or local survey is gaining ground and in some
respects it will prove to serve the same purpose as the "Community
Civics" of the American high school.

There have been attempts to introduce economics into the secondary
school curriculum, but they have not persisted to any extent. In the
_Memorandum of Curricula of Secondary Schools_ issued by the Board of
Education in 1913, it is suggested that "it will sometimes be
desirable to provide, for those who propose on leaving school to enter
business, a special commercial course with special study of the more
technical side of economic theory and some study of political and
constitutional history." For the rest there is no mention of the
subjects intimately connected with government. It is clear that the
Board expects that out of the subjects of the ordinary curriculum,
with such special efforts suggested by public interest as may from
time to time occur, the student will gain a general knowledge of the
affairs of the community round about, some knowledge of the principles
of politics, clear ideas concerning movements for social reform, and
some acquaintance with international problems. If he does so, he will
have secured a useful introduction to the studies associated with
adult life.

An intelligent study of languages will help materially in this
direction and, whilst this is specially true in the cases of Greek and
Latin, there is no reason why modern languages should not serve the
same purpose. It is, however, often the case that the study of the
history and institutions of modern countries is not associated
sufficiently with the study of their language.

The public and grammar schools of England, as contrasted with the
newer secondary schools, are more especially the homes of classical
studies, and it is through the working of these schools that the
knowledge of institutions in ancient Greece and Rome will have its
greatest effect on citizenship.

The study of political science as a specific subject is gaining ground
in universities, whilst the study of the Empire and its institutions
has naturally made rapid progress during the last few years. There may
also be noted distinct tendencies, arising out of the experience of
the war, towards the foundation of schools destined to deal with the
institutions and the thought of foreign countries. In the schools of
economics and history there is fulness of attempt to study all that
can be included under the generic title of