question of purpose. Knowledge we must have, but for the individual who
is to live in our modern, industrial, democratic society some knowledges
are more important than others. Society cannot afford to permit the
school to do anything less than provide that equipment in knowledge, in
skill, in ideal, or in appreciation which promises to develop an
individual who will contribute to social progress, one who will find his
own greatest satisfaction in working for the common good.

In seeking to relate the aim of education to the school activities of
boys and girls, it is necessary to inquire concerning the ideals or
purposes which actuate them in their regular school work. _Ideals of
service_ may be gradually developed, and may eventually come to control
in some measure the activities of boys and girls, but these ideals do
not normally develop in a school situation in which competition is the
dominating factor. We may discuss at great length the desirability of
working for others, and we may teach many precepts which look in the
direction of service, and still fail to achieve the purpose for which
our schools exist. An overemphasis upon marks and distinctions, and a
lack of attention to the opportunities which the school offers for
helpfulness and coöperation, have often resulted in the development of
an individualistic attitude almost entirely opposed to the purpose or
aim of education as we commonly accept it.

There is need for much reorganization in our schools in the light of our
professed aim. There are only two places in our whole school system
where children are commonly so seated that it is easy for them to work
in coöperation with each other. In the kindergarten, in the circle, or
at the tables, children normally discuss the problems in which they are
interested, and help each other in their work. In the seminar room for
graduate students in a university, it is not uncommon to find men