Here more than anywhere one hears the call for enlightenment and sees the need for clarification. Here is an abundance of _’isms_ and a dearth of knowledge. Most teachers use methods which they themselves consider antiquated, and teach subjects which they will admit not one in a hundred of their pupils will ever need to know. Curious lessons in ethics are administered, which are seldom practised in the classroom, and make initiative children come to believe that commandment-breaking is heroic. Boys and girls bursting with vitality and the splendid exuberance of youth are cramped for hours into set positions, while by a sort of water-cure process knowledge is pumped into them from books duller than a doctor’s dissertation in philosophy. And so forth: the indictment against our schools has been drawn up a thousand times and in a thousand ways, and needs no reënforcement here. But though we have indicted we have not made any systematic attempt to find just what is wrong, and how, and where; and what may be done to remedy the evil. Experiments have been made, but their bearings and results have been very imperfectly recorded. Suppose now that our Society for Social Research should appoint a great Committee on Education to hire expert investigators and make a thorough attempt to clarify the issues in education. Here the function of philosophy should be clear; for the educator touches at almost every point those problems of values, individual and social, which are the special hunting-ground of the philosopher. The importance of psychology here is recognized, but the importance of biology and pathology has not been seen in fit perspective. Why should not a special group of men be set aside for years, if necessary, to study the applicability of the several sciences to education? Why should not all scientific knowledge, so far as it touches human nature, be focused on the semi-darkness in which the educator works? Two special problems in this field invite research. One concerns the effect, on national character and capacity, of a system of education controlled by the government. The point was made by Spinoza, as may be remembered, that a government will, if it controls the schools, aim to restrain rather than to develop the energies of men. Kant remarked the same difficulty. The function of education in the eyes of a dominant class is to make men able to do skilled work but unable to do original thinking (for all original thinking begins with destruction); the function of education in the eyes of a government is to teach men that eleventh commandment which God forgot to give to Moses: thou shalt love thy country right or wrong. All this, of course, requires some marvellous prestidigitation of the truth, as school text-books of national history show. The ignorant, it seems, are the necessary ballast in the ship of state.