your city? Judge from your reading as 
 
 to whether there are better methods of disposal. 
 
 7. What can you and those in your home do to help make the garbage problem of 
 
 the city less serious? 
 S. Make sanitary survey of home surroundings. (See Sanitary Survey sheet.) 
 9. Is the incinerator of your city satisfactory? If not, why? 
 10. What is the cost to the city of the disposal of garbage? How does this compare 
 
 with other cities of same class? (Inquire of the Street Department.) 
 
 References. 
 
 Pupils' Eeadings. 
 
 American City, 8 : 59 — Very, E. D. "Two New Trucks for Collecting Ashes, 
 Street Sweepings, and Garbage." 
 
 American City, 8 : 402 — McLain, Wm. H. "Sanitary Methods of Garbage Collec- 
 tion." 
 
 American City, 9 : 111 — Hering, Rudolph. "How to Attack the Sewage and 
 Garbage Problem." 
 
 American City, 9 : 35G — Morse, W. F. "Collection of Municipal Waste." 
 
 American City, 10 : 379 — Hoffman, F. W. "The Municipal Collection of Manure, 
 Columbus, Ohio." 
 
 American City, 10 : 55 — Greeley, S. A, "Refuse Disposal in Small Cities and 
 Towns." 
 
 American City, 12: 196-98 — Hering, Rudolph. "The Prevention of Odors at City 
 Refuse Disposal Works." 
 
 World's Work. 28 : 472 — "Seattle Making a Profit From Disposal of Garbage." 
 
 Survey, 31: 776 — "Chicago's Struggle for Scientific Garbage Collection." 
 
 Survey, 32 : 445 — "Chicago's Plan for Disposal of Waste." 
 
 Technical World, 21 : 428 — Hallock, G. "Houses from a City's Waste." 
 
 Technical World, 23 : 529— McMillan, R. H. "Abolishing the Garbage Man." 
 For Student Teachers. 
 
 Nelson's Cyclopedia. 
 
 American Year Book, 1914. 
 
 American City, 9 : 244-5 — "Changing Garbage Disposal from an Expense to a 
 Revenue." 
 
 American City, 9 : 354 — Norton, Geo. H. "Recoverable Values of the City Waste 
 Problem." 
 
 United States Agricultural Year Book, 1914 : 295-310— Turrentine, J. W. "Prepa- 
 ration of Fertilizer from Municipal Waste." 
 
 Section 3. Sewage. 
 1.. Reasons for a sewage system. 
 
 a. To conserve health. 
 
 b. To dispose of flood and surface waste. 
 
 c. To dispose of liquid and kitchen waste. 
 
 d. To dispose of human waste. 
 
 2. Taking care of sewage. 
 
 a. Laying of sewage pipes. 
 
 b. Wisdom of having good engineering work done. 
 
 c. Purification of house waste. 
 
 d. Separation of liquid house waste and storm and surface water. Advantages. 
 
 Objections. 
 
 3. Treatment of sewage or method of disposal. 
 
 a. In streams diluted — false theory of self purification of waste. 
 
 b. In lakes — becomes a sewage pool. 
 
 c. In harbors — may interfere with navigation. Other objections. 
 
 d. Chemical precipitation. 
 
 e. Electricity. 
 
 f. Intermittent filtrations. 
 
 Septic tank process. 
 
 Artificial bed for final treatment. 
 
 g. Sewage farms. 
 
32 STATE NORMAL SCHOOL^ SAN JOSE. 
 
 4. Sewage problems. 
 
 a. Disposal of excessive waste of certain industries ; canneries ; creameries ; 
 
 refineries. 
 
 b. Oyster bed pollution. 
 
 c. Contamination of water supply of adjacent cities, 
 n. Provision made by the city for sewage disposal. 
 
 Field Work. 
 
 1. What is the extent of the sewer system of your city? (Ask the Street Depart- 
 
 ment. ) 
 
 2. What parts of the city are still unconnected? (Learn the reasons.) 
 
 3. Does that part of the city have any higher death rate? (Learn from the Health 
 
 Department.) 
 
 4. AVhat is the method of sewage disposal in your city? 
 
 a. What better way could be used? 
 
 b. Is there any objection to the method in use? If any, what? 
 
 5. What are the ordinances governing the location of sewers in your city? 
 
 (J. What is the attitude of city officials regarding prompt connection of houses with 
 the sewer system? 
 
 7. Learn the cost of disposing of the sewage of your city. (Ask Superintendent of 
 
 Streets.) 
 
 8. Why is the fact that a part of the town is not connected with the sewage system 
 
 of interest to you? 
 
 References. 
 Pupils' Readings. 
 
 Gerhard, W. P. "The Sanitation, Water Supply and Sewage Disposal of Country 
 
 Houses." 227 ff. 
 Bulletins of State Board of Health, 6: 480. 
 City Charter and City Ordinances. 
 American City, 8: 10 — Mebus, C. F. "Sewage Treatment Plant and Other 
 
 Borough Improvements of Chambersburg, Penn." 
 Hearst's Magazine, 28 : 23G-43— Young, Pt. "The Lair of the Plague Tiger." 
 
 For Student Teachers. 
 Nelson's Cyclopedia. 
 
 Sedgewiek. "Principles of Sanitary Science." 171 ff. 
 World Today, 20: G05 — Bergenger. "The Purification of Sewage." 
 American City, 8 : 488— "The Ilydrolytic System of Sewage Tanks." 
 American City, 9 : 549 — Gregory, J. H. "Separate or Combined Sewers and Their 
 
 Relation to the Disposal of Sewage." 
 American City, 9 : 111-15— Hcring, Rudolph. "How to Attack the Sewage and 
 
 Garbage Problem." 
 Technical World, 20: 374 — Brook, Benj. "How Bacteria Keep Us in Health." 
 Technical World, 20': 717 — Middleton, P. H. "To Keep Typhoid Out of Xew 
 
 York Harbor." 
 Bulletins of State Board of Health, 7: 125-9— Baker, N. D. "Septic Tanks." 
 Bulletins of State Board of Health, G : 542 — Hyde, C. G. "A Review of Some 
 
 Available Methods of Sewage Treatment in California." 
 Bulletins of State Board of Health, (i : 564 — Baker, N. D. "New Developments in 
 
 Sewage Purification in California." 
 Bulletins of State Board of Health, : 570 — Moore, C. E. "The Sewage Disposal 
 
 Plant at Santa Clara." 
 Bulletins of State Board of Health, 8: 2G4— Hyde, C. G. "A Review of Some 
 
 Available Methods of Sewage Treatment in California." 
 Bulletins of State Board of Health, 8 : 278— Baker, N. D. "Septic Tanks." 
 
SYLLABUS OF CIVIC PROBLEMS. 33 
 
 CHAPTER VII. 
 
 PUBLIC UTILITIES. 
 
 1. How the corporation gets its permit. 
 
 a. Provisions of cliarter regulating public utilities. 
 
 b. Terms of franchise, i. c, main provisions only. 
 
 2. Contribution of each public utility to development of city. 
 
 a. Suburban residences provided for. 
 
 b. Industry promoted. 
 
 c. Comfort. 
 
 d. Other reasons. 
 
 3. Methods of operating public utilities. 
 
 a. Private ownership, unregulated. 
 
 b. Private ownership, regulated. 
 
 c. Municipal ownership. 
 Arguments for municipal ownership. 
 
 a. City has the right. 
 
 b. Leasing — makes bribes and corruption. 
 
 c. Leasing — takes control from city officials. 
 
 d. Service cheap and efficient. 
 
 e. Other reasons. 
 Arguments for regulation. 
 
 a. Municipal ownership complicates the machinery of government. 
 
 b. Expense not lessened. 
 
 c. Other reasons. 
 
 4. The method of "local option" regulation in California. Advantages. 
 
 5. The city's right to terminate a franchise. 
 0. Danger of city officials being corrupted by interests. 
 
 a. Importance of choosing men of high moral character for servants of the city. 
 
 b. Alertness of electorate essential at all times. 
 
 c. The value of Initiative, Referendum, and Recall. 
 
 Field Work. 
 
 Street car service. 
 
 1. Examine the map and note where the electric car lines run in your city. 
 
 2. What effect has their location had towards the peopling of that part of the city 
 or city suburbs? 
 
 3. With what other places is this city connected by interurban lines? Of what 
 advantage has this been to your city? 
 
 4. What are some of the needs of further extension of car service? 
 
 5. What service does the electric railway render the public? 
 
 6. What are some public needs not met by this public utility? 
 
 7. Who fixes the cost of interurban transportation? 
 
 8. Who settles disputes that come up about rates? 
 
 9. To whom does the company pay its taxes? (See amendment to State Con- 
 stitution.) 
 
 10. What is a franchise? What are the terms of the electric line franchise of 
 I your city? (Ask a councilman.) 
 
 >: 11. What provisions are made by the company for the safety of the public? 
 
 12. How can boys and girls aid in causing fewer accidents? 
 
 i Gas and light. 
 
 ' 13. In what ways have gas and electricity been of value to your city? 
 
 [ 14. What service, if any, does each give without compensation to the city? 
 
 I 15. What are the terms of the franchise? 
 
 I 16. Who regulates the price of gas and electricity? (Ask any city official.) 
 
 I 17. How did this regulation come about? 
 
 \ 18. What parts of your city are not well lighted? Why? 
 
34 STATE NORMAL SCHOOL, SAN JOSE. 
 
 19. What parts are not supplied with gas? Why? 
 
 20. Why should the flat rate be low? 
 
 21. Read the rheostat and gas meter daily for one week. 
 
 22. Learn the cost per unit of measure and estimate the cost of lighting and gas in 
 
 3'our home for one week. 
 
 23. Compare with cost of homes of other members of the class. Take into account 
 
 the number of members in each family. 
 
 24. In your own homes, how can you lessen the high cost of living? 
 
 Water. 
 
 25. What better service could the water company render the public? (See public 
 
 health questions.) 
 2G. What are the regulations as to the time for using water in the yards? 
 
 27. Why are these regulations made? 
 
 28. What are the rules of the company relating to dripping faucets? Why? 
 
 29. What, if any, parts of the city are not supplied with running water? Why 
 
 should this be corrected? 
 
 30. Who fixes water rates in j'our city? 
 
 31. Wiiat is the flat rate? 
 
 32. What is the rate per cubic foot of water? 
 
 References. 
 
 Pupils' Readings. 
 City Charter. 
 
 Note. — Immature pupils can not understand the readings available on 
 tliis subject. The lesson may be an oral one. 
 
 For Student Teachers. 
 
 American Year Book 1914. 
 
 Nelson's Cyclopedia. 
 
 Cyclopedia of American Government. 
 
 National Municipal League Series — King, C. L. "The Regulation of Public 
 Utilities." 
 
 American City, 11 : 480 — Wilcox, D. F. "Fundamental Planks in a Public Utility 
 Platform." 
 
 Annals of American Academy, 57: 8-19 — Same article. 
 
 Popular Science Monthly, SG : 153— James, E. W. "The Ethical Principle in the 
 Physical "Valuation of Rate Making." 
 
 Annals of American Academy, 58: 140 — Wilcox, Delos F. "Taxation of Public 
 Utilities." 
 
 Forum, 53 : 101 — Duncan, C. S. "Paternalism of Public Service Commission." 
 
 Annals of American Academy, 53: 97. "State Regulation." 
 
 Annals of American Academy, 57^Guernsey, H. D. "Regulation of Municipal 
 Utilities." 
 
 /bid.— Harrison, C. H. "The Regulation of Public Utilities." 
 
 Ibid. — Jones, S. P. "What Certain Cities Have Accomplished Without State 
 Regulation." 
 
 76/d.— Eshleman, J. M. "What Regulation Must Accomplish if it is to be Per- 
 manent." 
 
 Ibid. — Ericksou, II. "Advantages of State Regulation." 
 
 Ibid. — Maltbie, M. L. "Distribution of Functions Between Local and State Regu- 
 lations." 
 
 Ibid. — Merriam, C. E. "The Case for Home Rule." 
 
 Ibid. — Baker, N. D. "Municipal Ownership." 
 
 Jlid, — Howe, Frederick E. "Municipal Ownership — The Testimony of Foreign 
 Experience." 
 
 Ibid. — Winchester, A. E. "South Norwalk's Municipal Electric Works." 
 
 Ibid. — Rosecrautz, C. M. "Some Limitations and Objections to Municipal Owner- 
 ship." 
 
 . Ibid. — Crosses, R. "Why I Believe in Municipal Ownership." 
 
SYLLABUS OF CIVIC PROBLEMS. 35 
 
 CHAPTER VIII. 
 
 PUBLIC CHARGES. 
 Section 1. Dependent Children 
 
 1. Some causes of child dependency. 
 
 a. Unemployment. 
 
 b. Drink. 
 
 c. Desertion. 
 
 d. Accident during occupation. 
 
 e. Death of parent. 
 
 f. Delinquency of parent — imprisonment. 
 
 g. Sexual indulgence, 
 h. Feeble mindodness. 
 
 i. Laxness in punishment of wife desertion. 
 
 2. Institutional care of dependent children. 
 
 a. Extent of such care in the United States. 
 
 b. High death rate due to prenatal abuse ; insufficient attention ; infection ; 
 
 syphilis. 
 
 c. Conditions for entering an orphanage. 
 
 Careful investigation. 
 
 Absolute control of child by institution. 
 
 Medical examination and segregation of delinquent defectives. 
 
 d. Personnel of superintendent — should be : 
 
 A good business person. 
 A trained worker. 
 Irreproachable character. 
 
 e. Standard for orphans' home. 
 
 As nearly like a real home as possible. 
 Should give training for artistic appreciation. 
 Should train for occupation. 
 
 f. The cottage plan. 
 
 Not more than twelve children to a cottage. 
 
 House-mother. 
 
 Cottage in the country. 
 
 Advantages. 
 
 g. Objections to institutional care. 
 
 Child no economic experience. 
 No parent love. 
 Uniform discipline. 
 
 Child leaves institution at critical period of life. 
 High death rate. 
 Institutional sins. 
 Cost. 
 h. Objections of State aid to private institutions. 
 Run for profit by its management. 
 No adequate supervision. 
 State should superintend the spending of State money. 
 
 3. Boarding out. 
 
 a. Advantages — better food ; better sanitary surroundings. 
 
 b. Surroundings natural. 
 
 c. Child gets greater variety of experience. 
 
 d. Disadvantage — inadequate investigation as to where the child is placed. 
 
 4. Placing out. 
 
 a. Object — to lead to adoption of child i»y foster-parents. 
 
 b. Child placing societies, good and bad. 
 
 c. Need of careful investigation before placing. 
 
 d. Visits by a trained agent. 
 
 e. Replacing. 
 
 f. Value of placing out. 
 
36 STATE NORMAL SCHOOL, SAN JOSE. 
 
 5. Endowment for motherlioocl. 
 
 a. State's need to care for its children for the State's protection. 
 
 b. Economical — institutional children frequently return to State care as delin- 
 
 quents. 
 
 c. Encourage mothers to care for their own illegitimate children. Saves the 
 
 mother. 
 
 d. Lowers the death rate. 
 
 6. Child care in California. 
 
 a. Small number of children needed to establish an orphans' home. 
 
 b. Inadequate supervision. 
 
 c. State aid inadequate. 
 
 d. Subsidized private institutions. 
 
 7. Administration. 
 
 a. Board of managers. How appointed. 
 
 b. Matron. How chosen. 
 
 c. Powers of State Board of Charities. 
 
 Note. — The references on dependent children are too difficult for most 
 immature pupils to read. The teacher can use the outline as a basis 
 for a talk on the subject. 
 
 Emphasize. 
 
 1. That the children are unfortunate and in no way responsible for being dependent. 
 
 2. That all boys and girls are dependent upon some one for care and support. 
 
 3. That all other boys and girls should be kind to those who are orphaned. 
 
 4. That in so doing they are making these children happy and helping them to 
 
 become good citizens. 
 
 5. Ask the pupils to show the following survey to their parents and explain it to 
 
 them. This is to get the parents interested in the institution. 
 
 For Student Teachers. 
 
 Survey of Orphans' Home. 
 (Adapted.) 
 
 Location 
 
 Number of acres 
 
 (Answer yes or no.) 
 
 Soil, good quality Productive 
 
 Site, pleasing outlook 
 
 Water abundant Pure for home use 
 
 Water abundant for irrigation 
 
 Administration. 
 
 Private charity appoints matron 
 
 State appoints board of managers 
 
 Supervised by State Board of Charities 
 
 Supervised by rt'i)rosentative of the State 
 
 Matron chosen regardless of politics 
 
 Manager chosen regardless of politics 
 
 Matron business ability 
 
 Matron kind, firm, good habits 
 
 Matron good housekeeper 
 
 Matron privilege of appointing her assistants 
 
 Help — good character 
 
 Help — good influence on children 
 
 Help — efficient 
 
 Supplies — furni.shed by contract 
 
 Record of supplies bought and cost 
 
 Food — meat or meat substitutes once a day 
 
 Food — a balanced diet 
 
 Food — substantial and plain 
 
SYLLABUS OF CIVIC PROBLEMS. 
 
 37 
 
 Accounts of matron or business manager open to public 
 
 Accounts easily understood 
 
 Buildings not more than two stories 
 
 Sunlight in each room at some time of the day 
 
 Fresh air in abundance 
 
 Bedrooms used for sleeping and privacy only 
 
 Ii-on beds 
 
 Dormitories from 6 to 12 beds 
 
 Separate rooms for older children 
 
 One bed for each child 
 
 Bathroom, minimum — one for 12 children 
 
 Individual towels and soap — 
 
 Lavatories convenient and adequate 
 
 Boys and girls in separate dormitories 
 
 Segregation of decent from unmoral 
 
 Segregation of sick from others 
 
 Separation of babies and young children from older ones 
 
 Heating — steam heat protected by screens for small children 
 
 Children — ample school facilities 
 
 Opportunity to mix with outside children 
 
 Children each daily tasks 
 
 Children trained for occupations 
 
 Parents any control of children in institution 
 
 Adequate supply of milk for young children 
 
 Sleeping porches for frail children 
 
 Sitting rooms home-like 
 
 Sitting rooms for older and younger children separate 
 
 Sitting rooms furnished with books, music, or other adequate means of entertain- 
 ment 
 
 Dining room home-like ;- 
 
 Remarks : Note any distinguishing feature of the institution not called for in this 
 survey. Note especially the needs of the institution. 
 
 References. 
 
 Pupils' Readings. 
 
 Conference of Charities and Corrections, 1914: 178-183— Solenberger, E. D. 
 
 "Standards of Efficiency in Boarding Out Children." 
 World's \\'ork, 28: 192-7 — Fearing, A. "Home and a Chance for Life." 
 Survey, 32 : 170-1^ — "Case of the Twins of Greenwich." 
 Survey, 31 : 356-7— Hart, H. H. "Child Helping." 
 Conference of Charities and Corrections, 1915 : 174 — Doherty, W. J. "A Study of 
 
 Results of Institutional Care" (Select.). 
 
 For Student Teachers. 
 
 Nelson's Cyclopedia. 
 
 Mangold, George B. "Child Problems." 
 
 Henderson, C. H. "Dependents, Defectives and Delinquents." pp. 99-120. 
 
 Warner, Amos. American Charities. 266 ff. 
 
 Craftsman, 27: 441 — Berg, Clara L. "A New Ideal Home for the Orphans." 
 
 Conference of Charities and Corrections, 1912 : 48-57 — Baldwin, Rogers M. "Com- 
 munity Organization for Children." 
 
 Conference of Charities and Corrections, 1914 : 171-178 — .Johnson, C. H. "Stand- 
 ards of Efficiency in Institutions for Children." 
 
 Conference of Charities and Corrections, 1913: 306-11— Gates, W. A. "Children 
 in California." 
 
 Conference of Charities and Corrections, 1913 : 295-302— Sliugerland. "The Need 
 of Child Welfare Work in Rural Communities." 
 
 Conference of Charities and Corrections, 1913: 287-93 — Sessions. F. J. "Voca- 3- 
 tional Training in Institutions." 
 
38 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Conference of Charities and Corrections, 1914 : 183-89— Reynolds. W. S. "Stand- 
 ards of Placing Out in Free Family Homes."' 
 
 Conference of Charities and Corrections, 1914: 189-94 — Baldwin. R. X. "Ilow 
 Shall We Frame a Consistent Public Policy for Children?" 
 
 Section 2. The Dependent, the Poor and the Almshouse. 
 
 1. Administration. 
 
 a. Board of supervisors — their unfitness. 
 
 b. Desirability of having all almshouses under State control. 
 
 c. Qualifications of Superintendent. 
 
 ?. Standard of what constitutes good management. 
 
 a. Personnel of Superintendent, 
 
 b. Kind of persons admitted. 
 
 c. Care in dismissal. 
 
 d. Sanitary condition of buildings. 
 
 e. Degree to which the institution is self supporting. 
 
 f. Businesslike methods of buying. 
 
 g. Comfort of inmates. 
 
 h. Freedom from political control. 
 
 3. Argument for and against institutional care. 
 
 a. Substitution of other form of relief. 
 
 b. Old age pensions. 
 
 4. Objections to private institutions receiving State subsidies. 
 
 a. State can not control it. 
 
 b. Builds up a political machine. 
 
 c. Persons retained when no longer in need. 
 
 d. Funds used for purposes not so intended. 
 
 5. Need of further segregation in case of poor. 
 
 a. Placing feeble-minded in special institution. 
 
 b. Making almshouse a home for aged poor. 
 
 6. Mode of procedure in giving relief. I 
 
 a. Investigate. 
 
 b. Reconstruct the family when possible. 
 
 c. Get all agencies to co-operate. ■! 
 
 d. Distinguish between the pauper and the aged poor. 
 
 Field Work. 
 
 (Adapted from Johnson, Almshouse Construction and Management.) 
 For Student Teachers. 
 
 AXMSHOUSE Survey. 
 (Answer by yes or no.) 
 
 Administration. 
 
 By Board of Supervisors 
 
 By State Board of Charities 
 
 Superintendents. 
 
 Chosen regardless of politics 
 
 Business ability and integrity 
 
 Practical farmer 
 
 Good habits — even temper 
 
 Keeps daily record of inmates 
 
 Tries to improve morals of inmates 
 
 Listens to inmates' complaints 
 
 Appoints subordinates 
 
 Matron — good housekeeper 
 
 Sympathetic 
 
 Good character 
 
SYLLABI'S OF CIVIC PROBLEMS. 39 
 
 Accounting system open to public, and understandable 
 
 Supplies purchased by contract 
 
 Store room accounts of goods received and used 
 
 Food varieties and balanced diet 
 
 Food — meat once a day : 
 
 Clothing easily washed 
 
 Location — country ; easy and quick communication with city 
 
 Number of acres. Adequate — 100 or more according to number of inmates 
 
 Soil of farm — good quality ; productive 
 
 Site pleasing — outlook 
 
 Water abundant — pure for house use : 
 
 Water — abundant for irrigation 
 
 Wood lot, acre or so 
 
 Building — not more than two stories 
 
 Sunlight in each room some time during the day 
 
 Fresh air in abundance 
 
 Bedroom used for sleeping and privacy only 
 
 Iron beds 
 
 Woolen blankets 
 
 Bedding of sanitary material 
 
 Sexes separate 
 
 Lavatories and bathrooms convenient and sufBcient for 1 to 12 jiersons 
 
 Toilets convenient 
 
 Cottages for married people 
 
 Heating by steam protected by screens 
 
 Porches sufficient 
 
 Institutional record of inmates by card system 
 
 Number of inmates between 100 and 200 L 
 
 Sitting room, comfortable and homelike 
 
 Segregation of sick in hospital 
 
 Segregation of feeble-minded 
 
 Segregation of children sent to orphanage 
 
 Is there a dairy in connection with the home? 
 
 Is there a garden? 
 
 Is there a piggery? 
 
 Any means of raising chickens? 
 
 Any other means of self support? 
 
 Remarks : Give your general impression of the institution. State specifically what 
 
 its needs are and how they could be supplied. Illustrate survey with kodak 
 
 views when possible. 
 
 Field Work. Associated Charities. 
 
 Visit the Secretary of the Associated Charities. 
 
 1. Inquire how the organization is supported. 
 
 2. How is it governed? 
 
 3. What public funds does it spend? 
 
 4. What control does the public have over these funds? 
 
 5. What is the kind of help the Associated Charities gives the needy? 
 
 6. How decide whether the applicant is deserving? 
 
 7. How many cases has it helped during the past month? 
 
 8. What effort is made to give those who are able, work to do? 
 
 9. Read the monthly statement of this work in the local papers. 
 10. How can you assist the Associated Charities in its work? 
 
40 STATE NORMAL SCHOOL, SAN JOSE. 
 
 References. 
 
 Pupils" Readings. 
 
 Sellers. Edith. "The Danish Poor Relief System" (Select.). 
 
 Hunter, Robert. "Poverty." OGff. 
 
 Warner, Amos. "American Charities," 195-244. 
 
 American Magazine, 70 : 214 — Oppenheim, J. "He's Only a Pauper Whom Nobody 
 Owns." 
 
 Survey, 32 : 616 — Shaw, Ernest. "Public Institutions for the Poor in Peking." 
 
 Sun-ey, 32: 2.3— Devine, Edward. "Widow's Needs." 
 
 Conference of Charities and Corrections, 1912: 118-21 — Gallagher, Mrs. Wm. E. 
 "Expenditures of the Poor." 
 
 Conference of Charities and Corrections, 1912 : 121 — Dowd, Rev. "Burial Costs 
 Among the Poor." 
 
 Conference of Charities and Corrections, 1912 : 71-76 — Gates, A. W. "Deporta- 
 tion of Insane Persons, Paupers and Others." 
 
 Conference of Charities and Corrections, 1914 : 465— Auerbach, M. A. "Existing 
 Conditions and Needed Reforms" (Select.). 
 
 Survey, 32 : 30 — Bacon, A. F. "Poor and Their Poverty." 
 For Student Teachers. 
 
 Nelson's Cjxlopedia. 
 
 Johnson, Alex. "Almshouse Construction and Management." 
 
 Hunter, Robert. "Poverty." pp. 66-106. 
 
 Henderson. Charles R. "Dependents, Defectives, Delinquents." pp. 48-98. 
 
 Century, 73 : 1008 — Mason, M. H. "Poor Law Children and the Efficient Inspec- 
 tion of the 'Divine System.' " 
 
 Atlantic Monthly, 114 : 452 — Repplier, Agnes. "Our Lady Poverty." 
 
 Survey, 31 : 764. Connecticut System of "Passing on the Poor." 
 
 Henderson, C. R. "Social Spii'it in America." 260 ff. 
 
 Section 3. The Juvenile Delinquent. 
 
 1. Causes of delinquency. 
 
 a. Neglect due to poverty. 
 
 b. Neglect due to sickness. 
 
 c. Family trouble, 
 
 d. School neglect. 
 
 e. Civic neglect. 
 
 f. Foreign parents. 
 
 g. Mental defects of parents, 
 h. Mental defects of child. 
 
 i. Low grade occupation of parents. 
 
 2. Types of delinquent juveniles. 
 
 a. Child from degraded home. 
 
 b. Homeless child. 
 
 c. Child from foreign home. 
 
 3. Nature of delinquencies. 
 
 a. Truancy. 
 
 b. Theft. 
 
 c. Immorality. 
 
 d. Incorrigibility. 
 
 e. Malicious mischief, etc. 
 
 4. Proposed reform — prevention of child delinquency. 
 
 a. Give child physical treatment. 
 
 b. Mother equal care with father. 
 
 c. Strengthen and enforce child labor laws. 
 
 d. Citizens co-operate in enforcing law. 
 
 e. Increase use of school buildings. 
 
 f. Increase length of school term. 
 
 g. Continuation schools. 
 
SYLLABUS OF CIVIC PROBLEMS. 41 
 
 The Juvenile Court, 
 
 1. Principles for which it stands. 
 
 a. The State is above the parent. 
 
 b. Adult responsibility for child care. 
 
 c. Change procedure from criminal to chancery court. 
 
 2. Methods of court procedure. 
 
 a. Investigates child's environment. Hears evidence of neighbors. 
 
 b. Investigates occasion of offense. 
 
 c. Takes into consideration child's physical condition. 
 
 d. Gives child another chance on probation. (See Delinquency.) 
 
 3. Court — mPtho<l of treating delinquent. 
 
 a. Parole. 
 
 b. Placing child in other homes. 
 
 c. Chastising parents. 
 
 d. Reform school. 
 
 4. Newer court methods. Keep the child out of detention home. 
 
 Field Work. 
 
 1. Visit the detention home of your city. (You will not be allowed to see the chil- 
 
 dren there.) 
 
 2. Ask the probation officer, or the matron, or both, how they are trying to li 'l)) the 
 
 boys and girls. 
 
 3. What is your idea of the needs of the home? 
 
 4. Remember that you can avoid leading boys and girls into temptation that may 
 
 cause them to be sent to the detention home. 
 
 References. 
 
 Pupils' Readings. 
 
 Breckenridge, Abbot. "The Delinquent Child and the Home" (Select.). 
 
 Puffer, J. A. "The Boy and His Gang." 
 
 Lindsey, Judge B. B. "The Juvenile Court of Denver." 
 
 Outlook, 88: 123— Howe, F. C. "A City in the Life Saving Business" (Boyville). 
 
 Outlook, 89 : 818— Hall, H. "Making Good Citizens Out of Bad Boys." 
 
 Survey, 24 : 742 — Lindsey, Judge B. B. "The Evolution of the Juvenile Court." 
 
 MeClure's, 37 : 678 — Puffer, J. A. "Boy Gangs and Boy Leaders." 
 
 George, Wm. "The Junior Republic." 
 
 George. Wm. "Citizens Made and Remade." 
 
 Literary Digest, 50 : 1298 — "Bad Boy Becomes a Farmer." 
 
 American City, 11: 121-2 — Judge, G. E. "The Railroads as a Contributory Cause 
 of Juvenile Delinquency." 
 
 Conference of Charities and Corrections, 1914 : 317-22 — Addams, G. S. "Defec- 
 tives in the Juvenile Court" (Select.). 
 For Student Teachers. 
 
 Dugdale, R. L. "The Jukes." 
 
 More, Mrs. L. B. "The Wage Earners' Budget." 
 
 Pettengill, Lillian. "The Toilers of the Home." 
 
 Van Yorst, Mrs. John and Marie. "The Woman Who Toils." 
 
 Annals of American Academy, 36: 57-6€^ — Hart, H. H. "Distinctive Features of 
 the Juvenile Court." 
 
 Annals of American Academy, 56 : 88-92 — Runge, E. F. "Women in the Juvenile 
 Court." 
 
 American Journal of Sociology, 16 : 52 — Breckenridge, S. P. "Neglected Widow- 
 hood in the Juvenile Court." 
 
 Addams, Jane. "The Spirit of Youth and the City Streets." 
 
 Review of Reviews, 48 : 214-7 — Reed, Mrs. F. W. "Research Work in the Minne- 
 apolis Juvenile Court." 
 
42 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Mangold, George B. "Child Problem." Book IV, Chapters 1-5. 
 
 Hunter, Robert. "Poverty." pp. 190-2GO. 
 
 Conference of Charities and Corrections, 1914 : 108-10 — Falconer, M. P. "Culture 
 
 of Family Life vs. Reformatory Treatment." 
 Survey, 34 : 552 — "Feeble Mindedness Among Delinquent Children." 
 American Journal of Sociology, 20: 731 — Beldcu, Evelina. "The Boys' Court of 
 
 Chicago ; a Record of Six Months' Work." 
 Literary Digest, 50: 762 — "A Glimpse of Ben Lindsey Justice." 
 
 Section 4. The Adult Delinquent. 
 
 1. Causes of crime and conditions that breed criminals. 
 
 a. Bad housing. 
 
 b. Lack of recreational facilities. 
 
 c. Unemployment. 
 
 d. The responsibility of the lawyer and the courts. 
 
 e. Failure to deal with the child lawbreaker wisely. 
 
 f. Saloons and gambling dens. 
 
 2. Fundamentals of prison reform. 
 
 a. Co-operation of the home ; school ; church ; community ; courts and State. 
 
 3. Program for prison reform. 
 
 a. Treatment of prisoner based on character of man instead of offense. 
 
 b. Indeterminate sentence. 
 
 c. Opportunity for education. 
 
 d. Training for vocation. 
 
 e. Treating and curing disease. 
 
 f. Reward for good conduct. 
 
 g. Saving of discharged prisoners. 
 
 h. Indemnification for wrongful imprisonment. 
 i. Utilizing the power of religion. 
 
 4. Character of warden or jailer. 
 
 a. A just and humane man. 
 
 b. Requires obedience of subordinates. 
 
 c. Will listen to complaints of prisoners. 
 
 d. Not a political tool. 
 
 5. Desirable features of the prison. 
 
 a. Safety. 
 
 b. Sanitary— sunlight in cells. 
 
 c. Modern methods of lighting and heating. 
 
 d. Equipped for recreation and gymnasium ; open courts. 
 
 e. School. Other means of self betterment. 
 
 f. Chapel ; different religions i-epresented. 
 
 g. Food — substantial ; variety. 
 
 h. Opportunity for learning a trade to which prisoner is adapted. 
 
 6. The Farm Colony — Why preferable to prison and jail. 
 
 a. Better health. 
 
 b. Better spirit among prisoners. 
 
 c. Improved moi'als. 
 
 d. Willing to work. 
 
 e. Chance to study horticulture and agriculture. 
 
 7. Probation for first offenders. 
 
 8. Paroles. 
 
 a. An incentive to good conduct. 
 
 b. Number of non-repeaters justifies the system. 
 
 9. The honor system. 
 
 a. Self governing by prisoners' representatives. 
 The good moral influence. 
 
 b. Personality of man at head of such system. 
 
SYLLABUS OF CIVIC PROBLEMS. 43 
 
 10. Compensation for convict labor. 
 
 a. The abominableness of the contract system. 
 
 b. Paying for labor for support of family. 
 
 c. Profit sharing. 
 
 11. The county jail. Why abolish it? 
 
 a. Unsanitary. 
 
 b. Moral influence bad ; a breeding place for more crime. 
 
 c. Center of graft. 
 
 d. Expensive. 
 
 e. Substitute — State control. 
 
 12. Some methods of suppressing crime. See causes also. 
 
 a. Better police protection. 
 
 b. Prevent habitual criminals from propagating their kind. 
 
 c. Classify prostitutes, procurers, and fornicators with criminals. 
 
 References. 
 Pupils' Readings. 
 Nelson's Cyclopedia. 
 
 Taylor, Winfred E. "The Man Behind the Bars" (Select). 
 Osborne, Thomas. "Within Prison Walls" (Select.). 
 Kelly, Edmund. "The Elimination of the Tramp." 
 Outlook, 106 : S5— By a Convict. "Prison Life." 
 
 Outlook, 107 : 695-8 — "How a Woman Commissioner Deals With Prison Prob- 
 lems." 
 Technical World, 21 : 108-79— Bailey, Millard. "The Blood Lash vs. Reform." 
 Outlook, 107 : 917-22— Lewis, O. F. "The New Freedom of Auburn Prison." 
 National Prison Association, 1911 : 01— Richards, Wm. N. "Physical Defects of 
 
 Criminals." 
 Conference of Charities and Corrections, 1913 — Trumball, Mrs. M. W. "Honor 
 
 System of Prison Labor." 
 Conference of Charities and Corrections, 1911 — AA'ines, F. H. "The Abolition of 
 
 the County Jail." 
 Conference of Charities and Corrections, 1912: 191 — Cooley, H. R. "The Farm 
 
 Colony." 
 Conference of Charities and Corrections, 1915 : 3S-45 — Oates, W. H. "The County 
 
 Jail." 
 Conference of Charities and Corrections, 1915: 45-49 — Whittaker, W. H. "The 
 
 Industrial Farm." 
 Conference of Charities and Corrections, 1915 : 48-53— Gilmour, J. T. "E^arm 
 
 Treatment of Prisoners at Guelph." 
 
 For Student Teachers. 
 
 Wright, Carroll D. "Practical Sociology and Criminology." p. 350 ff. 
 
 Technical World, 21 : S98-9 — Person, Charles W. "Women Keepers for Women 
 Prisoners." 
 
 National Prison Association, 1911 : 61 — Moore, F. "Mending Immoral Morons." 
 
 National Prison Association, 1911 : 61 — Coddington, J. K. "Prison Associations." 
 
 National Prison Association, 1911 : 61 — Scott, H. K. W. "Report of Standing 
 Committee on Prison Discipline." 
 
 Conference of Charities and Corrections, 1911 — Eliot, Chas. W. "The Suppres- 
 sion of the Moral Defectives." 
 
 Conference of Charities and Corrections, 1911 : 64 — Goddard, Dr. K. "Treatment 
 of Mental Defectives Who Also Become Delinquent." 
 
 Conference of Charities and Corrections, 1915 : 3S-4.5 — Oatcs, W. II. "The County 
 Jail." 
 
 Conference of Charities and Corrections, 1915 : 54 — Patts, C. S. "The State Farm 
 System in Texas." 
 
 Survey, 34 : 135 — Butler, A. W. "Indiana State Farm for Misdemeanants." 
 
44 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Field Work. 
 For Student Teachers. 
 
 1. Visit tlie county jail or the city jail. 
 
 2. Note the conditions of the "tanks" in which the prisoners siioud the day. 
 
 a. Sanitation. 
 
 b. Light. 
 
 c. Air space. 
 
 d. Place to sit ; etc. 
 
 3. Note the condition of the cells as to sanitation. 
 
 a. Cleanness of beds, blankets. 
 
 b. Freedom from vermin. 
 
 c. Crowding in the cells. 
 
 4. How do the prisoners spend their time? 
 
 5. What is the nature of the food? How much? 
 
 6. What provision is made for clean clothing? 
 
 7. What opportunity have the prisoners to work? 
 
 8. What opportunity for recreation? 
 
 9. What effort is made to prevent education in criminality? 
 
 a. By giving the prisoners an occupation. 
 
 b. By permitting them to read. 
 
 c. By segregating the first offenders from repeaters. 
 
 10. How are persons not yet convicted treated? 
 
 11. What are the immediate causes of delinquency? (See jail records.) What 
 
 appears to be the leading cause? 
 
 12. Learn cost of upkeep of jail per month. (Ask Sheriff.) 
 
 13. State your opinions as to whether the jail is a place of detention, a reform 
 
 institution, or a place to make criminals. 
 
 Section 5. Child Labor and its Relation to Delinquency. 
 
 1. The case against child labor. 
 
 a. Crowds men out of employment. 
 
 b. T^nfits the child to become a parent. 
 
 c. Increases crime and makes more criminals. 
 
 d. Is expensive to industry. 
 
 2. Extent to which children employed in industries. 
 
 a. In the cotton mills. 
 
 b. In the canneries. 
 
 c. Shucking oysters. 
 
 d. Coal breakers. 
 
 e. Plying street trades. 
 
 f. Glass factories. 
 
 g. Strawberry and cranberry fields. 
 
 Total number of children workers (1914), 1,750,000. 
 
 3. Effect of labor upon the child. 
 
 a. Dwarfed physically. 
 
 b. Physical injuries. 
 
 c. No op])ortunity for education. 
 
 d. Little chance for recreation. 
 
 e. Vicious snri'oundings contribute to juvenile delinquency. 
 
 4. What to do to prevent child labor. 
 
 a. Provide mothers' pension. 
 
 b. Enforce and pass laws against child labor. 
 
 c. Provide vocational guidance. 
 
 d. I'rovide continuation schools. 
 
 e. Educate the luiblic. 
 
 C. The National Child Labor Bureau. 
 
 a. Its aims and what has been acoomplishod. 
 6; The proposed Federal Child Labor Bill. 
 
 a. Purpose — to prevent interstate commerce in products of child labor. 
 
SYLLABUS OP CIVIC PROBLEMS. 45 
 
 Field Work. 
 
 (Get acquainted with a cliild tliat lias left tlie grammar scliool to go to work. 
 Make record of tlie following data concerning the child.) 
 
 Survey of Child Worker. 
 
 Name of child Address 
 
 Age Years Months 
 
 Father living Mother living 
 
 Parents separated 
 
 Father's occupation 
 
 Child's occupation 
 
 Number of hours of work per day 
 
 Child's daily wage 
 
 Does the child go to day school? Night school? 
 
 What grade has it reached in school? 
 
 How did it get along in its studies? 
 
 Why did it leave school? 
 
 Has it any mental defects? If so, what? 
 
 Has it any physical defects? Ifso, Avhat? 
 
 What are the child's needs? 
 
 What is the child's recreation? 
 
 What are the needs of the family? 
 
 How long has the child worked at this occupation? 
 
 What other occupations has it followed? 
 
 What effect has the occupation had on the child's character? 
 
 Child worker. Inquiries at school. 
 
 1. Learn the names of boys and girls who have left school during the year. 
 
 2. Learn reasons for leaving. 
 
 3. Where are they now? 
 
 4. What are they doing? 
 
 ij. What were the child's habits when in school? 
 
 a. Learn easily or slowly? 
 
 b. Industrious or lazy? 
 
 6. What physical defects did the child have? 
 
 7. What bad habits did the child have? 
 
 References. 
 
 Pupils' Readings. 
 
 Spargo, J. '-The Bitter Cry of the Children." 
 
 Survey, 27 : 1281— Chute, C. L. "The Cost of Cranberry Sauce." 
 
 Survey, 27 : 1375-7 — Sumner, M. B. "What the Government Found." 
 
 American City, 12 : 23-4 — Dwight, Helen C. "The Menace of Street Trading by 
 
 Children." 
 Exhibit Handbook, Pamphlet No. 241 — National Child Labor Committee. 
 Survey, 33 : 303 — "Child Workers in North Carolina Cotton Mills." 
 Survey, 33 : 435 — "Child Scavengers." 
 
 Survey, 33 : 342 — Lovejoy, O. R. "Jersey Cranberry Bogs." 
 
 Child Labor Bulletin, Vol. 3 : 42-45 — Newman, Pauline. "Child Labor a Menace." 
 Child Labor Bulletin, Vol. 3, No. 1: 52-56— Bleuk, J. H. "The Child in the 
 
 Street." 
 Child Labor Bulletin, Vol. 3, No. 1 : 50-59— Clopper, E. N. "Why Overlook the 
 
 Street Worker?" 
 Child Labor Bulletin, Vol. 3, No. 1 : 153-1.5S — Bremer, H. M. "Agricultural Work 
 
 and School Attendance." 
 Child Labor Bulletin, Vol. 3, No. 2 : 7— "The Whitest Gift of All." 
 Ihid., Vol. 3, No. 2 : 31— "Blossom Time." 
 Ibid., Vol. 3, No. 2: 49— "Story of a Medicine Bottle." Also in Child Labor, 
 
 Vol. 2, No. 2. 
 
46 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Ibid., Vol. 3, No. 2:' 57— "Story of My Cotton Dress."' Also Vol. 2, No. 2, 
 
 August, 1913. 
 liuL, Vol. 3, No. 2 : 6G— "Mr. Coal's Story." Also Vol. 2, No. 2, August, 1913. 
 Ibid., Vol. 3, No. 2 : 79— "The Present Day American Mill Child." Also Vol. 2, 
 
 No. 2, August, 1913. 
 Ibid., Vol. 3, No. 2: 93-108— Rochester, Anna. "Children at Work on Men's 
 
 Clothing" (Select). 
 Ibid., Vol. 3, No. 2 : 52-61— Adler, Eleanor H. "Children Who Weave Silk." 
 Ibid., Vol. 3, No. 2— Ferber, Edna. "The Clinker." 
 Ibid., Vol. 3, No. 2: 20 — Driscoll, Louise "Buttons and Bertha." 
 Ibid., Vol. 3, No. 2 : 37— McGriff, Jessie M. "A Dead Issue." 
 Ibid., Vol. 3, No. 2 : 50— Porter, E. H. "For Mikey." 
 
 Ibid., Vol. 3, No. 4 : 17— Adler, E. H. "Child Flower Makers in New York Tene- 
 ments." 
 Ibid., Vol. 3, No. 4: 2.j— "The High Cost of Child Labor" (Select.). 
 Ibid., Vol. 2, No. 1 : 1— Kelley, Florence. "The Child Bread Winner and the 
 
 Dependent Parent." 
 Ibid., Vol. 2, No. 1 : 105 — Hine, L. W. "The Child's Burden in Oyster and 
 
 Shrimp Factories." 
 Ibid., Vol. 2, No. 1 : 70 — Bremer, H. M. "Strawberry Pickers in Maryland." 
 Ibid., Vol. 4, No. 2 : 114 — Hine, Lewis. "Some Local Child Labor Problems in 
 
 California." 
 Ibid., Vol. 4, No. 2: 12G— Adler, Dr. Felix. "Seven Sins of Child Labor." 
 Pamphlet No. 24G, National Child Labor Committee — "Street Workers." 
 Pamphlet No. 215, National Child Labor Committee — Bremer, H. M. "People 
 
 Who Go to Tomatoes." 
 Pamphlet No. 18S — Brown, E. F. "Child Labor in New York Canning Factories." 
 McClure's, 40: GS (April)— Todd, Helen M. "Why Children Work." 
 Technical World, 20: 8-19— Price, W. D. "Greasy Olivers." 
 For Student Teachers. 
 
 Annals of American Academy, 38, Supplement, July, 1911 — Proceedings of Seventh 
 
 Annual Conference of the National Child Labor Committee. 
 Survey, 27 : 1044 — Breckenridge, S. "Beginnings of Child Labor Movement." 
 Survey, 27 : 1781-4 — Lovejoj', O. B. "Child Labor and Education." 
 Survey, 30 : 98-100— "From School to Job, in Philadelphia." 
 Survey, 31 : 589— Hine, L. W. "Children or Cotton." 
 Conference of Charities and Corrections, 1914 : loS-14G — McKelway, A. J. "Ten 
 
 Y'ears of Child Labor Reform." 
 Survey, 33 : 413 — "The Children's Chance Before Congress." 
 Survey, 32: 303 — Merriman, C. "Searchlight Turned on Child Labor and the 
 
 Tailoring Trade." 
 Survey, 33: 481 — Sanville, F. L. "Daybreak for Pennsylvania Working Children." 
 Child Labor Bulletin, Vol. 3, No. 1: 20— Adler, Dr. Felix. "The Abolition of 
 
 Child Labor and National Duty." 
 Ibid., Vol. 3, No. 1 : 63-G9— Hine, L. W. "The High Cost of Child Labor." 
 Ibid., Vol. 3, No. 1 : 107-llG— Hall, G. A. "Proper Issuance of Work Permits." 
 Ibid., Vol. 3, No. 2 : 108-123— Rochester, Anna. "Child Labor in Glass Industry" 
 
 (Select.). 
 Ibid., Vol. 2, No. 1 : 27 — Kingsbury, John A. "Child Labor and Poverty, Both 
 
 Cause and Effect." 
 Ibid., Vol. 2, No. 1 : 5G — Lathrop, Julia C. "The Federal Children's Bureau." 
 Ibid., Vol. 1, No. 1 : 24— Wooley, Dr. H. T. "Child Labor and Vocational Guid- 
 ance." 
 Ihid., Vol. 2, No. 1 : 59 — Hine, L. W. "Present Condition in the South." 
 Ibid., Vol. 1, No. 1 : 38 — Peai*se, C. G. "Child Labor and the Future Development 
 
 of the Schools." 
 Ibid., Vol. 1, No. 3 : 36-6^^Hine, L. AV. Photographs. 
 
SYLLABUS OP CIVIC PROBLEMS. 47 
 
 Ibid., Vol. 1, No. 3: 19 — Eschenbrennor, J. J. "Day aud Night in a Vegetable 
 
 Canning Factory." 
 Pamphlet No. 24G, National Child Labor Committee — "Street Workers." 
 Pamphlet No. 21G, National Child Labor Committee — Lovejoy, Owen. "A Brief 
 
 for the Palmer-Owen Child Labor Bill." 
 Survey, 30: 167-72 — Hine, L. W. "Baltimore to Biloxi aud Back." 
 Literary Digest, 45 : 1110-2 — "Children in the Canneries." 
 Literary Digest, 45 : 1195-G — "Baby Toilers." 
 
 Independent, 72 : 255-6 — Nearing, S. "Power Behind Our Silk Mills." 
 Technical World, 16 : 497-504 — Bache, R. "Shrimps and Babies." 
 
 CHAPTER IX. 
 PUBLIC EDUCATION. 
 Section 1. The School. 
 
 1. The School. 
 
 a. School monej- — how apportioned aud obtained. 
 
 b. Status of school system of California compared with other states. (See 
 
 Russell Sage Report.) 
 
 c. Board of Education — powers and duties. 
 
 2. Purpose of the school. 
 
 a. To train in culture. 
 
 b. To train for ability to make a living. 
 
 c. To train for citizenship. 
 
 3. Vocational schools, aim : 
 
 a. To show a child what he cau, and can not do. 
 
 b. To supply a defect in education. 
 
 c. To prepare him to make a living. 
 
 d. To teach the foreigner the language, customs, and citizenship of this country. 
 
 4. Continuation schools. 
 
 a. May or may not be vocational. 
 
 b. Correct defects in education. 
 
 c. Give more facility in educational work. 
 
 d. Train for shop work. 
 
 e. Part time school — pupil i-eceives ^vage while in school. 
 
 5. Evening schools. 
 
 a. Not suited to immature youth. 
 
 b. Useful to foreigner to teach language, customs, and civics of the United 
 
 States, 
 c. Give training in manual aud domestic arts. 
 
 6. Vocational schools — agricultural type. 
 
 a. Aid in "back to laud" movement. 
 
 b. Train for skilled agriculturists. 
 
 Field Work. 
 
 1. Make a list of all the different kinds of schools in your city. 
 
 2. Indicate which are public, which private. 
 
 3. Of the private schools which are teaching subjects that might be of advantage to 
 
 have in the public school? 
 
 4. Visit the shops of the high school manual training department. Girls visit the 
 
 household arts department. Note the opportunities ahead of you for 
 acquiring skill, and for learning an occupation. 
 
 5. Visit the agricultural fields of the high school. Learn whether the boys' school 
 
 farm pays financially. 
 
 6. Visit the night school. Note the personnel of the students. Observe the zeal 
 
 with which the foi'eigners work. 
 
 7. Learn why some persons have come to night school. Ask them. 
 
48 STATE NORMAL SCHOOL, SAN JOSE. 
 
 S. What are the different subjects taughtV Which are rudimeutary? Which voca- 
 tional ? 
 9. What efforts are made in tlie night school to train for citizenship? 
 
 10. Invite some of j-our adult friends who might be interested, to visit the night 
 
 school and vocational schools. 
 
 11. Use your influence to get at least one person to go to a school of some kind. See 
 
 if you can do it. 
 
 References. 
 Pupils" Readings. 
 
 Harper's Monthly, 128: 61G (Begin with Manual Training Schools)— Matthews, 
 
 J. L. "Dynamic Education." 
 National Educational Association, 11)14 : 193 — Stewart, Cora W. "Moonlight 
 
 Schools of Kentucky." 
 National Educational Association, 1913 : 190 — Roberts, E. D. "The Cincinnati 
 
 Continuation Schools'' (Select.). 
 National Educational Association. 1914 : G02 — Haaren, J. H. "The Use of the 
 
 Factory and Office Building for New York City Schools." 
 World's Work, 27: 505— Rindge, F. H. "Thirty-five Hundred College Students 
 
 Humanizing Industry." 
 National Educational Association, 1914 — Cooley, R. L. "Apprentice Shop and 
 
 Continuation Schools of Milwaukee." 
 American City, 12 : 21 — Mosser, G. H. "A Vocational Night School With an 
 
 Enrollment of Over 2,000." 
 Parsons, F. H. — "Choosing a Vocation." 
 Weeks, Ruth — "The People's School." 
 
 Survey, 29 : 837— Washington, Booker T. "A New Type of Rural School." 
 Bulletin of Education, 1912, 6: 28— Stemson, R. W. "Smith's Agricultural 
 
 College." 
 Manual Training, 15: 292— Chessnut, R. A. "Student Labor." 
 Manual Training, 14 : 417 — Wheeler, Chas. C. "A Manual Training Work Shop 
 
 Built by Grammar Grade School Pupils." 
 For Student Teachers. 
 
 State School Law (Select.). 
 
 Russell Sage Foundation — "A Comparative Study of School Systems of Forty-eight 
 
 States." (See place of California.) 
 Blomfield, Meyer. "Vocational Guidance." 
 
 Sncdden, D. S. "Fundamental Distinction Between Liberal and Vocational Edu- 
 cation." 
 Bulletin of Board of Education, No. G. Massachusetts. 
 Bulletin of Education, United States, ]913, No. 51 : 3.9 — Shields, A. "Evening 
 
 Schools for Foreigners." 
 National Educational Association, 1913: 571 — Pearse, C. G. "The Continuation 
 
 School and Public Education." 
 National Educational Association, 1914: 375 — Preston, .losophine C. "Har- 
 monizing Vocational and Cultural Education." 
 Survey, 30: 97 — "The AVinters' Fight Over Vocational Training." 
 
 Section 2. The Library. 
 Field Work. 
 
 1. How does the lil)rary of your city get its support? 
 
 2. What is the governing body? How chosen? 
 
 3. What is the yearly apportionment of money for library use? 
 
 4. What branch libraries in the city? Where located? 
 
 5. How many books circulated yearly? 
 
 G. What are the needs of the library? Ask a member of the board, or the Librarian. 
 
 7. Of what use is the library to you? How could it be made more useful? 
 
 8. What provisions are made for entertaining young children? Story telling, etc. 
 
 9. What are the needs of the juvenile department? 
 
 Note. — Teachers show pupils how to use card catalogue. Readers' Guide, 
 and reference books, and sive continued practice in the use thereof. A 
 lovp for the library is safe training for good citizenship. 
 
SYLLABUS OF CIVIC PROBLEMS. 49 
 
 CHAPTER X. 
 
 THE GOVERNMENT OF THE CITY. 
 
 1. Foi'ms. 
 
 a. Mayor and Council. 
 
 b. Commission. 
 
 c. Business Manager. 
 
 2. Relative Worth. 
 
 a. Mayor and Council. 
 
 No fixing of responsibility. 
 
 Lack of harmony in administration. 
 
 Too many checks. 
 
 Long ballot. 
 
 b. Commission. 
 
 Centralization of responsibility as to a given department. 
 
 Longer term of office. 
 
 Objections. 
 
 Commission not necessarily fitted for the department. 
 
 People do not elect experts. 
 
 Great power in a few hands. 
 
 c. Business Manager. 
 
 Fixes responsibility. 
 
 Provides for government by an expert. 
 
 Encourages training for government positions. 
 
 Better service. 
 
 Short ballot. 
 
 Objections. 
 
 Undemocratic. 
 
 Opportunity for machine politics. 
 
 3. The City Council and Commission. 
 
 a. How chosen. Tenn. 
 
 b. Powers and duties. 
 
 c. How subject to removal. 
 
 4. The City Charter. What a modern charter should contain. 
 
 a. Civil service for city employees. 
 
 b. Initiative and referendum. 
 
 c. Recall. 
 
 d. Preferential primary. 
 
 e. Provision for future ownership of public utilities. 
 
 f. City accountant and modern system of accounting provided for. 
 
 g. Publicity. 
 
 h. Efficient management. 
 
 5. The People's Responsibility. 
 
 a. A good charter only an aid. 
 
 b. Final test the standard of the people. 
 
 Field Work. 
 
 1. Visit a meeting of Mayor and Council and note the order of business. Infer as 
 
 to the nature of the powers and duties of that body. Learn names of your 
 city officials. 
 
 2. Make a chart of the charter of your city, showing how the different departments 
 
 and the city officials are related to one another. (Teacher assist.) 
 
 3. What officials (if any) may the people recall? 
 
 4. Have they the poMer to initiate legislation? 
 
 5. Have they the final word regarding a measure becoming a law? i. e., The Referen- 
 
 dum? 
 
50 STATE NORMAL SCHOOL, SAN JOSE. 
 
 G. If business manager, what check have the people upon his actions? 
 
 7. Does your charter provide for an accounting system? If so, what is it like? 
 
 S. What are the duties of the auditor? 
 
 9. What provision is made for civil service? 
 
 10. How many persons do the people vote for? 
 
 11. How nearly does your city charter approach being a model one? 
 
 References. 
 
 Pupils' Readings. 
 
 Technical World, 21 : 13 — Renwick, W^m. "Democracy Chooses an Autocrat." 
 
 Literary Digest, 48: 147 — "Driving Politics Out of Dayton." 
 
 Review of Reviews, 49 : 714 — Upson, Lent D. "How Dayton's City Manager 
 
 Plan is Working." 
 Outlook, 104 : 887— "City ^Manager Plan." 
 
 World's Work, 2G : 236 — "Progress of Simple Municipal Government." 
 American City, 12: 511-14 — "How the City Manager Plan was Handicapped at 
 
 Sumter, S. C." 
 American City, 12 : 508 — "What City Managers are Expected to Do." 
 Nelson's Cyclopedia. 
 
 For Student Teachers. 
 
 Bryce. American Commonwealth.^ Chapters II and IX. 
 
 American Year Book, 1913-1914. 
 
 Bruere, H. "New City Government." 
 
 Goodnow, T. J. "Municipal Government." The City Council. 164 ff. Commission 
 
 Government. 175 ff. City Executive. 209. Police Administration. 234. 
 City Charter. 
 
 American City, 5 : 22 — Rearden, J. J. "Need of Home Rule in Cities." 
 Report of First Convention of Business Managers. 
 American City, 9 : 523-4 — Riddle, Kenyon. "The Town Manager as City 
 
 Engineer." 
 American City, 11 : 11— Waite, H. M. "The City Manager Plan." 
 Survey, 32 : GOO — "Beaufort Plan of City Government." 
 American City, 9 : 25 — Embrey, A. T. "How a Little City is Progressing Under 
 
 a City Commission." 
 Outlook, 104 : 50— "The Practical Short Ballot." 
 
 World's Work, 26 : 614 — "Dayton's Step Forward in City Government." 
 American City, 12 : 409-507 — "City Manager Plan in Forty-five Cities." 
 Literary Digest, 50: 1078 — "City Manager's Troubles." 
 Survey, 33 : 309 — "City Managing, The Newest Profession." 
 
SYLLABUS OP CIVIC PROBLEMS. 51 
 
 CHAPTER XI. 
 
 TAXES AND REVENUE. 
 Section 1. State Revenue. 
 
 1. Neod of state revenue. 
 
 2. Sources of state revenue. 
 
 a. Taxes on corporations. 
 
 b. Taxes on franchises. 
 
 c. Corporations license taxes. 
 
 d. Inheritance taxes ; how applied. 
 
 e. Fees collected by state offices. 
 
 f. Fees collected for licenses. 
 
 jr. Receipts from state property, 
 h. Receipts from state institutions, 
 i. The state tax situation. 
 
 (See provisions of Constitution regarding taxation.) 
 
 3. Property exempt from taxation. 
 
 a. Churches. (When used for religious purposes only.) 
 
 b. Public schools— colleges. 
 
 c. State, county, and district bonds. 
 
 d. Young trees and vines under four years old. 
 
 e. Personal property up to $100. 
 
 f. iMortgages. 
 
 g. Free libraries. 
 
 h. Property of sailors and soldiers up to $1,000. 
 
 (If value of estate does not exceed $5,000.) 
 i. Certain private schools. 
 
 Leland Stanford University. 
 California School of Mechanical Arts. 
 California School of Academic Sciences. 
 Cogswell Polytechnic School. 
 Colleges. 
 
 (See provision of Constitution of California regarding exemptions.) 
 
 4. The State Board of Equalization. 
 
 a. Powers and duties. 
 
 b. Reason for abolishing it. 
 
 5. Difficulties in way of just system of taxation. 
 
 a. Efforts to overcome them. 
 
 b. Land and improvement separately assessed. 
 
 c. Tracts assessed by sections. 
 
 d. The single tax. (See another section of syllabus.) 
 
 Section 2. Local Taxes and Revenue. 
 
 1. Local Taxes — LIow obtained. 
 
 a. General property tax. 
 
 b. Licenses. 
 
 c. Income from real estate. 
 
 d. Tax on personal property. 
 
 2. Method of levying and collecting local taxes. 
 
 a. Districts for collector. 
 
 b. Assessing of property — difficulties. 
 
 c. Taxes payable in installments. 
 
 3. Duties and powers of assessor. 
 
 a. Assesses taxable property. 
 
 b. Collects personal property tax. 
 
 c. Difficulty of fair assessing and collecting. 
 
52 STATE NORMAL SCHOOL, SAN JOSE. 
 
 4. Duties and powers of tax collector. 
 
 a. Collects county taxes. (Except when assessor collects.) 
 
 b. Collects tax on corporations in county. 
 
 c. Collects general property tax of state. 
 
 (1. Issues license fees for saloons, pedlars, auctioneers, merchants, etc. 
 e. Sells to state real property on which taxes are delinquent. 
 
 5. Duties and powers of treasurer. 
 
 a. Receives money collected by tax collector. 
 
 b. Collects inheritance taxes for state. 
 
 c. Pays money out of treasury when instructed to do so by auditor. 
 
 d. Reports to aviditor money on hand first of each month. 
 
 Field Work. 
 
 1. Learn the tax rate of your county. 
 
 2. Who fixes it? Hoav is it determined? 
 
 3. What proportion of the taxes is used for the different city activities? 
 
 Education Police protection 
 
 Fire protection Care of streets 
 
 Street improvement Etc 
 
 Get complete statement from City Clerk. 
 
 4. What advantages in having a fixe'd per cent of the taxes go for the use of any 
 
 one department of the city? What are the disadvantages? 
 
 5. What is the system of accounting of the city's money? Is it a modern system? 
 
 6. How could it be improved? (Ask the City Clerk.) 
 
 7. When a person works for the city, what is the method of procedure by which he 
 
 gets his money fi-om the city treasury? 
 
 8. Who is the City Treasurer? How did he get his position? 
 
 9. Aside from the general tax levy, from what other sources does the city get its 
 
 revenue ? 
 10. What is done with the license money? 
 Pupils" References. 
 
 Dunn. "Community and Citizen."' pp. 22S-23S. 
 
 Nida. "City, State and Nation." pp. 188-193. 
 
 Bulletin No. 17, San Francisco Normal. 
 
 Ashley. "Government and Citizen" (Cal. Ed. Ch. III). 
 
 Beard. "American Citizcnshii)." pp. 239-242, 213-210, 2aG-GS. 
 
 For Student Teachers. 
 
 Hichborn, Franklin. Legislative Bulletins for 1915. 
 Sutton, James. "Civil Government of California." 
 
 Section 3. Single Tax. 
 
 1. Popular meaning — A land tax. 
 Arguments for. 
 
 No taxes on labor and capital would make for progress. 
 Large land holdings would be forced on market, hence easier to get homes. 
 What nature gives, belongs to all. 
 Arguments against. 
 
 Persons should have what they get by legal contract. 
 
 Absolute ownership stimulates industry. 
 
 Confiscation of land would work hardship on pioneer laud holder. 
 
 Confiscated land would destroy value of mortgages. 
 
 References. 
 
 Pupils' Readings. 
 
 Outlook. 103: 771 — Spillane, Richard. "Taxing Enterprise." 
 
 Harpers* Weekly, 58: 10 — McRay, John. "Single Tax in Western Canada." 
 
SYLLABUS OF CIVIC PROBLEMS. 53 
 
 Survey. 31 : 520— Ingersoll. Chas. H. "Present Status of Single Tax." 
 American Magazine, 72 : 335 — Nock, Albert Jay. "Why Nature's Way is the 
 
 Best." 
 For Student Teachers. 
 
 George. Henry. "Our Land and Land Policy." 
 
 Atlantic Monthly, 113: 27-37 — Johnson, A. S. "The Case Against the Single 
 
 Tax." 
 Atlantic Monthly, 112 : 737-lG— Garrison, F. W. "The Case for the Single Tax." 
 American City, 9 : 58 — Root, Chas. T. "Not a Single Tax." 
 Outlook, 105 : 115 — "Progress of the Single Tax." 
 
 Literary Digest, 48 : 478- — -"Tendency Toward Single Tax in New York." 
 Independent, 71 : 299 — Arden. "A Modern 'As You Like It.' " 
 Annals of American Academy, 58 : 222-7 — Uren, W. S. "Single Tax." 
 Annals of American Academy, 59 : 148-56 — Hall, B. "Taxation of Laud as a 
 
 Remedy for Unemployment." 
 Survey, 32 : 55-0 — "Houston's New Taxation Plan." 
 
 CHAPTER XII. 
 
 THE CITY BEAUTIFUL. 
 
 1. The City plan. The features that make for beauty. (See City Planning.) 
 
 2. The water fronts. 
 
 a. Treatment with plants and shrubs. 
 
 b. Bridges aesthetic. 
 
 3. Entrance to city. 
 
 a. Stations attractive. Architecture. 
 
 b. Plaza or esplanade. 
 
 c. Plants or shrubs along railroad track. 
 
 4. The houses. 
 
 a. Frequently painted. 
 
 b. Fences removed or screened. 
 
 c. Yards planted with grass, flowers or shrubs. 
 
 d. Shacks and partly burned houses removed. 
 
 e. Premises free of rubbish. 
 
 5. Streets. 
 
 a. Clean. 
 
 b. Paved. 
 
 c. Houses set back to give effect of wide street. 
 
 d. Underground wiring. 
 
 e. Billboards removed. 
 
 f. Trees ; kinds ; uniformity on given street. 
 
 g. Effective lighting, 
 h. Boulevard. 
 
 6. Parks, playgrounds, squares, plazas. (See subject treated elsewhere.) 
 
 7. Market place. 
 
 8. Historic landmarks presented. 
 
 9. Natural features preserved. 
 
 10. Art. 
 
 a. In public buildings. 
 
 b. Monuments ; statuary. 
 
 c. Private buildings. 
 
 11. Vacant lots. 
 
 a. Gardening. 
 
 b. Removal of trash and rubbish. 
 
 12. The use of Arbor Day ; city beautification. 
 
 13. Smoke prevention. (Treated elsewhere.) 
 
54 STATE NORMAL SCHOOL, SAN JOSE. 
 
 Field Work. 
 
 1. Mak<> a list, in order of importauce, of things to Lo done to make your eity more 
 
 beautiful. 
 
 2. Write one or more paragraphs upon that phase of city heautitioation that you are 
 
 most interested in. or that you think important. 
 
 3. Make a collection of pictures of beautiful streets, drives, parks, homes. Kodak 
 
 pictures or others. 
 
 4. What historic landmarks in your city should be preserved? Why? 
 
 5. What natural features should be preserved? 
 
 6. What can you do in the city or at your home to make your city more 
 
 beautiful? 
 
 References. 
 Pupils' Readings. 
 
 Dunn, A. W. "Community and Citizen." Chapter XVI. 
 
 Brunner, A. W. "Studies for Albany." 
 
 Robinson, C. M. "Beautifying San Jose." 
 
 American City, 3: 219-25— Lake, H. F. "The Billboard Nuisance." 
 
 Hid., G : 398— "The Minneapolis Spirit." 
 
 Ihid., G: 715 — Steiss, C. J. "Fort Wayne's Civic Awakening." 
 
 Ihid., 6 : 733-37 — Nolan. John. "Improvements of a Country Town. Wayland, 
 
 Mass." 
 Ihid., 8 : 153— Neal, H. J. "Protection of Shade Trees." 
 Ibid., 8 : 35 — Bradfield, Frank. "A Dumping Place That Became a Park." 
 Ibid., 8: 272— Gaskell, A. "Some Shade Tree Planting That Might Have Been 
 
 Better Done." 
 Ibid., 9 : 555 — "Ornamental Street Lighting for an Entire City." 
 Ibid., 8 : 270— Gaskell, A. "Electric Wires and Shade Trees." 
 . Ibid., 9 : 405— Tyrrell. H. G. "Esthetic Treatment of City Bridges." 
 Ibid., 9 : 440 — McFarlan, J. H. "How to Improve Railroad Stations and Their 
 
 Surroundings." 
 Ibid., 9 : 471 — "Lighting the Streets of Baltimore." 
 Ibid., 9 : 310— Bartlett, Dana. Torrance. 
 
 Ibid., 9 : 227— Strong, II. "The Street Beautiful in Minneapolis." 
 Ibid., 10: 422— Leavitt, C. W. "Water Supplies, the Part They Play in City and 
 
 County Planning." 
 Ihid., 10: 2G1— Weed, Bessie M. "A Garden City in a Country Village." 
 Ihid., 10: 157 — Levinson. J. J. "How to Promote the Planting and Care of Shade 
 
 Trees." 
 Ihid., 10: 15 — "The California Tvve Planliiig Act" (Summary). 
 Ibid., 12 : 249— Kellam, C. J. "Cleaning Up Kewanee." 
 
 Ibid., 12 : 221 — Woodbury, C. G. "Yard Improvement Contest in Lafayette, Ind." 
 Craftsman, 22 : 337— "Gardens in Idle City Land." 
 
 Craftsman, 22: 271^Hay, Arthur. "Bringing Country Beauty to City Streets." 
 Craftsman, 22: G50 — Hough, Ilalvorsen. "Planting the School Yard for the 
 
 Happiness and Cultivation of Childhood." 
 Craftsman, 24 : 635 — Miller, J. M. "Making a Mountain Garden of a City." 
 Craftsman, 24 : G41 — "Back Yards and Vacant Lot Gardens." 
 Craftsman, 26 : 611 — Rainey, Ada. "Shade Trees for City Sti'eets, What They 
 
 Furnish in the Way of Beauty and Health and Comfort." 
 Craftsman, 27: 706-8— "Profit, Health and Happiness from Idle City Land." 
 Craftsman, 27 : 320 — Wentworth, Marion C. "A Civic Center of Real Beauty for 
 
 the People of Santa Barbara." 
 World Today, 20: 293-300— Marsten, Glen. "American Public Lighting." 
 World's Work. 22 : 14612-8 — Oyen, Henry. "The Awakening of the Cities : 
 
 Beautification and Business." 
 World's Work, 25: 507 — Vacant Lot Gardening. 
 
SYLLABUS OF CIVIC PROBLEMS. 55 
 
 For Student Teachers. 
 
 Waugh, F. A. "Landscape Gardening." Chapters XI and XIV. 
 American City, 3 : ISC — Ellis. Carlyle. "Federal Buildings for Civic Beauty." 
 Ibid., 5 : 2S2-5 — Hopkins, L. L. "Civic Improvement as Applied to Street Light- 
 ing." 
 Ibid., 5 : 82 -4 — Adams, John Quiucy. "Problems and Achievements of the Art 
 
 Commission." 
 Ibid., G : 404 — Child, Stephens. "The Landscape Architect and the City." 
 Ibid., G : 557-03— Ford. Geo. B. "Digging Deeper Into City rianuing." 
 Ibid., 7: 40 — Corcoran, J. A. "The City Light and Beautiful." 
 Ibid., S: G04 — Colton, W. W. "City Forestry Methods in New England." 
 American City, 7 : 240 — "Fond du Lac's Great White Way." 
 Craftsman. 23 : 306-10 — Hays, Helen A. "Picturesque Bridges of Conococheague 
 
 River." 
 Ibid., 23 : 420— Matson. Esther. "The Garden Idea the World Over." 
 Ibid., 24 : 035- "The Ragged Edges of the City." 
 
 Ibid., 25 : 574 — Ilarlean, James. "Civic Gardening Which Develops City People." 
 Ibid., 25 : 423 — Athol, Agnes. "The Care of the Roadside." 
 Ibid., 26: 510— Djer. W. A. "Our Town." 
 Survey, 32 : 323— "Making the Whole City Beautiful." 
 World's Work. 20: 82— Gregory, J. S. "The Coming City." 
 
 Vacant Lot Gardening. 
 
 1. Reasons for encouraging it. 
 
 a. Helps needy families. 
 
 b. Lures children from the street. 
 
 c. Prevents idle land from becoming a dump heap. 
 
 2. How to bring it about. 
 
 a. Boost — newspapers — clubs. 
 
 b. Provide lots. 
 
 c. Co-operate with real estate men. 
 
 d. Find workers. 
 
 3. Results. 
 
 a. Increase of wealth. 
 
 b. Increase of food. 
 
 c. Better health. 
 
 d. City beautiful. 
 
 4. Difficulties. 
 
 References. 
 
 For Student Teachers. 
 
 Craftsman, 22 : 337— "Gardens on Idle City Land." 
 American City, G : 401 — "Minneapolis Spirit." 
 World's Work, 25: 507 — "A Story of Vacant Lot Gardening." 
 Craftsman, 24 : 641 — "Back Yards and A'acant Lots." 
 Review^ of Reviews, 44 : 622 — "City Gardens vs. Hoodlumism." 
 Craftsman, 14 : 335 — Als Ik Kan. "Utilizing Vacant Lots and Laud Held by 
 Speculators." 
 
56 STATE NORMAL SCHOOL, SAN JOSE. 
 
 CHAPTER XIII. 
 
 THE UNEMPLOYED. 
 
 1. Types. 
 
 a. Tlie earnest searcher for work. 
 
 b. The casual laborer. 
 
 c. The vagrant. 
 
 d. The unemployable. 
 
 2. The present situation regarding employment. 
 
 3. Social significance of being idle. 
 
 a. Creating dependents and delinquents. 
 
 b. Lowering social standards. 
 
 4. Program for reducing the number of the unemployed. 
 
 a. Employment bureaus, city, state and national. Present action of state and 
 
 national government. 
 
 b. Dovetailing industries — thus reducing the number of casual laborers. 
 
 c. Adjusted public works, I'oads, streets, inland waterways, afforestation. 
 
 d. Shortening working day. 
 
 e. Unemployed insurance. (See Social Insurance.) 
 
 f. National farm colonies. 
 
 g. Vocational guidance. 
 
 5. "^Tiat to do with the vagrant. 
 
 a. The wood lot. 
 
 b. The farm colony. 
 
 Field Work. 
 
 1. Among your friends and acquaintances make a list of the number of persons 
 
 that are out of work. 
 
 2. State the reason. 
 
 3. Were they personally responsible? (Purpose to dissipate popular notion that it 
 
 is a man's fault when he is out of a job.) 
 
 4. Inquire at post office the number of persons that have registered for work 
 
 during the past year or since its organization. 
 
 5. Ask at the Associated Charities how much help has been given to needy persons 
 
 during past year. 
 
 6. What means could your city take to prevent vagrancy? 
 
 7. How can the householder lessen the tramp nuisance and yet give the honest man a 
 
 chance to earn a meal? 
 
 8. Inquire among men, your father, pastor, or friends, what the people of the city 
 
 should do to lessen the number of the unemployed. 
 
 References. 
 
 Pupils' Readings. 
 
 Sunset, 34 : 434 — "The Vanishing Soup Kitchen." 
 
 Independent, 81: 385 — Brooks, J. G. "The Challenge of Unemplovment." 
 
 Survey, 33: 348-9 — "Unemployment Problems and Relief Efforts in 17 Cities." 
 
 Ihid., 33: 442 — "Chicago's Plan for Putting Idle Citizens to Work Again." 
 
 Ihid., 34: 52 — Owen, Bess. "Fighting Unemployment and Destitution in Port- 
 land." 
 
 Ihid., 33 : 453 — "Scrambling to Care for the Unemployed." 
 
 Ihid., 31: 638-9— Kcllor, Frances A. "The AVay (3ut of the ITnemployed Situ- 
 ation." 
 
 Ihid., 31 : 541 — Kellor, Frances A. "The Crying Need of Connecting Up the Man 
 With the Job." 
 
 Ihid., 31 : Gll-2 — Kcllor, Frances A. "Organization to Fight Unemployment 
 Effectively." 
 ■ Ihid., 32: 523— Talbott, E. G. "The Armies of the Unemployed in California." 
 
 Outlook, 109: S83-G— Danisou, B. "The One-armed Man Finds a Job." 
 
SYLLABUS OF CIVIC PROBLEMS. 57 
 
 For Student Teachers. 
 
 American Year Book, 1913-1914. 
 
 Rowntree and Lasker. "Unemplojment." 
 
 Annals of American Academy, 61 : 146 — Cook, M. F. "Scientific Management 
 as a Solution." 
 
 Annals of American Academy, 61 : 90 — A'an Kleeck, Mary. "Effect of Unemploy- 
 ment on the Wage Scale."' 
 
 Annals of American Academj-, 61 : 11 — Bruei'e, H. "America's Unemployment 
 Problem." 
 
 Century, 89 : 843 — Howe, F. E. "Unemployment a Problem and a Program." 
 
 Dawson, Wm. H. "The Vagrancy Problem." 
 
 Literary Digest, 50 : 305 — "Mobilizing the Jobless." 
 
 Survey, 32 : 553 — Reager, M. R. "Sharing the Load of the Unemployed by 
 Means of Insurance." 
 
 Survej', 33 : 59 — "Oregon Plan for Reducing Unemployment." 
 
 Literary Digest. 50 : 154 — "Church Help for Unemployed." 
 
 Everj-body's, 32 : 318-20 — Hard, Wm. "Guilty of Unemployment." 
 
 Survey, 31 : 667-9 — Coman, Katherine. "Unemployment a World Problem and 
 the Congress of Ghent." 
 
 Ihid., 31 : 693 — "First National Conference on Unemployment." 
 
 Ihid., 31 : 796 — "Provisions for Unemployment in Boston." 
 
 Ihid., 33 : 439-40 — Stone, N. I. "National Employment Reserve for Lean Years 
 and Seasons." 
 
 Ihid., 31 : 605-6 — "Protest of the Working Women of New York." 
 
 Ihid., 31 : 457 — "Special Measure for Chicago's Unemployed."' 
 
 Outlook, 107 : 27— Vorse, Mrs. M. H. "The Case of Adolph." 
 
 Outlook, 109 : 54 — "Remedies for Unemployment." 
 
 Review of Reviews, 51 : 277-8 — "Unemployment a National Problem." 
 
 Review of Reviews, 51 : 112 — "Our Army of Unemployed." 
 
 SOCIAL INSURANCE. 
 
 Social Insurance — defined. 
 
 Purpose to prevent poverty, crime, misery. 
 
 Forms : 
 
 1. Accident. Workmen's Compensation. 
 
 2. Sickness. 
 
 a. Contribution of employer, employee, and state. 
 
 b. Public sujjervision of fund. 
 
 3. Invalid (old age). 
 
 a. Fixed sum. 
 
 b. Medical and nurse care. 
 
 4. Unemployment. 
 
 5. Widows with children. 
 
 Results where on trial. 
 
 References. 
 Pupils' Readings. 
 
 Survey, 32 : 485 — "The basis of a Sickness Insurance Bill." 
 
 Survey, 31 : 667 — Coman, K. "Social Insurance." 
 
 Review of Reviews, 49 : 610 — "State Insurance in Germany." 
 
 Survey, 33 : 74 — Coman. K. "What Will the War Mean for Social Insurance 
 
 in Europe?" 
 Survey, 32 : 526 — Allen, R. A. "Sick Clubs' Co-operative Medical Service." 
 For Student Teachers. 
 
 Seager. "Social Insurance." 
 
 Workmen's Compensation Law of California. 
 
 Survey, 33 : 59 — "Unemployment in Chicago Due to the War." 
 
 Survey, 32 : 187 — Coman, K. "Social Insurance, Pensions and Poor Relief." 
 
 Conference of Charities and Corrections, 1913 : 248 — Gilbert, J. H. "Workmen's 
 
 Compensation as Insui'ance Against Accident." 
 Conference of Charities and Corrections, 1913 : 264 — Hoffman, F. L. "Com- 
 pensation for Industrial Diseases." 
 
58 STATE NORMAL SCHOOL, SAN JOSE. 
 
 CHAPTER XIV. 
 CONSERVATION OF RESOURCES FOR THE PEOPLE OF THE FUTURE. 
 
 1. Principles uiulorlying conservation. 
 
 a. Stop waste of nation's resources. 
 
 b. Provide for people of the future. 
 
 c. Develop for use of i^eople now. 
 
 2. The Nation's resources. 
 
 a. Minerals. 
 
 1. Supply of coal, iron ore, petroleum, precious metals, etc., on hand. 
 
 2. Waste in mining. 
 
 b. Waters. 
 
 1. Irrigation. (See reclamation.) 
 
 2. Power. 
 
 3. Flood — storing flood waters. 
 
 4. Navigation — deepening channels. 
 Advantages of waterways development. 
 
 c. Forests. 
 
 1. Reducing waste by cutting, turpentine preservatives, utilizing by- 
 
 pi'oducts. 
 
 2. Federal forest service. 
 
 3. Increase yield. 
 
 d. Wild life. 
 
 3. State vs. national control. 
 
 a. Leasing by government insures government control. 
 
 4. The National Conservation Commission. 
 
 a. Recommendations. Timber, minerals, coal be disposed of separately. 
 
 b. Withdrawal of public lands from private entry. 
 
 5. Conservation policy of present administration. 
 
 References. 
 
 Pupils' Readings. 
 
 Van Ilise, C. R. "The Conservation of Natural Resources." pp. 26-31, 41-43, 
 
 56-61, G8-70, 13.5-162, 175-179, 194-199, 223-244. 
 Gregory, M. H. "Checking the Waste" (Select). 
 Outlook, 93 : 770— Pinchot, G. "The A B C of Conservation." 
 World's Work, 19: 126G2— Page, W. H., Pinchot, Gifford. "The Awakening of 
 
 the Nation." 
 Craftsman, IS: 604 — "How Best to Help the Cause of Conservation." 
 Independent, 70 : .577 — "Economy of National Resources." 
 Technical World, 19: 322-33— Wclliver, .ludson C. "The Game for the National 
 
 Domain." 
 Technical World, IS: 555— Stratton, G. F. "Where They Won't Conserve." 
 Harpers" \N''^okly, 5S : 15 — McGi'egor. "Unlocking the Far West." 
 Fish and G:nue Laws of California. 
 
 Section 2. Reclamation. 
 
 1. Reclamation. 
 
 a. Of swamp lands. The swamp act of 18.50. Drainage. 
 
 b. Of arid lands — irrigation. 
 
 Acres to be reclaimed. 
 Population. 
 
 2. Preliminary work. 
 
 a. The efforts of Major Powell. 
 
 b. The work of Senator Newlands. 
 '3. The Reclamation Act of 1902. 
 
 a. Provisions of act ; amount of land^; states affected : terms of payment. 
 
SYLLABUS OF CIVIC PROBLEMS. 59 
 
 4. Land possible to reclaim. See map. 
 
 a. Location. 
 
 b. Source of water. 
 
 c. Area. 
 
 5. Reclamation under this act. 
 
 a. Completed projects. 
 
 b. Projects under waj-. 
 
 G. Detailed account of projects showing what was accomplished and difficulties over- 
 come. 
 
 a. Salt River. 
 
 b. Roosevelt Dam. 
 
 c. Klamath, Oregon. 
 
 d. Shoshone. Wyoming. 
 
 e. Milk River. 
 
 f. North Platte. 
 
 g. Others. 
 
 Number of acres being reclaimed, population that can be given homes, and 
 increased wealth to countrj-. 
 
 Field Work. 
 
 1. What land in your community can be reclaimed? 
 
 2. What, if any, irrigation system in your community? 
 
 Where does the water come from? (Ask some one who uses it.) 
 How extensive is the system? (Chamber of Commerce or real estate dealers 
 Avill have pamphlets.) 
 
 3. What land would be more useful in your community if supplied with water? 
 
 4. What, if any, projects for reclaiming land are under way? 
 
 0. What laud have you seen anywhere that has been reclaimed by irrigation? 
 
 References. 
 
 Pupils' Readings. 
 
 Nelson's Cyclopedia — "The Newlauds Bill." 
 
 James, Geo. W. "Heroes of California." 
 
 World's Work, 25 : 306— Newell, F. H. "What I am Trying to Do." 
 
 Outlook. S3: 933-950— Newell, F. H. "Reclamation." 
 
 Review of Reviews, 46 : 451 — Will, F. E. "The Everglades of Florida." 
 
 World's Work, 19 : 12.595— Hill, J. J. "Our AVealth in Swamp and Desert." 
 
 United States Government Bulletin — "Irrigation Projects of United States Govern- 
 ment Reclamation Service." 
 
 National Geographic Magazine. 
 
 Ibid., 19 : 250 — Blanchard, C. J. "Home Making by the Government." 
 
 Ihid., 20: 403— Blanchard, C. J. "The Call of the West." 
 
 Technical World, 23 : 169— Dean, W. H. "Drama of the Desert." 
 For Student Teachers. 
 
 Report of Irrigation Investigation in California, 1901. 
 
 Nelson's Cyclopedia. 
 
 American Year Book, 1913. 
 
 Matthews, J. J. "The Conservation of Water." Chapters I, II, III, VII, X. 
 
 Smythe. "Conquest of Arid America." 
 
 World Today, 19 : 1029-1038— "The Making of Tomorrow." 
 
 Review of Reviews, 46: 457 — Laut, Agnes C. "How Irrigation is Making Good." 
 
 World's Work, 22 : 14815 — Wilson, Owen. "Rescuing a People by an Irrigation 
 Ditch." 
 
 Independent, 72 : 1129. "Our Swamp Lands." 
 
 World Today, 10 : 158 — Wright, H. "Government as a Home Maker." 
 
 World Today, 13: 777 — Mitchell, G. E. "National Drainage Problems." 
 
 World Today, 19 : 1020— Bauskell, F. N. "Rio Grande Irrigation Project." 
 
60 STATE NORMAL SCPIOOL, SAN JOSE. 
 
 Outlook. 05 : 551 — "Army and Irrigation." 
 
 Outinjr. 46 : 545 — Wiley, D. A. "Winning the Desert." 
 
 Out West. 25 : 305— Hall, Charlotte A. "The Problem of Colorado." 
 
 Pacific Monthly. IG : 416 — Van Der Veer, C. A. "Salt River Valley, Arizona." 
 
 Bulletin. 100 — "Report of Irrigation Investigation in California." 
 
 Senate Bill No. 2730 — Newlands-Broussard River Regulation Bill. 
 
 Stereopticon Slides — (Get from Mr. C. J. Blanchard, United States Reclamation 
 
 Service, Washington, D. C.) 
 Chautauquau, 55 : 33 — Roosevelt, Theodore. "Weightiest rrohlem Before Our 
 
 People." 
 Cyclopedia of American Government, Vol. I — "Conservation of National Re- 
 sources." 
 Chautauquan, 55 : 4S — Roosevelt. Theodore. "National Conservation — How it 
 
 Came into Existence." 
 Chautauquan, 55 : 58 — "Report of National Conservation Commission." 
 Chautauquan, 55 : 21 — "Origin and Plan of Conservation Movement." 
 Technical World. 23 : 24 — Freeman, L. R. "The Big Four in Water Power." 
 Popular Science Monthly, 78 : 290— Rockwood, E. W. "The Work of the Chemist 
 
 in Conservation." 
 Craftsman, 21 : 585 — Price, O. W. "Conservation the Great Principle of National 
 
 Thrift." 
 Outlook, 06 : 90 — "Conservation, Federal vs. State." 
 Outlook, 06 : 60 — ^"The President and Mr. Roosevelt on Conservation." 
 Outlook, 105 : 602-4— Baldwin, E. F. "Fight for the Nation." 
 Popular Science Monthly, 87 : 00-91 — -Coker, R. E. "Water Conservation." 
 Fish and (iame Laws of California. 
 Pinchot, Gilford. Proceedings of American Forest Congress. "A Federal Forest 
 
 Service." 
 
 CHAPTER XV. 
 
 STRUGGLE BETWEEN CAPITAL AND LABOR. 
 
 Trade Unions. 
 
 1. Defined. Principles for which union stands. 
 
 a. Restricting number of workers. 
 
 b. Collective bargaining. 
 
 2. Methods of restricting number of workers. 
 
 a. Apprentices limited ; length of service. 
 
 b. Handy man may not become a journeyman. 
 
 c. Mechanical improvements. 
 
 d. Other methods. 
 
 3. Collective bargaining relates to 
 
 a. Wages. 
 
 b. Length of day. 
 
 c. Condition of labor. 
 
 d. Closed shoiJ. 
 
 e. Union label. 
 
 4. How the organization aids (he laborers from labor point of view. 
 
 a. Gets better pay. 
 
 b. Gets better market for laborer. 
 
 c. Provides opportunity for education — self-improvement. 
 
 d. Furthers cause of temperance. 
 
 e. Purifies politics. 
 
 f. Applies doctrine of brotherly love. 
 
SYLLABUS OF CIVIC PROBLEilS. • 61 
 
 5. How the union harms itself. 
 
 a. By uniform wage. 
 
 b. By limiting output. 
 
 c. By suri'endering individual initiative. 
 
 6. Labor benefits. 
 
 a. Accident insurance. 
 
 b. Old age pension. 
 
 c. Sick benefit. 
 
 d. Unemployment insurance. 
 
 e. Other ways. 
 
 7. Opposition to union. 
 
 a. Prejudice. 
 
 b. Selfish interest. 
 
 c. Expense. 
 
 d. Takes away pei'sonal liberty. 
 
 8. Strikes — Concrete cases of struggle between capital and labor. 
 
 9. Relation of local unions to American Federation of Labor, to international unions. 
 
 Field Work. 
 
 1. Name different unions in city. 
 
 2. Relation of one to another. 
 
 3. Dues — assessments. 
 
 4. Terms for membership. 
 
 5. Relation to national organization. 
 
 6. How governed. 
 
 7. Benefits local unions have gained by strikes. 
 
 8. Duties of business manager. 
 
 9. Firms blacklisted. Reasons. (See union paper for union shop list.) 
 
 10. Use of union label. 
 
 11. Benefits offered by local unions. 
 
 References. 
 For Student Teachers. 
 
 Nelson's Cyclopedia. (See also Strikes.) 
 
 Ely, R. "The Labor Movement in America." Chapters V, VI, VII. 
 
 Commons, John. "Trade Unionism and Labor" (Select.). 
 
 Mitchell, John. "Organized Labor." 
 
 Gompers, Samuel. "Labor in Europe and America." pp. 92-118. 
 
 American Magazine, 72 : 547-552 — Darrow, Clarence. "Why Men Fight for the 
 
 Closed Shop." 
 World's Work, 27 : 255 — "The Sherman Act and Labor." 
 Outlook, 107 : 437 — "Department Stores and Union Labor." 
 Survey, 32 : 538 — Fitch, John A. "Probing the Causes of Unrest of Miners of 
 
 Butte, Montana." 
 World's Work, 28 : 257 — "The Unions and the Sherman Act." 
 Survey, 31 : 429— "The Case of the Danbury Hatters." 
 
 World's AVork, 28 : 575 — Eliot, Chas. "Injurious Policies of Labor Unions." 
 Survey, 33: 285-6 — "Criticisms of Existing Unions." 
 
 Literary Digest, 51 : 765-6 — "Union Labor Crippling the British Arms." 
 Literary Digest, 50 : 86-7 — "Union Men to Pay Boycott Damages." 
 Popular Science Monthly, 87 : 50-5 — MacLean, Annie M. "Trade Unionism vs. 
 
 Welfare Work for Women." 
 
 Note. — The readings about Trade Unions are too difficult for most of the 
 children. The teacher should present the lesson orally, developing the 
 points suggested by the syllabus. It Is wise to state both sides of 
 the question impartially. Distinguish also between what the unions 
 stand for and the practice of some of its so-called followers. 
 
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