ssive symbols of a larger social movement through books,
pamphlets, magazines, reports, and "Foundations," together with clubs
of more general social type. The value of the Trade Unions and of
other special forms of organization of workers in the matter of
securing rights and opportunities in the labor world has been alluded
to, but the definite educational value of such class organizations
must not be ignored. It is true that there is a loss of emphasis upon
skill and good workmanship in much of the modern Trade Union influence
as compared with the Guild ranking of older craft-unions, but there
is a type of education for citizenship which, with all its crudity and
coarseness of ideal, inheres in the Trade Union as in few other
organizations. To emphasize class feeling, it is said, is to work
against democracy. True, but to have a political system in which one
class is ignored, as "hands," not heads, is still more detrimental to
democratic government. The class consciousness of the worker was
strong in the days when the Guilds had political power, and it was a
wholesome check upon the claim of divine right of kings and nobles to
rule. The class consciousness of wage-earners is needed in modern
times and should have its due representation in halls of legislation
where it could meet naturally, in healthful competition and debate,
the class consciousness already there in the persons of employers of
labor and managers of legal interests of great corporations. The
education that will finally unite in better understood cooeperation all
class interests in public well-being is to be found in such use of the
school as will show how we are all bound together in industry, as in
the political body; in work as in voting power. That education which,
with more or less intelligence and with deeper or more shallow
understanding, society is now working toward will make the home life
more secure as well as the state more united.

=The Special Education of Girls.=--The application of new educational
ideals and methods to the training of girls and young women is of
first-rate importance in the matter of home relationship to the
school. And this is the case not only because there are far more women
than men at work in carrying out those ideals and methods in the
schools but because if there is to be made valid and useful, conscious
and definite, union of school and home in one educational approach to
childhood it must be largely through the