appreciation of the importance of individual action in relation to the
class and to the school.

In England there has been much general and uncoordinated advocacy of
the direct teaching of citizenship, but, for various reasons, it does
not appear to have been introduced generally into the schools, nor
does there appear to be any immediate likelihood of development in the
existing schools.

The Civic and Moral Education League made definite inquiry, in 1915,
of teachers and schools. They pronounced the results to be
disappointing, though they comforted themselves with the
incontrovertible dictum that "the people who are doing most have least
time to talk about it." As the result of their inquiry, they drew up a
statement of the aims of civics which in general and in detail
differed little from the ideas accepted in America.

If compulsory continued education is introduced, for boys and girls
who now have no school education after the elementary school, it is of
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 connection with this type of school rather than in connection with
the elementary or secondary school that constructive efforts should be
made.

It must be remembered that Mr. Acland, when Minister for Education,
introduced the subject into the Elementary Code of 1895 and provided a
detailed syllabus. This was generally approved not only as the action
of a progressive administrator but as an evidence of the new spirit of
freedom beginning to reveal itself in the educational system.