The difficulty of providing suitable
text-books is partly met by the addition of supplementary local
information.
There are very few colleges and universities which do not provide
courses in political science.
No claim is made that the teaching of civics makes of necessity good
citizens, but merely that it makes the good citizen into a better
one. The justification of the subject lies in its own content.
It is a study of an important phase of human society and, for this
reason the same value as elementary science or history[4].
There is, moreover, throughout the various American reports, an
insistence on the power of the community ideal in the school and the
necessity for discipline in the performance of school duties and a due
appreciation of the importance of individual action in relation to the
class and to the school.
In England there has been much general and uncoordinated advocacy of
the direct teaching of citizenship, but, for various reasons, it does
not appear to have been introduced generally into the schools, nor
does there appear to be any immediate likelihood of development in the
existing schools.
The Civic and Moral Education League made definite inquiry, in 1915,
of teachers and schools. They pronounced the results to be
disappointing, though they comforted themselves with the
incontrovertible dictum that "the people who are doing most have least
time to talk about it.
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