The inadequacy of the period of education allotted to the vast mass of the population and the need for educational reform in many directions can only be noted; both these matters however affect citizenship profoundly.
It is upon the expectation of early development on the following lines, indicated without detail, that our consideration of the possibilities of schools in regard to citizenship must be based:
(1) A longer period of elementary school life during which no child shall be employed for other than educational purposes.
(2) The establishment of compulsory continuation schools for all boys and girls up to the age of eighteen, the hours of attendance to be allowed out of reasonable working hours.
(3) Complete opportunity for qualified boys and girls to continue their technical or humane studies from the elementary school to the university.
(4) A distinct improvement in the supply and power of teachers, chiefly as the result of better training in connection with universities and the establishment of a remuneration which will enable them to live in the manner demanded by the nature and responsibilities of their calling.
The two main aspects of the development of citizenship through the schools which have already been noted may be summarised as follows, and may be considered separately:
(1) The direct teaching of civics or of citizenship;
(2) The development through the ordinary school community of the qualities of the good citizen.