As democracy modifies our conception of life, it constantly raises the value and function of each member of the community, however humble he may be. We have come to believe that the most "brutish man" has a value in our common life, a function to perform which can be fulfilled by no one else. We are gradually requiring of the educator that he shall free the powers of each man and connect him with the rest of life. We ask this not merely because it is the man's right to be thus connected, but because we have become convinced that the social order cannot afford to get along without his special contribution. Just as we have come to resent all hindrances which keep us from untrammelled comradeship with our fellows, and as we throw down unnatural divisions, not in the spirit of the eighteenth-century reformers, but in the spirit of those to whom social equality has become a necessity for further social development, so we are impatient to use the dynamic power residing in the mass of men, and demand that the educator free that power. We believe that man's moral idealism is the constructive force of progress, as it has always been; but because every human being is a creative agent and a possible generator of fine enthusiasm, we are sceptical of the moral idealism of the few and demand the education of the many, that there may be greater freedom, strength, and subtilty of intercourse and hence an increase of dynamic power. We are not content to include all men in our hopes, but have become conscious that all men are hoping and are part of the same movement of which we are a part. Many people impelled by these ideas have become impatient with the slow recognition on the part of the educators of their manifest obligation to prepare and nourish the child and the citizen for social relations. The educators should certainly conserve the learning and training necessary for the successful individual and family life, but should add to that a preparation for the enlarged social efforts which our increasing democracy requires. The democratic ideal demands of the school that it shall give the child's own experience a social value; that it shall teach him to direct his own activities and adjust them to those of other people. We are not willing that thousands of industrial workers shall put all of their activity and toil into services from which the community as a whole reaps the benefit, while their mental conceptions and code of morals are narrow and untouched by any uplift which the consciousness of social value might give them.