desires of the individual, and in which the interests of the world as a whole are involved. Industry that has thus a purpose, and that is imbued with a spirit of freedom takes its place among the psychic forces and becomes a part of the mechanism of mental evolution. It is this idealism of industry, toward the production of which we must turn every educational resource, that must offset its materialism. This is, in part, the work of the aesthetic experiences, the dramatic presentation of the day's work to the child; but art can of course work only upon the soil of experience; the child must see the world teeming with human activity, but he must observe it in a detached way, rather than as a participant in its realism and its dull and its unwholesome moods. Then we shall have a content upon which the aesthetic motives can work. In this idealized industrial experience, we try to make visible the real motives which in the future must dominate the world's work. All this may seem too general and too ideal, but if we do not begin with broad plans, and if we do not take a far look ahead, we shall fail now at a vital point of the social development of man. The result at which we aim is _the socialisation of the motives of industry_. We make work voluntary by bringing into it persuasively and insidiously deep motives and interests which represent social purposes and ideals. Given these motives and the beginning of a change from the relatively more individualistic to the relatively more social spirit in industry, the actual means of cooeperation would not be far to seek. Work would become by its own inner development under such conditions, something different from an unwilling service of the individual, a compulsory service to family or state. Everything we can do to give to children and to all workers an intelligent appreciation of the social meaning and purpose of work is both industrial training and an education in basic social relations. This socialization of the moods of work and the founding of them upon the necessary experiences, is as important as anything education is at the present time called upon to do. Given this foundation, precisely the form industrial education, in the ordinary sense, shall take, seems to be of secondary importance.