To declare that knowledge is the aim of education is to ignore the issue of the relative worth of that which we call knowledge. No one may know all. What, then, from among all of the facts or principles which are available are we to select and what are we to reject? The knowledge aim gives us no satisfactory answer. We are again thrown back upon the question of purpose. Knowledge we must have, but for the individual who is to live in our modern, industrial, democratic society some knowledges are more important than others. Society cannot afford to permit the school to do anything less than provide that equipment in knowledge, in skill, in ideal, or in appreciation which promises to develop an individual who will contribute to social progress, one who will find his own greatest satisfaction in working for the common good. In seeking to relate the aim of education to the school activities of boys and girls, it is necessary to inquire concerning the ideals or purposes which actuate them in their regular school work. _Ideals of service_ may be gradually developed, and may eventually come to control in some measure the activities of boys and girls, but these ideals do not normally develop in a school situation in which competition is the dominating factor. We may discuss at great length the desirability of working for others, and we may teach many precepts which look in the direction of service, and still fail to achieve the purpose for which our schools exist. An overemphasis upon marks and distinctions, and a lack of attention to the opportunities which the school offers for helpfulness and coöperation, have often resulted in the development of an individualistic attitude almost entirely opposed to the purpose or aim of education as we commonly accept it.