long-handled shovel stuck in a heap of soil." A
hypothetical payer of rates, "Mrs Smith," is revealed as getting a
great deal for her rates:

She is protected from any harm; her property is safe; she can walk
about the streets with comfort by day or night; her drains are seen
to; her rubbish is taken away for her; she has books and newspapers
to read; if she has ten children, she can have them well taught for
nothing--so that if they are willing to learn, and attend school
regularly, they can very easily make their own living when they
grow up; if she is ill, she can go to the infirmary for medicine;
and if, when she grows old, she is unable to pay rent or buy food
or clothes, these things are provided for her.

"And please, sir, the Parks," interjected the eager Carrots.

If the definition of a good citizen propounded by Professor Masterman
is true--that he is one who pays his rates without grumbling--"Citizen
Carrots," whatever his disadvantages, is intellectually anyhow on the
way to become such a citizen, and certainly in the sketch, "Citizen
Carrots" is determined that the rates shall be expended properly
because he himself will have a vote in later days.

It is probable that lessons such as these are more frequent than the
time-tables would indicate. There are few head masters of elementary
schools who would disclaim the adequate teaching of citizenship in
their schools. They would explain that the treatment of history and
geography proceeding from local standpoints was effective in this
direction, and it is the rule rather than otherwise for visits to be
paid to places of historic interest within reach of the schools.
Advantage is also taken of such days as Empire Day to stimulate
interest in the State, as well as to impart knowledge concerning its
organisation. All this is reinforced by the use of appropriate reading
books which are instruments of indirect, but not necessarily less
effective, instruction.

The larger opportunities which secondary schools offer have not been
taken advantage of to induce the specific study of civics to any
greater extent that in the elementary schools, although many schools
are able to devote at least a period each week to the consideration of
current events, and, naturally, the teaching of history and geography
includes much more completely the consideration of institutions both
at home and abroad.

The idea of the regional