A very large part in the work of social education is played by methods of education that we may call aesthetic. This must mean not only the inclusion of the methods of art in presenting facts, but we must bring to bear all kinds of aesthetic influences upon the social life. Social life in which there is introduced the dramatic moment is one of the main objectives of all education. It is in the recreational life that some of the best conditions for the realization of social moods in dramatic or aesthetic form are obtained. In the recreational experience the social states must be made productive of social harmony, as they themselves tend to be. In these experiences the conflicting motives of the individual and society, and of individual with individual, and the opposing desires of the individual are harmonized by means of ideal experiences in which the desires are exploited. Since we here touch upon the whole theory of the aesthetic in its practical application, we cannot be very explicit and clear, but the main service of the aesthetic social life experienced typically in the form of recreational activities, ought to be plain. Recreation is a means of giving the common experience so much needed in democratic countries like our own--common feelings, common activities and interests. This store of common life, containing exalted social feelings, expressed in play and art--languages which all nationalities can understand--must constantly be increased. All institutions that control the leisure hours of the people must be made educational as means of raising the social life to a higher level and making it more harmonious and productive of common interests. It is indeed one of the functions of the recreational activities and institutions to create and sustain public morale. In the recreational experiences under control of the school we have the opportunity to educate the deepest and most powerful of motives. Play and art we should suppose, therefore, ought to have a greater part and more serious recognition in the school. We cannot of course accomplish much merely by crowding more arts and plays and games into the curriculum. It is something larger and more transforming that is wanted. We need to make the school take a greater place in the life of the child; it must reach a deeper level of human nature, in which the motives of play and art lie, and there must be a broader exposure of all young life to those influences of the social life everywhere which contain our highest social ideals. The place of art and to some extent of play as the methods and the spirit of the school is to convey persuasively to the child this larger and better life in which we expect him to take part.