366 REPORTS ON THE STATE OF SCIENCE, ETC. 
18. ‘Boys in a Public School probably now receive as much definite exhorta- 
tion in lectures, sermons, teaching, etc., as they can digest, and I think many 
of us, while very willing to make many experiments, are convinced that boys 
learn more real Citizenship from their everyday duties and responsibilities 
and work, and from discussion in Societies, &c., than they would from a 
formal scheme of Civics instruction. After all, it is mainly a moral question, 
and we should doubt whether morality is best taught by lectures on ethics. 
So far as it is more than a moral question and involves, while still at school, 
knowledge of social problems . . . a good deal is done to bring these before 
boys—and I should not forget the College Mission. None of us, I expect, 
are content—at any rate that is not to be wished !—but I hope we are on 
the right lines. ... As regards masters, many of us serve on all sorts of 
Committees and Municipal Bodies in the town, and this is not without effect 
on teaching and the general outlook of the staff.’ 
19. ‘I write to express the hope that the Committee will make suggestions 
for short courses in the training of Citizenship as well as long courses. Some 
boys... take external examinations three or four weeks before the end of 
the term. I have found it possible to arrange an intensive course of Citizen- 
ship for these weeks, taking such subjects as Economics, Political Institutions, 
Housing and Health. As practical work boys can attend an occasional meeting 
of the City Council, visit slums and garden villages, spend a day in a large 
city with an arranged programme, visit a University Settlement, a Factory 
with a Welfare Department, a Juvenile Employment Bureau. These details 
can, of course, be varied according to environment. 
‘My real object in writing is to urge your Committee to help in a practical 
way schools that uphold the idea of Citizenship throughout the school career, 
a are unable to find the time for more than a short intensive course of 
essons.’ 
SECTION II. 
From Aske’s Hatcham School for Girls. 
‘We do not treat Citizenship as a subject by itself and give it a definite 
place in the time-table and curriculum. 
g rh We have therefore no ‘‘ Scheme of Citizenship given throughout the 
chool. 
‘2. We have no ‘‘ School Houses,’’ but the prefects and monitors take an 
active part in the government of their particular Forms and of the School 
as a whole. Elections to these and other offices are preceded by nominations 
duly made and seconded formally, and the responsibility of the election of 
suitable representatives is inculcated. 
‘There are Committees and officers for every School Society, and these also 
are duly elected by ballot after nomination. 
‘3. As to the general question of training in Citizenship, I consider that 
this comes into many lessons, and is always kept in view in general School 
training. Thus in Modern History special attention is given to the function 
of Parliament, forms of government, social legislation, &c., while lessons on 
current events and the keeping of calendars recording any such event of 
importance stimulate interest in public affairs. 
‘The encouragement given in the School to various forms of social service 
seems to me also a part of training in Citizenship. The girls learn not only 
to contribute money and work, but also to take an intelligent interest in such 
activities as clubs for working girls and boys, créches, play-centres, as well 
as hospitals, orphan homes, &c.’ 
St. Paul’s Girls’ School. 
‘I am very glad to tell you my views about ‘‘ Training in Citizenship,’ but, 
of course, I need not say that I am speaking for myself only, and I do 
not wish to seem to criticise the theories of other persons or their methods 
of carrying out their theories, because I believe that uniformity, whether of 
theory or of practice, in a matter of this kind is pretty sure to be disastrous. 
“1. We have no scheme of Citizenship given throughout the School. I have 
been fortunate in having, almost from the opening of the School, Chief History 
