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The citizen who does not possess some knowledge of his government and its workings will become a prey to the demagogue, or of individuals who are anxious to advance their own interest at the expense of the people.

Parties are just what their constituents make them.

trial by jury is composed of twelve men,

As long as men and women think for themselves we shall have political parties.

A person with no opinion on public affairs is a coward and unpatriotic.

Citizenship

Citizenship

To be an intelligent and desirable citizen we must have a knowledge of our Constitution, and know by whom and how our country is governed. The man or woman who does not possess some knowledge of how the country is governed—as has been said—may easily become a prey of persons who are anxious to advance their own interests at the expense of the people.

There are four ways which we, as citizens, can help maintain our government: [Pg 59]"First: Vote at every election, read and be interested in public affairs. "Second: Help to manage public affairs and be ready to hold an office, if you are the choice of the people. "Third: Try to understand public questions, so you can vote intelligently and criticize justly. "Fourth: Remember to pay your share of the expense of doing the work."

The voting place is the leveling place, and when women realize that the exercise of suffrage gives not only the equal right to vote, but also allows equal expression of opinion, then the better purpose of woman suffrage will have been accomplished.

Only white persons and negroes may become naturalized. "Chinese, Japanese and East Indians cannot become citizens unless born in the United States." Unmarried women can become citizens like the men. A married woman is a citizen if her husband is a citizen. She cannot become naturalized by herself. A woman born in the United States who marries an alien ceases to be an American citizen and becomes a subject of the country to which her husband belongs. The wife of a man not a citizen of the United States cannot vote in this country.

scientists have long since abandoned use of the term "character" and, instead, use the term psychological motivators to measure the behavioral predispositions of individuals.

4) Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e., walking in lines, arms at one's sides), or formal forms of address ("yes sir," "no ma'am"), or other procedures deemed to promote order or respect of adults.

each generation has exhibited attitudes and behaviors that conservative segments of preceding generations uneasily assimilate.

Mid-twentieth century During the late-nineteenth-century and twentieth-century period, intellectual leaders and writers were deeply influenced by the ideas of the English naturalist Charles Darwin, the German political philosopher Karl Marx, the Austrian neurologist and founder of psychoanalysis Sigmund Freud, and by a growing strict interpretation of the separation of church and state doctrine. This trend increased after World War II and was further intensified by what appeared to be changes in the nation's moral consensus in the late 1960s. Educators and others became wary of using the schools for moral education. More and more this was seen to be the province of the family and the church. Still, due to a perceived view of academic and moral decline, educators continued to receive mandates to address the moral concerns of students, which they did using primarily two approaches: values clarification and cognitive developmental moral education.[16] Values clarification. Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one's actions and behaviors is the goal of the values clarification process. Values clarification will not tell you what you should have, it simply provides the means to discover what your values are. This approach, although widely practiced, came under strong criticism for, among other things, promoting moral relativism among students. Cognitive-developmental theory of moral education and development sprang from the work of the Swiss psychologist Jean Piaget and was further developed by Lawrence Kohlberg. Kohlberg rejected the focus on values and virtues, not only due to the lack of consensus on what virtues are to be taught, but also because of the complex nature of practicing such virtues. For example, people often make different decisions yet hold the same basic moral values. Kohlberg believed a better approach to affecting moral behavior should focus on stages of moral development. These stages are critical, as they consider the way a person organizes their understanding of virtues, rules, and norms, and integrates these into a moral choice.