Have the schools missed a great opportunity for giving moral, civic, and physical training to youth by failing to absorb the Boy Scout and Camp Fire Girl movements and thus failing to grasp the full educational significance of the methods adopted by those who so well understand adolescent youth? Are the disciplinary methods of the teachers and the general internal management of the schools such as will develop among pupils a democracy which is safe even in the schoolroom? What have we done in determining what is desirable and feasible for extending general education to average adults who have early entered upon specialized occupations? How far have we gone in our program of vocational education to recognize and to provide for the influence of automatic machinery upon the physical, mental, and vocational welfare of workers? Have we so thoroughly grasped the idea of an educational democracy that no child in our schools is disadvantaged by the section of the state or of the country in which he happens to be born? Have we in our vocational training set up any program for the industrial training of women which recognizes that the modern problem of women's work concerns the following of some productive vocation away from home? Have we even begun to realize that every person should have definite vocational training with such distinctive purpose back of it that it will produce the skill, knowledge, ideals, and general experience that function in distinct callings? Have we even thought of a program of education for leisure which will develop enduring tastes and interests established toward the enrichment of the individual and indirectly of social life? Do we fully understand that to make democracy safe for the world all people should have some leisure or time apart from vocational, civic, and physical necessities of life, that such leisure should be filled with sociability, amusement, recreation, and satisfaction of the aesthetic and physical desires, and that the public schools must in some measure provide for these? Will a democracy proclaiming equality of opportunity as its ideal require an education which unites from the beginning of the child's school life, and for all pupils of the school, learning and social application, ideas and practice, work and recognition of the meaning of what is done? Or can a democracy be developed by dividing the public-school system into parts, one of which pursues traditional methods with incidental improvements, and another in which children "learn through their hands" and are given only the "essential features" of the traditional bookwork? All that the schools are now doing in war time, and much more which they are not yet doing, to make the world safe for democracy, may be effectively used after war time to make democracy safe for the world. INDEX Agricultural education, establishment of, in city schools, 156, 314; home-project work, 321; relation of, to farm-cadet service, 322