Now education for citizenship would seem to consist in gaining a knowledge of the actual workings of our social organization, with some illuminating notions of its origin, together with a full realization of its defects and their apparent sources. But here we encounter an obstacle that is unimportant in the older types of education, but which may prove altogether fatal to any good results in our efforts to make better citizens. Subjects of instruction like reading and writing, mathematics, Latin and Greek, chemistry and physics, medicine and the law are fairly well standardized and retrospective. Doubtless there is a good deal of internal change in method and content going on, but this takes place unobtrusively and does not attract the attention of outside critics. Political and social questions, on the other hand, and matters relating to prevailing business methods, race animosities, public elections, and governmental policy are, if they are vital, necessarily "controversial". School boards and superintendents, trustees and presidents of colleges and universities, are sensitive to this fact. They eagerly deprecate in their public manifestos any suspicion that pupils and students are being awakened in any way to the truth that our institutions can possibly be fundamentally defective, or that the present generation of citizens has not conducted our affairs with exemplary success, guided by the immutable principles of justice. How indeed can a teacher be expected to explain to the sons and daughters of businessmen, politicians, doctors, lawyers, and clergymen--all pledged to the maintenance of the sources of their livelihood--the actual nature of business enterprise as now practiced, the prevailing methods of legislative bodies and courts, and the conduct of foreign affairs? Think of a teacher in the public schools recounting the more illuminating facts about the municipal government under which he lives, with due attention to graft and jobs! So, courses in government, political economy, sociology, and ethics confine themselves to inoffensive generalizations, harmless details of organization, and the commonplaces of routine morality, for only in that way can they escape being controversial. Teachers are rarely able or inclined to explain our social life and its presuppositions with sufficient insight and honesty to produce any very important results. Even if they are tempted to tell the essential facts they dare not do so, for fear of losing their places, amid the applause of all the righteously minded.