There are two things necessary to the reform of education. One is democratic control, that is, management of institutions of teaching by the teachers. It is to be noted that this is the demand everywhere of labour which respects itself--control of the means of production and responsibility for the result. Surely the teachers should be one of the first groups of toilers to be so trusted. Under democratic control the spoliation of the schools by politicians, the sacrifice of education to propaganda, the tyranny of the hierarchy can be successfully resisted. Once the teachers are released from servile bondage to the public through the political masters who control appointments and promotions, they will deal with their problems with more authority, and be independent of the suffrage of the pupils. Through joint responsibility of the workers for the product they will arrive at that _esprit de corps_ which consists in thinking in terms of the enterprise rather than of the job, and from which we may expect a true method of education. Already the movement toward democratic control of teaching is taking form in school systems and colleges. There are a hundred and fifty unions of teachers affiliated with the American Federation of Labour. But the true analogy is not between teachers and labour, but between education and other professions. To quote Dr. H. M. Kallen: “To the discoverers and creators of Knowledge, and to its transmitters and distributors, to these and to no one else beside belongs the control of education. It is as absurd that any but teachers and investigators should govern the art of education as that any but medical practitioners and investigators should govern the art of medicine.” The other thing needful to restore education to health and usefulness is that it should surrender its hold upon the superstitious adoration of the public, by giving up its pretensions to individual or social salvation, by ceasing its flattery of nationalistic and capitalistic ambitions, and by laying aside its pomps and ceremonies which conduce mainly to sycophancy and cant. Education has shown in special lines that it can be thoroughly scientific, disinterested, devoted. It is its task to translate these virtues of the specialist into the general field. It is not the business of education to humbug the people in the interest of what any person may think to be for their or for his advantage. It is its business to deal frankly and honestly with them, accepting in the most literal sense the responsibility and the promise contained in the text: “Ye shall know the truth, and the truth shall make you free.” ROBERT MORSS LOVETT SCHOLARSHIP AND CRITICISM