illustrative material. The superior economic position to be gaineu by those who remain longer in school is especially made plain, both as to initial wage and as to chances of advancement.

The work of the last two years is based on an attempt to see how the various elements of community welfare such as health, protection of life and property, education, recreation, civic beauty, communication, transportation, wealth are secured through various public and private agencies. This necessitates a practical insight into the functions performed by various governmental departments, bureaus or commissions, aided by numerous private associations and committees. As a final round-up, the organization and functions of government are re-surveyed in such manner as to differentiate clearly between city, state, and nation.

Throughout all the later years of the elementary school any textbook that may be used is supplemented by trips to see the various agencies at work, followed by reports and class discussions. And gradually a civics laboratory is being evolved, including laws and ordinances, reports, plans and charts, maps, models, and even samples of all sorts, along with photographs, lantern slides and other illustrative material.

It will be recalled that "the shop" (industry) has been mentioned in this paper as one of the types of community of which young people may expect, sooner or later, to become members; and that, accordingly, they should prepare to perform their part well as members of this particular community. From this it follows that a brief vocational survey, of a more advanced type than that already described, must soon be included in this course of study. It will be designed to continue the practical occupational guidance begun in earlier years, so that a fair notion may be gained of what lies ahead of those who leave at this time and of the greater industrial possibilities in store for those who go on and complete a high school course. Moreover, as a sort of by-product, the boys and girls should acquire a profound respect for intelligent hard work, no matter what the trade or profession followed, and a contempt only for laziness and inefficiency.

But this "vocational survey" will do more than that, if it fulfills its highest function. It will stamp upon the impressionable minds of these rapidly maturing young persons the fundamental civic concept that the good citizen in the completest sense is one who does not allow himself to become so engrossed in the process of making a living as to lose sight of those other duties of good citizenship that he owes to family and friends, to society generally, and above all to the state.

The conclusion has already been arrived at that civics should include both a curriculum of studies and a curriculum of activities. As a part of the latter, the following are evolving naturally from the course itself: student self-government in the class and even in the school, at least for certain definite purposes; the formation of voluntary junior civic leagues, whose activities may extend from thoughtful care in the home and school and on the street to the extermination of moths and flies, or even to the cultivation or beautification of vacant lots; coöperation with civic organizations and with governmental agencies.

THE TEST OF EFFICIENCY

The aim of early civic training, no matter what the locality or the method pursued, is clear and definite: to make intelligent, interested, practical citizens, who will know what good government is and how to coöperate with public officials to get it. Unless, as Mr. Dunn has well said, the young person's interest shall have been aroused in civic matters, with corresponding motives for participation in community life; unless, further, a certain degree of civic initiative and judgment shall have been cultivated in the boy and girl, these years of effort will have been largely wasted.

This newer type of civic training, unfortunately, has not yet been in operation long enough for one to speak over-confidently in justification of so radical a departure from the old order; nor is anyone claiming that a panacea has been found for all the ills of the body politic. But the sponsors for the new civics are willing to abide by the results, as they shall appear in the actual civic life of the boys and girls who grow up under its influence.

Now a few words as to the sort of civic education that is already being worked out for the secondary school. Here, as in the elementary school, civics (known familiarly as civil government) has long been a sort of "poor relation", to history, and accorded the sort of treatment that such kinsfolk are traditionally held to receive. If taught at all it was usually in the third or fourth year, along with United States history, and was often little more than a rehash of

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the grammar school civics in a more mature form. Obviously, this sort of stuff was not even intended to set pupils to thinking-only to additional memorizing. No adequate gripping of social phenomena, no thought of trying to comprehend even the simpler social problems of the day or the attempts at their solution, not even a determination to understand in a vital and comprehensive way the very Constitution that was usually made the basis of study! No wonder it was often regarded by the teacher as so much wasted time, filched from history.

But this poor relative is to be richly endowed, her very name is to be changed from "civics" or "civil government" to "social science," and she is to be accorded the place of honor at the educational board an entire year, and preferably the closing one of the high school course. Will she be worthy of her new honors?

Without entering into details, which, indeed, are not yet agreed upon, it will suffice to say that this culminating year of social science will include the elements of social theory-economic, political, sociological-with constant illustration and application to the concrete problems of life. All the practical civics and the socialized history that the school has found time for must be drawn upon as a basis, no matter what the method of approach that shall finally be adopted.

The main purpose here is to help the young person to determine the mutual relationships of the social forces and events he has been observing throughout his school days. The nature of the state, of government, of law; representative types of government, with the strength and weakness of each; the objects and functions of government; social organization, social leadership, social control, -all these and other fundamental concepts, both political and economic, can be touched upon in a way that shall be interesting and vital to any normal eighteen-year-old boy or girl.

Carefully selected readings from various authorities may be safely assigned for report and class discussion, so long as care is taken that the reading and thinking of the pupils are constantly put to the test of practical experience and observation. It must be remembered that the object is to stimulate in our young citizens of this great Democracy the ability and the desire to analyze familiar social phenomena, to understand their social environment. It may be thought that this is a rather ambitious program for the secondary school to attempt; but, after all, it is simply the culmination of the years of observing and thinking that have been going on throughout the school life, provided those years have been rich in the studies which train the powers of observation and demand a fair modicum of close, consecutive thinking.

This brief paper makes no claim of exhausting the subject of training for civic efficiency. It merely outlines one of the paths that the schools of tomorrow are going to follow, along with all the other agencies that make for civic education and civic righteousness.

THE MORAL TRAINING OF CHILDREN

BY EDWARD HOWARD GRIGGS, A.M., L.H.D.,
Author and Lecturer, Spuyten Duyvil, New York City.

The type of character moral education should seek to foster is no mere negative respectability or virtue of cowardice, but the whole positive and effective moral personality, seeing the best, loving the best, willing the best. Moral education is, therefore, not a phase of education, but all education focussed. The one aim significant enough to solve the controversies of modern education, to integrate the whole process, furnish the basic principle for a reasoned philosophy and annul the conflict between training for vocation and education for life, is positive moral character.

MORAL IMPORT IN ALL ASPECTS OF EDUCATION

No aspect of education is indifferent in relation to that aim, and the specific value of each phase of the process is finally determined by its contribution to it. Hence the harmful triviality of the notion that moral education means teaching "morals and manners" to children thirty minutes a day, three times a week!

The merest statical conditions surrounding the child bear directly on the development of character. It is a moral necessity that schoolrooms should be well ventilated and lighted, with quietly tinted walls and unobtrusive but beautiful decorations, that the grounds should be ample and pleasant. So too, physical education finds its proper place, not in training muscular strength or manual expertness, but in developing the sound, healthy, graceful body that may be a fitting instrument for the mind and spirit.

Every study in the curriculum directly affects the same end. It is a moral question that an arithmetic problem should be worked honestly, that every lesson should be done thoroughly. Nature study is the great opportunity to teach, without didactic moralizing, the two fundamental moral principles effort and conformitywork and obedience. The whole order of life is based upon them.