Ethics For the young

FOR USE IN THE SCHOOL AND THE HOME

FOURTH SERIES

CITIZENSHIP

AND THE

DUTIES OF A CITIZEN

BY WALTER L. SHELDON

W. M. WELCH COMPANY

CHICAGO

PREFACE.

The author begs to state that this work is submitted as a treatise in Ethics and not in Civil Government. It is designed for the purpose of teaching the young mind how to apply the fundamental principles of right and wrong to the problems of Citizenship and the State. On the other hand, it is intended as lessons for study and not for continuous reading. Each chapter might of itself be elaborated into a volume. By means of an imaginary Dialogue between the teacher and the pupil, the points have been outlined in conversational form.

It is coming to be recognized as of overwhelming importance that the conception of duty should be linked intimately with that of citizenship in the minds of the young. The purpose of the book, therefore, is not to impart knowledge concerning the facts of civil government, but rather to suggest what we ought or ought not to do as Citizens of the State. In the conviction of the author, this should constitute a separate and most important department in the whole sphere of school instruction. Everything in the volume has been introduced with this purpose in view. The lessons have been in manuscript form for a number of years and have gone through several revisions. They have been tested repeatedly with classes of boys and girls of various ages. It is only after these trials that the material is now put in final shape and presented in book form.

The greatest care has been exercised by the author not to use this treatise as a means for advocating special theories of his own. He has not striven to add further light on disputed problems, but rather to call the attention of the young to those facts and principles which have been established by thousands of years of human experience. He has taken pains not to deal

with party issues in politics, and not to enter in any way into the arena of doctrinal religion. This would have no place in a treatise designed for the instruction of young people coming from every class of society. The effort on his part has been simply to lay down the broad, general principles in the ethics of citizenship on which we all agree.

It is inevitable that the style of the Dialogue should be conversational rather than literary, and that colloquial phrases or forms of speech should be introduced from time to time. Hence the language cannot have the finish and elegance which a good teacher of English might prefer.

Appended to each chapter will be found Classic Selections from the utterances of eminent writers or statesmen; Poems, which have become a part of our national literature or the literature of the Englishspeaking world; Memory Gems, giving kernels of crystallized wisdom in the form of sentiment; Stories or Narratives by the author, illustrating the points of the Dialogue, from important events in history; Duties, in concise words to be comitted to memory by the pupil; an Outline of the Points of the Chapter as they have been worked out in the lesson; and, lastly, a series of Further Suggestions to the Teacher, giving additional points which could be introduced or elaborated at discretion.

It will be seen that a work of this kind can only serve its proper purpose when it is used as lesson material from day to day for a number of months, accompanied by that discussion and drill which should characterize all effective teaching. If we expect to lodge these principles permanently in the mind so that they shall exert an influence for a lifetime, we shall only accomplish our aim by persistent repetition, prolonged emphasis, and a firm conviction of the importance of our efforts. The mere statement of a fact or principle is not enough. So, too, it is not sufficient that young people should read books on this subject. To achieve the end in view, there must be the drill of the school and the steady, arduous labor

of the earnest teacher. Those who expect to use this book for educational purposes, are asked to read with painstaking care the introductory "Special Suggestions and Explanations to the Teacher or Parent," and, if possible, to examine the similar introductions to be found in the preceding volumes.

In the selection of the "Poems" attached to the various chapters the author has striven to the best of his knowledge, not to infringe on copyright material; and if inadvertently he has been guilty of such error, he regrets it exceedingly. A few quotations or selections he has taken from "Patriotic Citizenship" by Thomas J. Morgan.

While this treatise forms one of a group,-all dealing with the ethical instruction of the young, it also stands by itself and may be used for educational purposes as an independent work.

The author is painfully aware of the imperfections of his efforts when considering the important field they are intended to cover. But he can honestly say that he has done the work with rigid conscientiousness, having devoted to it some of his best thinking for a long period of years. When something better is offered, he will gladly retire and give way to others.

W. L. SHELDON. 4065 Delmar Ave., St. Louis, Mo.