Published in 1915, the document was intended for use by high school civics teachers as they developed programs to help students gain a better understanding of the principles of social, civic, and governmental life. Due to the dated nature of the information, the document could currently be used as a reference in educational history. Prepared by a special committee of the National Education Association's Commission on the Reorganization of Secondary Education, the document reflects the views of early 20th century educators including Clarence D. Kingsley, J. Lynn Barnard, and Arthur William Dunn. The document is presented in three parts. Part I outlines aims and methods for teaching community civics. Topics discussed include the definitions of a good citizen and community civics, the role of community civics in the curriculum, and ways of transforming civic principles into conduct. Stages of developing good citizenship are identified: (1) home training; (2) basic positive social relations in the elementary school; (3) survey of typical vocations, elementary history, and community civics in junior high school; and (4) courses in history, economics, and advanced civics in high school. Part II explains that personal and community welfare should be the central topic of community civics. It suggests how the welfare theme can be developed through study of health, recreation, education, communication, transportation, migration, correction, and governmental agencies. Part III offers bibliographic resources. (Author/DB)