CIVICS
Civic training scarcely finds a place upon the elementary school program. The manual suggests that one-quarter of the history time—10 to 20 minutes per week—in the fifth and sixth grades should be given to a discussion of such civic topics as the department of public service, street cleaning, garbage disposal, health and sanitation, the city water supply, the mayor and the council, the treasurer, and the auditor. The topics are important, but the time allowed is inadequate and the pupils of these grades are so immature that no final treatment of such complicated matters is possible. For seventh and eighth grades, the manual makes no reference to civics. This is the more surprising because Cleveland is a city in which there has been no end of civic discussion and progressive human-welfare effort. The extraordinary value of civic education in the elementary school, as a means of furthering civic welfare, should have received more decided recognition.
The elementary teachers and principals of Cleveland might profitably make such a civic survey as that made in Cincinnati as the method of discovering the topics that should enter into a grammar grade course. The heavy emphasis upon this subject should be reserved for the later grades of the elementary school.
In the high schools, a little is being accomplished. In the academic high schools, those who take the classical course receive no civics whatever. It is not even elective for them. Those who take the scientific or English courses may take civics as a half-year elective. In the technical high schools it is required of all for a half-year. The course is offered only in the senior year, except in the High School of Commerce, where it is offered in the third. As a result of these various circumstances, the majority of students who enter and complete the course in the high schools of Cleveland receive no civic training whatever—not even the inadequate half-year of work that is available for a few.
Whether the deficiencies here pointed out are serious or not depends in large measure upon the character of the other social subjects, such as history and geography. If these are developed in full and concrete ways, they illumine large numbers of our difficult social problems. It is probable that the larger part of the informational portions of civic training should be imparted through these other social subjects. Whether very much of this is actually done at present is doubtful; for the history teaching, as has already been noted, is much underdeveloped, and while somewhat further advanced, geography work is still far from adequate at the time this report is written.