I may add in this connection that it is a great part of culture to learn how to _do something well_, no matter what it is, to have the discipline and insight that we get by persistent endeavor, undergoing alternate success and failure, observing how, with time, the unconscious processes come to our aid, and so gaining at last some degree of mastery; in short, by experiencing how things are really done. Unfortunately many students slip through a supposed liberal education without getting this experience; and no wonder the colleges are discredited by their subsequent performance. In these times when home life has widely ceased to afford practical discipline it is peculiarly important that schools should do so. But the enlargement of the spirit, which is culture, calls for something more than studies, of any kind. It needs also a hearty participation in some sort of a common life. The merging of himself in the willing service of a greater whole raises man to the higher function of human nature. We need to aim at this in all phases of our life, but nowhere is it easier to attain or more fruitful of results than in connection with the schools. Since the school environment is comparatively easy to control, here is the place to create an ideal formative group, or system of groups, which shall envelop the individual and mould his growth, a model society by assimilation to which he may become fit to leaven the rest of life. Here if anywhere we can insure his learning loyalty, discipline, service, personal address, and democratic co-operation, all by willing practice in the fellowship of his contemporaries. As a good family is an ideal world in miniature, in respect of love and brotherhood, so the school and playground should supply such a world in respect of self-discipline and social organization. There is nothing now taking place, it would seem, more promising of great results than the development of groups which appeal to the young on the social and active side of their natures and evoke a community spirit. They take eagerly to such groups, under sympathetic leadership, finding self-expression in them, and there seems to be no great obstacle to their becoming universal and embracing all the youth of the land in a wholesome _esprit de corps_ which would be a hundred times more real and potent with them than any kind of moral instruction. The motive force is already there, in the natural idealism of boyhood and adolescence; all we need to do, apparently, is to provide the right channels for it. This is a field where the harvest is plenteous, and which the laborers are only beginning to discover. All of us who have been at college know something of the spiritual value of an _alma mater_, of memories, associations, and symbols to which we can recur for the revival of fellowship and the ideals of youth. If we ever have noble ideals it is when we are young, and if we keep them it is apt to be by continuing early influences.