The late 1970s can be characterized as an era of practical concerns in civic education. There is a trend toward useful applied learning which can be evaluated by the actions or skills it produces. Current civic education programs are similar to curriculum reform efforts of the 1930s in that they are committed to educating citizens to function effectively in the political world. However, today's projects have specific civic performance outcomes, such as registering vote, serving on a jury, obtaining a driver's license, and circulating a petition. Such practical skills are useful, but they alone do not assure effective democratic citizenship. Practical skills must be related to an understanding of democratic philosophy and political and social knowledge. Unfortunately, the current emphasis on action is evident even in the way that intellectual goals are defined. Civic knowledge in its current mode of practicality must be quantitatively assessable by school administrators, state department evaluators, and local and state taxpayers. The author recommends that the learning of intellectual and participatory skills should be generated from the school environment. By studying the structure of authority within the school and the social-political milieu of school clubs and classes, students can gain an understanding of political relationships and develop a sense of public interest. (Author/AV)