If we think of the problems of teaching in terms of habits to be fixed, we must ask ourselves are these habits desirable or necessary for an individual who is to work as a member of the social group. If we consider the problem of teaching from the standpoint of development in intelligence, we must constantly seek to present problems which are worth while, not simply from the standpoint of the curiosity which they arouse, but also on account of their relation to the life activities with which our modern world is concerned. We must seek to develop the power of appreciating that which is noble and beautiful primarily because the highest efficiency can be secured only by those who use their time in occupations which are truly recreative and not enervating. As we seek to understand the problem of teaching as determined by the normal mental development of boys and girls, we must have in mind constantly the use to which their capacities and abilities are to be put. Any adequate recognition of the social purpose of education suggests the necessity for eliminating, as far as possible, that type of action which is socially undesirable, while we strive for the development of those capacities which mean at least the possibility of contribution to the common good. We study the principles of teaching in order that we may better adapt ourselves to the children's possibilities of learning, but we must keep in mind constantly that kind of learning and those methods of work which look to the development of socially efficient boys and girls. We must seek to provide situations which are in themselves significant in our modern social life as the subject matter with which children may struggle in accomplishing their individual development. We need constantly to have in mind the ideal of school work which will value most highly opportunities for coöperation and for contribution to the common good upon the part of children, which are in the last analysis entirely like the situations in which older people contribute to social progress. More and more we must seek to develop the type of pupil who knows the meaning of duty and who gladly recognizes his obligations to a social group which is growing larger with each new experience and each new opportunity. QUESTIONS 1. Why would you not be satisfied with a statement of the aim of education which was expressed in terms of the harmonious development of an individual's abilities and capacities? 2. Suggest any part of the courses of study now in force in your school system the omission of which would be in accordance with the social aim of education. 3. Name any subjects or parts of subjects which might be added for the sake of realizing the aim of education. 4. How may a teacher who insists upon having children ask permission before they move in the room interfere with the realization of the social aim of education? 5. Can you name any physical habits which may be considered socially undesirable? Desirable?