each and every capacity, or do we seek to develop each
capacity to the maximum of the individual's possibility of training? Are
we to try to secure equal development in all directions? Of one thing we
can be certain. We cannot secure equality in achievement among
individuals who vary in capacity. One boy may make a good mechanic,
another a successful business man, and still another a musician. It is
only as we read into the statement of harmonious development meanings
which do not appear upon the surface, that we can accept this statement
as a satisfactory wording of the aim of education.

The narrow utilitarian statement of aim that asserts that the purpose of
education is to enable people to make a living neglects to take account
of the necessity for social cooeperation. The difficulty with this
statement of aim is that it is too narrow. We do hope by means of
education to help people to make a living, but we ought also to be
concerned with the kind of a life they lead. They ought not to make a
living by injuring or exploiting others. They ought to be able to enjoy
the nobler pleasures as well as to make enough money to buy food,
clothing, shelter, and the like. The bread-and-butter aim breaks down as
does the all-around development aim because it fails to consider the
individual in relation to the social group of which he is a member.

To declare that knowledge is the aim of education is to ignore the issue
of the relative worth of that which we call knowledge. No one may know
all. What, then, from among all of the facts or principles which are
available are we to select and what are we to reject? The knowledge aim
gives us no satisfactory answer. We are again thrown back upon the
question of purpose. Knowledge we must have, but for the individual who
is to live in our modern, industrial, democratic society some knowledges
are more important than others. Society cannot afford to permit the
school to do anything less than provide that equipment in knowledge, in
skill, in ideal, or in appreciation which promises to develop an
individual who will contribute to social progress, one who will find his
own greatest satisfaction in working for the common good.

In seeking to relate the aim of education to the school activities of
boys and girls, it is necessary to inquire concerning the ideals or
purposes which actuate them in their regular school work. _Ideals of
service_ may be gradually developed, and may eventually com