There appear to be two things that social education needs especially to do now: create and sustain a firmer unity at home--a wider and deeper loyalty on the part of the individual to all the causes and to all the groups to which he is attached; and to make our _world-consciousness_ a more productive state of mind. It is perhaps because such educational proposals as these are generally left in the form of ideals and things hoped for in a distant future, and are not examined to see whether they may be made definite programs, and are legitimate demands to be made now, that we are likely to regard all suggestions of this nature as impracticable. And yet the production of _morale_ at home and a social consciousness adequate for our new relations abroad seems to be a proper demand to make even upon the school. In part, of course, and perhaps largely, the need is first of all for practical relations, but we must consider educationally also the fundamental and creative factors of the psychic process itself which must in the end sustain the relations that we have established at such cost and shall now begin to elaborate as practical functions. The greatest work of social education to-day is to infuse into all the social relations a new and more ardent spirit. It is the elevation of the social moods to a more productive level, we might say, that is wanted. AEsthetic elements, imagination, and the harmonizing of individual and social motives are needed. War has shown us the possibilities of exalted social moods; what we ought to do now is to consider how we may make our morale of peace equal in efficiency and in power to our war morale. This is in great part a problem of social education.