ON-TRAINING IN CITIZENSHIP. 363 
‘But my own judgment is that even here boys carry out a ‘‘dominant”’ 
code, and really I think the system prevents the growth of the newer ideals. 
Again, they manage games, and with apparent satisfaction; but here also 
they leave on one side a large number of boys and cater only for the best. 
I am sorry that I cannot enter further into this important question, but my 
feeling is that it wants all changing. 
“Democracy is not a form of government (is it?) ; it is an ideal. 
“A good democracy will appoint an autocrat.’ 
2. ‘We are not doing any systematic instruction in Citizenship. I occa- 
sionally take a book bearing on the subject with my Sixth Form, but I do 
not consider that it should form a separate subject for school instruction. 
The whole 'History and a good deal of Geography and much English Literature 
and Classical teaching offer plenty of scope for inculcating Citizenship.’ 
3. ‘The self-government of boys is a very remarkable feature of English 
life, and I see no reason to doubt that boys learn much practical Citizenship 
from their experience in governing one another.’ 
4. ‘In the Upper Fourth Civics is.one of the Form subjects, and in the 
Lower Fifth Modern it has been customary to include some teaching on Political 
Economy in the course on Commercial Subjects. 
‘Every now and again the times allotted to History teaching are given 
up for a term to the study of Civics—e.g. the term before last was devoted 
to Swann’s Primer of English Citizenship, treated differently according to 
age and capacity, all through the School.’ 
5. ‘We make no attempt to give formal lessons in Citizenship throughout 
the School. I suspect they would degenerate into lessons on Constitutional 
History, and unless they were given by a genius might become a pure waste 
of time. 
‘ Citizenship must be ‘‘ caught, not taught.’’ The primary lesson of a 
- Public School is that no man lives to himself, but is a member of a larger 
community, his House, and his School. The excessive reverence paid to 
athletes is partly due to the sound instinct that they do more for the honour 
and glory of their community than the mere self-seeking scholar. This feeling 
for the community is in many cases (not in all) carried with a boy when he 
leaves School. But on the whole the Public School boy finds it more acceptable 
to die for his country than to live for it. He will go cheerfully to Passchendaele 
or to the West Coast of Africa, but he shies at the Town Council. He has 
it rubbed into him two or three times a year, notably at present by the 
Cavendish Association. This body does not confine itself to the inculcation 
of works of charity, but emphasises the need of men of education in local 
government.’ : 
6. ‘There is a Civics Class in the Sixth Form, conducted by our Head 
History Master, and it is running into a second class next term, since the 
numbers are too many for one man. Here Civics is definitely taught: the 
rest of the School get their chance through their English Classes, and through 
the various lectures from the various outsiders who come down to talk to the 
School at fairly frequent intervals on such subjects as the Workers’ Educational 
Association, Employers and Employed, &c. Not anything very formal or 
organised, but the duties of citizens, especially of future landowners or 
employers, are fairly often brought before the boys in one form or another.’ 
7. ‘ No formal lessons are given in this subject; all boys who are physically 
able to do so have to join the O.T.C. (Junior Branch), and when in uniform 
are, of course, under military discipline. In addition to this, the Prefect 
System and the whole tradition of a Public School tends to foster that esprit 
de corps which it is the aim of ‘‘ Training in Citizenship”’ to inculcate.’ 
8. ‘There is not in this School at present any system of teaching Civics. 
A great deal of work of this kind is done, but in sporadic and rather casual 
ways. Some masters manage to work in the subject in connection with History 
teaching. There are Discussion and Essay Societies in various parts of the 
School, and lectures are given on branches of the subject by visitors to the 
School. 
‘T had .intended, before the war, to have systematised the work, but I have 
“not been able to resume that intention.’ 
9. ‘I am sending you a note about our Cavendish Society. 
cco2 
