If a few words are added upon the topic of education, it is only for the sake of suggesting that the educative process is all one with the moral process, since the latter is a continuous passage of experience from worse to better. Education has been traditionally thought of as preparation: as learning, acquiring certain things because they will later be useful. The end is remote, and education is getting ready, is a preliminary to something more important to happen later on. Childhood is only a preparation for adult life, and adult life for another life. Always the future, not the present, has been the significant thing in education: Acquisition of knowledge and skill for future use and enjoyment; formation of habits required later in life in business, good citizenship and pursuit of science. Education is thought of also as something needed by some human beings merely because of their dependence upon others. We are born ignorant, unversed, unskilled, immature, and consequently in a state of social dependence. Instruction, training, moral discipline are processes by which the mature, the adult, gradually raise the helpless to the point where they can look out for themselves. The business of childhood is to grow into the independence of adulthood by means of the guidance of those who have already attained it. Thus the process of education as the main business of life ends when the young have arrived at emancipation from social dependence. These two ideas, generally assumed but rarely explicitly reasoned out, contravene the conception that growing, or the continuous reconstruction of experience, is the only end. If at whatever period we choose to take a person, he is still in process of growth, then education is not, save as a by-product, a preparation for something coming later. Getting from the present the degree and kind of growth there is in it is education. This is a constant function, independent of age. The best thing that can be said about any special process of education, like that of the formal school period, is that it renders its subject capable of further education: more sensitive to conditions of growth and more able to take advantage of them. Acquisition of skill, possession of knowledge, attainment of culture are not ends: they are marks of growth and means to its continuing.