est
attributes of the race to the work of developing citizenship, which is
the art of living together on the highest plane of human life.

Citizenship is, in reality, the focusing point of all human virtues
though it is often illuminated by the consciousness of a city not made
with hands. It represents in a practical form the spirit of courage,
unselfishness and sympathy consecrated to service in time of war and
peace. Generally speaking, in England and her Dominions, citizenship
is developed in harmony with an ideal of democracy.

"The progress of democracy is irresistible," says De Tocqueville,
"because it is the most uniform, the most ancient and the most
permanent tendency to be found in history."

But its right working is dependent entirely upon uplift not only of
mind but of spirit. The democratic community, above all other
communities, must have within itself schools which at one and the same
time impart information concerning the theory and methods of its
government and inspire consecration to social service rather than to
individual welfare, schools which reveal the transcendence of the
interests of the State as compared with the interests of any
individual or group of individuals within it. The democratic State has
been compared to "one huge Christian personality, one mighty growth or
stature of an honest man." Out of this comparison arises the idea of
citizenship reaching out beyond the boundaries of a single State--one
honest man among many--and thus responsibility is placed upon the
schools to develop knowledge of, and sympathy with, the activities and
aspirations of human life in many nations. The comity of nations
depends directly upon the intellectual and spiritual honesty which
obtains in each of them, and true strength of nationality arises more
from the exercise of these qualities than from extent of area or of
productive power.

Every subject taught in a school should serve the needs of the larger
citizenship; if it fails to do so it is either wrongly taught or
superfluous.

Social welfare depends upon the right use of knowledge by the
individual, however restricted or developed that knowledge may be,
whether it be acquired in elementary school or university.

There has been much discussion concerning the relative importance of
the development of community spirit in the schools and the
introduction of the direct teaching of citizenship. The methods are
not mutually exclusive; t