It is unfortunate to be obliged to treat this important point with such brevity. Footnote 31: The expressions “mutual aid” and “animal coöperation” have, however, a slightly misleading connotation; mutual adaptation, coördinated activities, come nearer the truth. It is confusing to take the words and phrases we use of men in the conscious stage and transfer them to the world of animals in the unconscious stage. Footnote 32: It is because of this profound truth that we must always respect conservatism. Footnote 33: The claim of the individual to a larger share in government and to a share in the control of industry will be taken up in later chapters. Footnote 34: “Ce que Nait” is the title of a volume of poems by Arcos, and that which is being born through all the activity of our common life is God. It is of the “naissance” and “croissance” of God that Arcos loves to sing. Footnote 35: I have said that we gain creative power through the group. Those who feel enthralled by material conditions, and to whom it seems an irony to be told that they are “creators,” will demand something more specific. Concrete methods of group organization are given in Part III. ------------------------------------------------------------------------ XIV THE GROUP PRINCIPLE AT WORK -------------- OUR rate of progress, then, and the degree in which we actualize the perfect democracy, depend upon our understanding that man has the power of creating, and that he gets this power through his capacity to join with others to form a real whole, a living group. Let us see, therefore, what signs are visible to-day of the group principle at work. First, our whole idea of education is rapidly changing. The chief aim of education now is to fit the child into the life of the community; we do not think of his “individual” development except as contributing to that. Or it would be nearer the truth to say that we recognize that his individual development is essentially just that. The method of accomplishing this is chiefly through (1) the introduction of group class-room work in the place of individual recitations, (2) the addition of vocational subjects to the curriculum and the establishment of vocational schools, and (3) the organizing of vocational guidance departments and placement bureaus in connection with the public schools.