authority, but through the education of the individual, so that he shall become adjusted to the social life in habits and character before he participates in it. Human society may be modified, we now see, best through modifying the nature of the individual, and the most direct method to do this is through education. The Socialized Education of the Future.--If what has been said is substantially correct, then education should become conscious of its social mission and purpose. The educator should conserve education as the chief means of social progress, and education should be directed to producing efficient members of society. The education of the future must aim, in other words, not at producing lawyers, physicians, engineers, but at producing citizens. Education for citizenship means that there must be radical reconstruction in the educational processes of the present. The education of the nineteenth century aimed at developing largely power and capacity in the individual as such. Its implicit, and oftentimes its avowed, aim was individual success. The popularity of higher education in the nineteenth century especially rested upon the cult of individual success. It became, therefore, largely commercialized, and emphasized chiefly the professions and occupations which best assured the individual a successful career among a commercial and industrial people. It is needless to say that the individualistic, commercialized education of the latter years of the nineteenth century very often failed to produce the good citizen. On the contrary, with its ideal of individual power and success, it frequently produced the cultured freebooter, which our modern industry has so often afforded examples of. Education, instead of being a socializing agency and the chief instrument of social regeneration, became an individualizing agency dissolving the social order itself.