nnection with the
Kindergarten, was a striking example of the new sense of need for a
new education to fit the new industrial situation. The Kindergarten
itself, with its response to the natural desire of childhood to make
things and to do things and to act together in the play rehearsal of
activities of later life, was a testimony that the school was to be
called upon from henceforth to do what in the older time was done
within the home and to do it better than the home had succeeded in
doing.

The connection between these movements in education and the family
well-being must be clear to all. Anything that lessens the dignity and
power of the worker lessens the ability of the average man to be a
competent and successful father; just as anything that lessens the
dignity and power of the worker or makes him seem but a machine for
others to use in building up industrial organization lessens his
influence in the political order. The importance to the family and to
the state of the elements of education which are aimed at reinstating
standards of skill and recognition of superior ability in the
industrial field, by the school, can not, therefore, be overestimated.

=Education a Social Process.=--These elements are attempts to
socialize education. We say that education is a process in the
development of human personality. So it is, but it is also a process
by which individuals are fitted for serviceableness to the group life.

Education is not now for the first time "socialized" because we now
theorize upon its social function in a new way. Each group of people,
in each phase of social relationship, aims to express and to
perpetuate, through the training of the oncoming generations, the
ideals, the customs, and the institutional forms deemed by them
necessary and desirable. The educative process is indeed a personal
one, teacher acting upon pupil directly to secure individualized
results; but it has always been socially determined, both in purpose
and in method, by the group "mores" and the group needs.[17] The
family has been called "the first and primitive school," but hardly
with accuracy; since, although the family is the first agency to begin
the educative process, what each family has demanded in loyalty and in
activity from each child has been determined, since the beginning of
social organization, by what the group of which that family was a part
had accepted as the right and useful end of child-training. The
lim