This creative effort is carried on by the educational activities of slow generations. Its acceleration depends upon men consciously striving to educate their successors not for the existing state of affairs but so as to make possible a future better humanity. But there is the great difficulty. Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on; princes educate their subjects as instruments of their own purposes. Who, then, shall conduct education so that humanity may improve? We must depend upon the efforts of enlightened men in their private capacity. "All culture begins with private men and spreads outward from them. Simply through the efforts of persons of enlarged inclinations, who are capable of grasping the ideal of a future better condition, is the gradual approximation of human nature to its end possible. Rulers are simply interested in such training as will make their subjects better tools for their own intentions." Even the subsidy by rulers of privately conducted schools must be carefully safeguarded. For the rulers' interest in the welfare of their own nation instead of in what is best for humanity, will make them, if they give money for the schools, wish to draw their plans. We have in this view an express statement of the points characteristic of the eighteenth century individualistic cosmopolitanism. The full development of private personality is identified with the aims of humanity as a whole and with the idea of progress. In addition we have an explicit fear of the hampering influence of a state-conducted and state-regulated education upon the attainment of these ideas. But in less than two decades after this time, Kant's philosophic successors, Fichte and Hegel, elaborated the idea that the chief function of the state is educational; that in particular the regeneration of Germany is to be accomplished by an education carried on in the interests of the state, and that the private individual is of necessity an egoistic, irrational being, enslaved to his appetites and to circumstances unless he submits voluntarily to the educative discipline of state institutions and laws. In this spirit, Germany was the first country to undertake a public, universal, and compulsory system of education extending from the primary school through the university, and to submit to jealous state regulation and supervision all private educational enterprises. Two results should stand out from this brief historical survey. The first is that such terms as the individual and the social conceptions of education are quite meaningless taken at large, or apart from their context. Plato had the ideal of an education which should equate individual realization and social coherency and stability. His situation forced his ideal into