This article looks at the way in which patriotism and citizenship were used almost interchangeably in educational circles during the first half of the twentieth century. It traces the development of patriotism, citizenship and civics teaching during this period by discussing the way in which the London County Council approached these areas in the interwar years. There was a continuing debate about how far there should be "direct" teaching of citizenship and how far it should be left to "indirect" methods--mainly through history teaching. Education officials were concerned that taught directly the subject was too dull and complex, particularly for the vast majority of schoolchildren, elementary school pupils under 14. Officials felt the indirect method, coupled with extensive use of "celebrations", honouring national, international and local events, was much more effective. However, there was continuing pressure from politicians and outside organisations to teach citizenship and patriotism more directly. (Contains 72 footnotes.)