The teachers as an organized body should also relate themselves to an organized body of parents. Home and school should not merely coöperate but interpenetrate. The interests and efforts of both are centered on the same young lives. The home is supremely concerned in what goes on in the school, and the school in the kind of influence that prevails in the home. An organized conference of parents is in a position to render signal service to a school by appraising its ideals, by keeping tally on the extent to which acknowledged standards are carried out, and by joining in the unceasing endeavor to advance the standards. Schools must be backed by the interest and appreciation of the community. Parents whose children are pupils of a school are for that particular school the best representatives of the community. The school is to prepare its charges, not only for vocational life, but for citizenship. Teachers must be good citizens. They cannot give what they do not possess. They must keep in living contact with the civic and social movements of the time. The first and second types are instrumental to the third. Now here, if anywhere, a new departure in educational philosophy is called for. For when we discuss this third kind of reverence, the question of all questions is raised: To what end do we educate? What is to be the aim and outcome of all our effort? And our answer to this question will depend on our philosophy, and if our philosophy is ethical our answer must be distinctively ethical. Froebel was a pantheist, and his pantheism colored his conception of the educational end. Pestalozzi was an eighteenth century humanitarian. Many modern writers on education are biological evolutionists. Others even expressly disclaim any general outlook, and appear to be exclusively interested in perfecting the technique of schoolmastering. Reverence of the third type is reverence for the undeveloped human being,—for the new generation, for our successors. What is it that we are to revere in a child? Its spiritual possibilities, its latent personality. To bring to birth its personality is the supreme educational end. We show our reverence for the child in the effort to personalize it. Let us consider in brief some of the practical consequences of this idea.