on the part of the educators of their manifest obligation to prepare and nourish the child and the citizen for social relations. The educators should certainly conserve the learning and training necessary for the successful individual and family life, but should add to that a preparation for the enlarged social efforts which our increasing democracy requires. The democratic ideal demands of the school that it shall give the child's own experience a social value; that it shall teach him to direct his own activities and adjust them to those of other people. We are not willing that thousands of industrial workers shall put all of their activity and toil into services from which the community as a whole reaps the benefit, while their mental conceptions and code of morals are narrow and untouched by any uplift which the consciousness of social value might give them.
We are impatient with the schools which lay all stress on reading and writing, suspecting them to rest upon the assumption
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