public schools, and fruitful of good results in that limited sphere;
it has been applied with conspicuous success to the development of
self-government, and it has reached its fullest expression in the
little Commonwealth of Mr Homer Lane. But we are beginning to
recognise its wider applications, it is capable of transforming the
spirit of the class-room activities as well as the activities of a
playing field, it is in every way as applicable to the elementary
school as to Eton, or Rugby, or Harrow, and to girls as well as to
boys.

These two movements towards a fuller liberty of self-fulfilment, and
towards a fuller and stronger social life, are convergent, and
supplement, or rather complement, each other. Personality, after all,
is best defined as "capacity for fellowship," and only in the social
milieu can the individual find his real self-fulfilling. Unless he
functions socially, the individual develops into eccentricity,
negative criticism, and the cynical aloofness of the "superior
person." On the other hand without freedom of individual development,
the organisation of life becomes the death of the soul. Prussia has
shown how the psychology of the crowd can be skilfully manipulated for
the most sinister ends. It is a happy omen for our democracy that both
these complementary movements are combined in the new life of the
schools. To both appeals, the appeal of personal freedom, and the
appeal of the corporate life, the British child is peculiarly
responsive. Round these two health-centres the form of the new system
will take shape and grow.

And growth it must be, not building. The body is not built up on the
skeleton, the skeleton is secreted by the growing body. The hope of
education is in the living principle of hope and enthusiasm, which