lines, indicated without detail, that our consideration of the
possibilities of schools in regard to citizenship must be based:

(1) A longer period of elementary school life during which no child
shall be employed for other than educational purposes.

(2) The establishment of compulsory continuation schools for all boys
and girls up to the age of eighteen, the hours of attendance to be
allowed out of reasonable working hours.

(3) Complete opportunity for qualified boys and girls to continue
their technical or humane studies from the elementary school to the
university.

(4) A distinct improvement in the supply and power of teachers,
chiefly as the result of better training in connection with
universities and the establishment of a remuneration which will enable
them to live in the manner demanded by the nature and responsibilities
of their calling.

The two main aspects of the development of citizenship through the
schools which have already been noted may be summarised as follows,
and may be considered separately:

(1) The direct teaching of civics or of citizenship;

(2) The development through the ordinary school community of the
qualities of the good citizen.

[Footnote 1: _Interim Report of the Consultative Committee of the