Very slowly our educators are becoming conscious of the fact that this type of education is a social menace, and that our educational system needs reformation from bottom to top in order to become again equal to the social task imposed upon it by the more complex social conditions of the twentieth century. Hence the demand for a socialized education, which is proceeding, not only from sociologists and social workers, but from the progressive leaders of education itself. What this socialized education of the future shall be is not the province of this book to discuss, but a few of its essential characteristics may be noted. As has already been said, such education will aim, first of all, at producing the citizen before it aims at producing the lawyer, the engineer, the physician, or any other professional or occupational type. No doubt, this means, for one thing, that all individuals shall be taught to be good fathers and mothers, good neighbors and members of communities, even more than they are taught the accomplishments of life. No doubt, also, the socialized education of the future will emphasize the adjustment of the individual to the industrial order of society, because it is necessary that individuals shall be producers if they are to be efficient citizens. The necessity and value of industrial training in our system of education has already been emphasized in discussing other social problems. Such training has its place and that place, as we have already seen, is a very important and fundamental one; but it must not be forgotten that the relations of men to one another are more important than the relations of men to nature. In industrial training, the element which is apt to be emphasized is the relations of the individual to the physical facts and forces of nature; but this is only a beginning of the training for citizenship, because good citizenship consists essentially in harmonious and efficient functioning in the social group. Therefore, the study of the relationships of men to one another must be the final and crowning element in a system of social education. Such studies as history, government, economics, ethics, and sociology must occupy a larger and larger place in the education of the future if we are to secure a humanity adjusted to the requirements of its existence. Historical and sociological instruction should lead up, moreover, to direct ethical instruction. If the industrial element in the social life is important, the moral element is even more so, since it is, as we have already said, the ideal aspect of the social. In some way or another, our public schools, from the kindergarten up, must make a place for social and ethical instruction of a direct and explicit character.