er culture of others.
Externally, the question is concerned with the reconciliation of
national loyalty, of patriotism, with superior devotion to the things
which unite men in common ends, irrespective of national political
boundaries. Neither phase of the problem can be worked out by merely
negative means. It is not enough to see to it that education is not
actively used as an instrument to make easier the exploitation of one
class by another. School facilities must be secured of such amplitude
and efficiency as will in fact and not simply in name discount the
effects of economic inequalities, and secure to all the wards of the
nation equality of equipment for their future careers. Accomplishment
of this end demands not only adequate administrative provision of school
facilities, and such supplementation of family resources as will
enable youth to take advantage of them, but also such modification
of traditional ideals of culture, traditional subjects of study and
traditional methods of teaching and discipline as will retain all the
youth under educational influences until they are equipped to be masters
of their own economic and social careers. The ideal may seem remote
of execution, but the democratic ideal of education is a farcical yet
tragic delusion except as the ideal more and more dominates our public
system of education. The same principle has application on the side of
the considerations which concern the relations of one nation to another.
It is not enough to teach the horrors of war and to avoid everything
which would stimulate international jealousy and animosity. The emphasis
must be put upon whatever binds people together in cooperative human
pursuits and results, apart from geographical limitations. The secondary
and provisional character of national sovereignty in respect to the
fuller, freer, and more fruitful association and intercourse of all
human beings with one another must be instilled as a working disposition
of mind. If these applications seem to be remote from a consideration
of the philosophy of education, the impression shows that the meaning
of the idea of education previously developed has not been adequately
grasped. This conclusion is bound up with the very idea of education
as a freeing of individual capacity in a progressive growth directed to
social aims. Otherwise a democratic criterion of education can only be
inconsistently applied.

Summary. Since education is a social process, a