Cambridge Essays on Education

e under its influence, whether they be men or women. The problem is common to all institutions, although it may present itself i

e of any school must be to bear its part in developing to the utmost the powers of body, mind and spirit for the common good. It must be to secure the appl

t made with hands. It represents in a practical form the spirit of courage, unselfishness and sympathy consecrated to service in tim

ueville, "because it is the most uniform, the most ancien

dence of the interests of the State as compared with the interests of any individual or group of individuals within it. The democratic State has been compared to "one huge Christian personality, one mighty growth or stature of an honest man." Out of this comparison arises the idea of citizenship reaching out beyond the boundaries of a single State-one honest man among many-and thus res

needs of the larger citizenship; if it fails to

individual, however restricted or developed that knowledge may

oes not develop community spirit, which does not fit into its place in the work of training the complete man, is obviously imperfect. The same cannot be said of the school which does not provide direct instruction in citizenship; for teaching may be given in so many in

onal education and national productivity there are abundant signs that the English

y man and woman comes to know and feel that industry, agriculture, commerce, shipping, and credit, are national concerns, and that education is a potent means for the promotion of these obje

l be trained on broad and comprehensive lines and that every vocational course shall include instruction in direct citizenship. The argument is ready to hand and simple. If all men and women must strive to work wisely and well,

nto schemes of liberal education. In this connection it is worth recalling that in a recent report, the Consultative Committee of the B

s of books and the instruction of the teacher. To this essential aim there must be added as a condition of balance a

d the complete men who work with both hands and brain" so strongly pleaded for by Professor Lethaby wh

ory continuation school education up to the age of eighteen, which has yet to be established for all boys and

he population and the need for educational reform in many directions can

lines, indicated without detail, that our consideration of the

life during which no child shall be emp

r all boys and girls up to the age of eighteen, the hours o

girls to continue their technical or humane stud

r training in connection with universities and the establishment of a remuneration which will

hrough the schools which have already been noted may be

aching of civics

ordinary school community of t

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ittee of the Board of Education on Scho

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, 1917, Cd. 8512. The Bill "to make further provision with respect to Education in England and Wales and for

STUDY OF

normal times, there is a constant influx of people of different nationalities to the United States whom it is the aim of the government to make into American citizens. At the same time there is in A

t assurance that any truth, however remote or isolated, has its part in the

on, the National Municipal League, the American Political Science Association, which are working steadily to make the stu

hat the citizen is in a social environm

f organisation and methods of administration

t with the significant facts of the life of his own local community and of the national communi

apparent completeness of knowledge gained in the school is met by

hat civics shall be taught from

directly connected with the teaching of regular subjects in the course of study. Through story, poem and song there is the quickening of those emotions which influence civic life. The works and biographies of great men furnish many opportunities f

n the bulk of the elementary and secondary schools of the various States and that generally the results are satisfactory, or indicate cl

universities which do not prov

ood citizens, but merely that it makes the good citizen into a be

man society and, for this reason the same

unity ideal in the school and the necessity for discipline in the performance of school duties and

nship, but, for various reasons, it does not appear to have been introduced generally into the sch

gh they comforted themselves with the incontrovertible dictum that "the people who are doing most have least time to talk about it." As the result

the utmost importance that the direct study should be included in some form or other before the age of eighteen is reached, and it is in co

de of 1895 and provided a detailed syllabus. This was generally approved not only as the action of a progressive

enship shall proceed side by side with religious education, but the majority leave it to the teachers

nsound, but there has also been lack of suitable text-books. In general, however, the whole subject depends peculia

ing at five, is revealed as responding with great enthusiasm to this interesting lesson which commences with a drawing on a blackboard of a "regulation workhouse, a board school, a free library, a lamp post, a w

newspapers to read; if she has ten children, she can have them well taught for nothing-so that if they are willing to learn, and attend school regularly, they can very easily make their own li

e Parks," interjecte

"Citizen Carrots," whatever his disadvantages, is intellectually anyhow on the way to become such a citizen, and certainly in the

nt of history and geography proceeding from local standpoints was effective in this direction, and it is the rule rather than otherwise for visits to be paid to places of historic interest within reach of the schools. Advantage is also taken of such days

tent that in the elementary schools, although many schools are able to devote at least a period each week to the consideration of current events

and in some respects it will prove to serve the same purp

al course with special study of the more technical side of economic theory and some study of political and constitutional history." For the rest there is no mention of the subjects intimately connected with government. It is clear that the Board expects that out of the subjects of the ordinary curriculum, with such special efforts suggested by public interest as

eek and Latin, there is no reason why modern languages should not serve the same purpose. It is, however, often the case that

especially the homes of classical studies, and it is through the working of these schools that the

o be noted distinct tendencies, arising out of the experience of the war, towards the foundation of schools destined to deal with the institutions and the thought of foreign countries. In the schools of economics a

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Religion of a

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Teaching o

3

Teaching o

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ory and Civics in the Elemen

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Morley