To help the boy to develop initiative in a small community, in such a manner that it will enable him to cope with problems in the larger community.
To broaden cultural and spiritual background.
It may be said that the whole course was designed to show a boy the dignity of work and the essential part he plays in the community in which he lives and of which his life forms an integral part.
Industry calls for Technical specialisation and valuable schemes of technical training through works, schools, technical colleges, and apprenticeship schemes, which fit the craftsman to handle machines with skill. Little is done, however to train men to handle their fellow men. In the course of training at the college, a young man was confronted with his responsibility as a member of a works group which has a relationship to all other sections of the community.
The Citizenship Courses were designed to give boys training under conditions which approximated to those of a residential Public School. The Coleg y Fro syllabus was planned in three parts, each of which would be taken during a one week's course. In the interim period between courses, the boy was enrolled in a students group set up in his own locality.
Method: A system of self-government was established and conducted through various forms of Committee work and through informal means, by the boys themselves. It included dealing with matters of discipline and certain spheres of administration.
According to his capacity every boy was invested with responsibility for supervising appropriate College events, including social functions, morning prayers, study sessions and indoor and outdoor games. In addition, importance was attached to the making of rules and regulations governing the Community life of the College by the boys in consultative meetings and equally important was the method of dealing with any trespass of the rules and regulations, by the boys themselves, in such meetings.
Self Government, whether practiced in a Residential College or in a Youth Club, or a Youth Section of a Church, conveyed to the Young Adult that his College or club or class is an epitome of the units of public life; they were microcosms of community institutions where the boy was nurtured. From his experience of a smaller community, he returned to the larger and more sophisticated organisations of his upbringing with an urge and desire to participate in the administration of their social educational, industrial and religious life.
Instruction was not given by way of lectures but rather through tutorials which were conducted on the basis of mutual exchange of ideas and knowledge between tutors and students. Tutorial notes were circulated to each boy before attendance at the college.
At the end of each course week, a new type examination was arranged in the form of a simple quiz which was quite voluntary; it was quite surprising how much enthusiasm was worked up and, in fact, it became exceptional not to take part in the quiz. This test assessed the factual information the students bad absorbed.