ON TRAINING IN CITIZENSHIP. 365 
the older boys discusses seriously the questions of the day. The reading, too, 
of the older boys includes articles in such Reviews as the Hibbert Journal, 
Lhe Round Table, The New Hurope, &c., and various books dealing with 
the questions of Citizenship. 
‘There are representative Committees, chosen according to rule from the 
older boys of each house, to manage, with the assistance of one or more masters, 
the various School Societies, as well as the games and the library. The monitors 
have extensive powers, and these are shared by the prefects, or sub-monitors, to 
a lesser degree. Last year we had visits from George Lansbury and W. M. 
Hichins, who spoke to the School on the industrial problem, and were freely 
questioned at the close of their address by the boys present. It will thus be 
seen that there is no direct teaching, but indirectly a good deal of attention 
is bestowed on the questions of the day, and boys are encouraged not merely 
to write but to think. The results have, on the whole, been distinctly 
encouraging.’ 
‘We believe in teaching Citizenship through civic iife, and do every- 
thing we can to encourage School Institutions run by the boys themselves. 
There is a large number of these, including Debating, Natural History, Photo- 
graphic, Model Engineering, Musical, Astronomical, Chess Societies, and the 
latest addition to these is the League of Nations Union, run in two sections, one 
for the Sixth and one for Juniors. There is a Secretary in each Form, who 
tells off different subjects in connection with the League to different groups of 
boys to study, and he gets ten-minute lectures from any boy—in the dinner 
hour—who may volunteer in these different groups. Further, we have a general 
election at the School when there is a general election in the country. ... All 
through the war we were running National Service Camps. . . . We have five 
Scout Troops, and each of these has a Court of Honour, which runs the affairs 
of the Troop. There is also self-government in our camps. Masters go with 
them, but do not “‘ boss the show.” ’ 
15. ‘ Very great interest is shown at the School Debating Society, which 
consists of a large number of boys in the upper part of the School. Joint 
debates are held from time to time with the Workers’ Educational Association 
(there were two last year). At the last there were seventy or eighty boys and 
thirty or forty townspeople. The subject was ‘‘ Communism,”’ defended by a 
railwayman of admittedly Bolshevist leanings, and opposed by a boy in the Sixth 
Form. In the ordinary weekly debates a social subject is sometimes chosen. 
‘Interest in Houses is well maintained in the School Mission. ... A very 
fair number of boys go there in the holidays; there is a joint camp for the 
Club boys and the School boys in the summer; the Missioner comes down 
occasionally and gets in touch with boys in various Houses. ... In 1918 a 
a Society was started (called the ‘‘ 1918 Society ’’). It consists of about twenty 
boys, mainly from the Sixth Form, and about ten masters, who meet infor- 
mally in a master’s room on Sundays, and read papers about three times a 
term. Subjects such as Local Government, Elementary Education, and the Labour 
Movement have been taken, and the papers mean a good deal of work on the 
part of the boy or master who reads them. . . . Keen discussion always follows 
the papers, but only those who are interested come to the meetings.’ 
16. ‘The monitorial system is no doubt to some extent an illustration of 
the principles which underlie Civic duty. Some concrete acquaintance with 
the conditions of life in classes of society other than their own is also 
obtained by the boys by means of their active participation in the work 
of the Mission Clubs which we support in a poor district of Westminster. 
There is also in this School a peculiar opportunity afforded to the King’s 
Scholars of learning something of the larger aspects of Citizenship through 
the privilege which they enjoy of attending debates in both Houses of 
Parliament.’ 
17. ‘From time to time certain Forms take a course of Citizenship, and 
I am continually bringing the subject, directly or indirectly, into the teaching 
of the Sixth Form. . I should myself deplore any rigid scheme of Citizen- 
ship teaching. It is liable to become political propaganda, and is very often 
premature. It should be taught in connection with the History, Geography, 
and English lessons of the School, and depends in no small measure on the 
religious teaching given.’ 
