One of the most precious kinds of information is information how to secure more information. The difference between uneducated people and those whom we call educated, is not that the latter know very much, but that if they do not know something they know how to go to one who does. The uneducated person is helpless to improve his education. He does not know and cannot find out how to look up a subject. I have distinguished information from education. Information as such never changes character in my opinion. This subject has been discussed in recent years in connection with what some call quite falsely _sex hygiene_. Information biological, pathological, physiological, talks about health and disease, never kept any man or woman straight morally. It never changes character. So our public school education sometimes represents only information, only the facts, not the meaning, the interpretation, the use of those facts. Hence the public school is justly open to the criticism brought upon it by those who say that it does a child no lasting good to know facts. It may make him clever and so able (like German science in war) to do more harm than if he knew less. But when we give education--for example, hygienic or economic education--we give something else than information. Education is that which, by reason of practice, by doing something again and again, and doing it if possible in the presence of a good model (living or dead, book or person), changes our character and our habits, as the use of a muscle changes the muscle. A person learns to write. That is not merely information--he has learned to do something. Learning to swim is not information. We learn it by practice, by doing it, and by the imitation of good models. How does one learn to think? By doing the thing, and if there is any model in sight, by trying to imitate that model. 4. _Education_ is what social workers try to give most often, most consciously, over the longest time, and sometimes with the greatest results. We try to give people hygienic education. We try to give, not merely hygienic information, but motives fit to bring about a change in habits, a wholly different thing, and one which may be of signal value. We try to teach self-control, the control of sleep, the control of emotion, the control of appetite. It is hard, but it can be done by prolonged effort, under such influences as give us courage to work at it. We try to give economic education, the power of foreseeing what is going to happen by reason of what has happened before. People are extraordinarily prone to forget things which they do not want to remember. We may help people by economic education, to economic foresight, to economic organization of their resources by practice, and by going over with them the cases of other people who have won out in similar difficulties.