y course of study, but
it is essential that the principles of social living should be taught
under some title.

A second principle of education is that it should be vocational. The
school children, after graduation, must make their own way in the
world. Every normal youth looks forward in anticipation to the time
when he will be earning his own support and the support of a family of
his own. Every normal girl hopes to be mistress of a home of her own.
There are certain things that they need to know if they are to make a
success and to build happy homes. Their first business is to know how
to make a home. Naturally they want to know the story of the family as
a social institution, how the home is purchased or rented, the
essentials of a good home, both in its equipment and in the spirit
that animates it, the duties and rights of every member of the family,
and the relations of the family to the community. The question arises:
How may the home-maker provide for the support of the family? What are
the available occupations, and how by manual and mental training may
he equip himself for usefulness? How may the home-keeper do her part
to make the home attractive and comfortable by a study of domestic
science and home-management? Obviously, the curriculum should have a
place for such studies as these that are so essential to peace and
happiness and comfort in the home.

A third principle is that education is to be cultural. Social and
vocational knowledge are essential, broad culture of the mind is
highly desirable. No citizen of the United States is expected to grow
to maturity ignorant of the simple arts of reading or spelling
correctly, writing a fair hand, and solving correctly the simple
problems of arithmetic. Beyond this many schools provide a smattering
of aesthetic training through music and drawing. These are subjects of
study in the elementary schools. But culture involves more than these.
An appreciation of literature, of the meaning and value of history, of
the importance of science in the modern world, of the life of nations
and races outside of our own country, of right thinking and right
conduct with reference to all our individual relations, constitutes
for all persons a mental training that is almost indispensable. To
acquire this cultural education requires time and the elimination of
the less valuable from the accepted course of study. It is a most
wholesome tendency that is prolonging the terms and the