The Fargo forum and daily republican. [volume] (Fargo, N.D.) 1894-1957, 1913-11-05

years from now. our followers will
smile at our methods. Today, it is
true, we do study the anatomy or
framework and machinery of our
government. But the emphasis is
thrown forward to the physiology and
the hygiene of it, If we may borrow
| these biological terms But it is only
fair to say in passing that in spite OF
the inadequate methods used a few
years ago the earnest pupil managed
| to gain considerable knowledge of
government. 1t Is equally worthy OF
remark how little the Indifferent pu-
Pill of today learns about government
in spite of our better methods.
Aim.
| THE aim If. teaching civics remains
the same, however much methods
may change. In general terms this
aim is to fit the pupil for citizenship
But more specifically. l should say
the aim is to give the pupil such in
| formation and such stimulation as to
cause him to react favorably on the
government. if
Pedagogical Resources.
Keeping in view the aim. of our
teaching, it is wise for us first to take
a careful inventory Of our pedagogical
resources, time, money, ability, lab
oratory. I. Time-The time of the
teacher Is demanded by many persons
and by many things each and every
day. A very small amount, -unhappi-
ly, can be given to the study or teach
| ing Of this subject. The time of thu
pupil is likewise limited. He can bf
| held to five recitations a week of forty
minutes each. Add to this one hour
Of preparation each day-a very reas
enable allowance and we have to-
tai of eight nd one-third hours pei
week. If the course runs a. half year
as 1T generally does, we have a grand
total of $50 hours as the fair invest
ment of time by the pupil in this sub
lject. So the problem becomes, what
can he do in 150 hours? q Money
| Money is very scarce in most schools
when the question comes up of buyine
reference material.
"3. Ability OF pupils. The pupils
ability is not developed to that point
where he can comprehend the genesis
or growth of underlying constitutional
principles, nor can he generalize, from
his small data, concerning broad
sociological principles and systems. He
cannot be treated like post gradu-
| ate.
a. Laboratory The laboratory
for this study is of course the activi-
ties OF the government, federal, state
and local, which are going on about
| IHe pupll. 10 use stIllS LABORATORY With
success requires an outlay of both
time and money. The very complexity
of this laboratory makes necessary
the use of a guide in the form of a
text book and other collateral ma
terial.
Ie-' q The True Method:
/ Keeping in wiev. our limited peda-
gogical resources, we may ask three
questions: What are the worst
methods Of teaching civics in use in
North Dakota? What are the average
methods? What are the best methods
From a QUESTIONABLE submitted to
many of the leading teachers in the
state, Il find that the poorest method
Is that Of simple textbook recitations.
The average method is to supplement
the textbook with somne work In
Y current events. The best methods
combine the use Of textbook with dis
cussions of current events, debates,
compila tion of civics scrap book. and
personal Investigations visits, etc, to
local governments in action
The questionnatre revealed great
unanimity concerning the aim of teach
) Ing civics likewise d a substantial
agreement as to the ideal method. But
non the actual definition OF the word