working together for the solution of problems in which they have a
common interest. In most classrooms in elementary and in high schools,
and even in colleges, boys and girls are seated in rows, the one back of
the other, with little or no opportunity for communication or
coöperation. Indeed, helping one's neighbor has often been declared
against the rule by teachers. It is true that pupils must in many cases
work as individuals for the sake of the attainment of skill, the
acquirement of knowledge, or of methods of work, but a school which
professes to develop ideals of service must provide on every possible
occasion situations in which children work in coöperation with each
other, and in which they measure their success in terms of the
contribution which they make toward the achievement of a common end.

The socially efficient individual must not only be actuated by ideals of
service, but must in the responses which he makes to social demands be
governed by his own careful thinking, or by his ability to distinguish
from among those who would influence him one whose solution of the
problem presented is based upon careful investigation or inquiry.
Especially is it true in a democratic society that the measure of the
success of our education is found in the degree to which we develop the
scientific attitude. Even those who are actuated by noble motives may,
if they trust to their emotions, to their prejudices, or to those
superstitions which are commonly accepted, engage in activities which
are positively harmful to the social group of which they are members.
Our schools should strive to encourage the spirit of inquiry and
investigation.

A large part of the work in most elementary schools and high schools
consists in having boys and girls repeat what they have heard or read.
It is true that such accumulation of facts may, in some cases, either at