Studies in Civics | Page 2

Or for morning exercises, one student may on a certain day present one side of the argument, and on the following day the negative may be brought out by another student.
A student should not be required to submit his good name to the chances of answering a certain set of questions, however excellent, at the examination, when from anxiety or other causes he may fall far short of doing himself justice. One good plan is to allow each student to make up 50 percent of his record during the progress of the work, by bringing in, say, five carefully prepared papers. One of these may be a _resumé_ of matter pertaining to his local organization; another may be an account of a trial observed, or other governmental work which the student may have seen performed; a third may be a synopsis of the president's message; the fourth, a general tabulation of the constitution; the fifth, a review of some book on government, or a paper on a subject of the student's own choice.
Among reference books, every school should have at least the Revised Statutes of the state and of the United States, the Legislative Manual of the state, a good political almanac for the current year, the Congressional Directory, and Alton's Among the Lawmakers.
A Teachers' Manual, giving answers to the pertinent questions contained herein, and many useful hints as to the details of teaching Civics, is published in connection with this book.

TO STUDENTS.
You will notice in chapter one that at the close of nearly every paragraph questions are thrown in. They are inserted to help you cultivate in yourself the very valuable habit of rigid self-examination. We are all liable to assume too soon that we have the thought. Not to mar the look of the page, the questions are thenceforward placed only at the close of the chapters.
You will soon discover that these questions are so framed as to require you to read not only on the lines and between them, but also right down into them. Even then you will not be able to answer all of the questions. The information may not be in the book at all. You may have to look around a long time for the answer.
If you occasionally come to a question which you can neither answer nor dismiss from your mind, be thankful for the question and that you are bright enough to be affected in this way. You have doubtless discovered that some of your best intellectual work, your most fruitful study, has been done on just such questions.
After studying a provision of the constitution of the United States, you should be able to answer these four questions: 1. What does it _say?_ 2. What does it _mean?_ 3. Why was the provision inserted? 4. How is it carried into practical effect? Some of the provisions should be so thoroughly committed to memory that at any time they may be accurately quoted. The ability to quote exactly is an accomplishment well worth acquiring.
After you have got through with a line of investigation it is a good thing to make a synopsis of the conclusions reached. Hints are given at appropriate places as to how this may be done. But the doing of it is left to you, that you may have the pleasure and profit resulting therefrom.
Finally, without fretting yourself unnecessarily, be possessed of a "noble dissatisfaction" with vague half-knowledge. Try to see clearly. Government is so much a matter of common sense, that you can assuredly understand much of it if you determine so to do.

STUDIES IN CIVICS.

PRELIMINARY CHAPTER.
GOVERNMENT: WHAT IT IS AND WHY IT IS.
At the very beginning of our study, two questions naturally present themselves: First. What is government? Second. Why do we have such a thing?
These questions are much easier to ask than to answer. The wisest men of the ages have pondered upon them, and their answers have varied widely. Yet we need not despair. Even boys and girls can work out moderately good answers, if they will approach the questions seriously and with a determination to get as near the root of the matter as possible.
Beginning without attempting an exact definition of government, because we all have a notion of what it is, we notice that only certain animals are government-forming. Among these may be mentioned the ant, the bee, and man. The fox, the bear, and the lion represent the other class. If we should make two lists, including in one all the animals of the first class and in the other all those of the second class, we should make this discovery, that government-forming animals are those which by nature live together in companies, while the other class as a rule live apart. The generalization reached is, that only gregarious animals form governments.