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 responsibility is placed upon the
schools to develop knowledge of, and sympathy with, the activities and
aspirations of human life in many nations. The comity of nations
depends directly upon the intellectual and spiritual honesty which
obtains in each of them, and true strength of nationality arises more
from the exercise of these qualities than from extent of area or of
productive power.

Every subject taught in a school should serve the needs of the larger
citizenship; if it fails to do so it is either wrongly taught or
superfluous.

Social welfare depends upon the right use of knowledge by the
individual, however restricted or developed that knowledge may be,
whether it be acquired in elementary school or university.

There has been much discussion concerning the relative importance of
the development of community spirit in the schools and the
introduction of the direct teaching of citizenship. The methods are
not mutually exclusive; their operations are distinct. The school
which does 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 indirect ways. Some consideration of what has happened in
this connection both in England and America will perhaps be most
helpful, although the intangible nature of the results would render
dangerous any attempt to make definite pronouncements on their success