direct it to the actualities of the pupils' experience. Even the
topics should not be followed literally in every case, but should
be diversified to meet the needs and opportunities of the
occasion. But to "omit" such studies as suggested by the topics is
to negate the value of community civics.

The successful teacher will seek to extend the pupil's opportunity
to participate in group activities both within the school and in
the community outside, and will make the fullest possible use of
such activities both as a means of demonstrating the operation of
the fundamental principles of civic life, and as a means of
cultivating "habits, ideals, and attitudes." "Training for
citizenship through service" is an essential factor in community
civics.

"Community civics" has now been quite definitely assigned to the
junior high school grades (see Report of Committee on Social
Studies, Bulletin, 1916, No. 28, U.S. Bureau of Education). While
the tendency is toward continuous civics instruction in all of
these grades, practice still varies greatly. The present text has
been written in recognition of this variation and is, in the
author's judgment, adapt able to any of the grades in question. If
community civics is placed below the ninth grade, however, the
author would suggest its distribution over both seventh and eighth
grades. An outline suggesting a vital coordination between the
civics and the history of these grades, and of particular service
in the seventh grade, is given in United States Bureau of
Education Bulletin, 1919, No. 50, Part 3 (a report on Civic
Education for the Schools of Memphis, Tenn.).