All those disharmonies in our industrial countries such as the prevalent discord between working and capitalistic classes seem, we have said, to be social rather than economic in nature. Social education, then, is the main cure for them, if we wish to attack them at their root. The motives of pride and the sense of inferiority have to be dealt with in a practical manner. We sometimes quite overlook the importance of habitual moods or states of feeling in society and in the school. These moods are powers which motivate conduct. Any form of education in which the poorer and less favored are given an opportunity to acquire the experiences, and through these the moods, that especially distinguish the more favored class, strikes at the general disparity in society which takes form in such antagonisms as that between capital and labor. It is not difference in degree but difference in kind of experience that appears to separate the classes from one another. The difference seems to lie in those parts of life which are sometimes believed to be the unessentials and which indeed our whole educational policy assumes apparently to be trivial. _The fundamental differences between the poor and the rich, the favored and the common people, is in the sphere of the aesthetic._ Distinction of manner and an environment rich in aesthetic qualities are the main advantages of the few, as compared with the many. Social experience is what is most needed by the many, but of course this experience can never be gained by making the educational institutions merely democratic, and especially social experience cannot be gained in a school in which all situations are studiously avoided in which really significant social relations are likely to be experienced. We gain no social experience in the naive and the highly special activities of the school which for the most part is arranged in such a way as to exclude organized social relations. This is a process in which such leveling as there is tends to be downward, whereas what we need is for all the truly aristocratic elements in our national life to have an opportunity to propagate themselves and to extend to the many. Leaving aside the need of a differently organized social life in the school, we might say that there is hardly a greater need in democratic countries now than that of recruiting the rank and file of teachers from a socially superior class. These socially favored individuals have given themselves loyally to the service of country in a time of war, for two if no more of their deepest motives have been appealed to--the dramatic interest and the spirit of _noblesse oblige_. There are duties in times of peace which are quite as important, but which as yet appeal to no strong motive, and have not even been presented in the form of obligation. Once these common tasks were made to appear a part of the fulfillment of duty to country, the way to finding deep satisfaction in them might be opened.