'I shall claim that the work in schools should be permeated by Science and by the scientific method and outlook, and it will be found that Science itself does not set all this store on efficiency. Efficiency, I believe, is entirely contained within the first, or quantitative law of Thermo-dynamics. But eutrophy based on the more elusive qualitative law is concerned with the quality which leads to the giving up of life to others. We must see to it that whatever the efficiency may be, the eutrophy of industry be high. 'The principle that the first product of industry must be the worker leads to great organic changes. It will lead to no less a thing than closing down certain productions, certain classes of occupations, certain industries or processes. It will lead to a modification in repetition work; and to adjustments in organisation. I hope to show the bearing of this on our educational methods, and how the ideals implied may bring some help in diagnosing Labour unrest. 'It will be seen that most of the changes needed to-day depend upon international agreements; and a league of nations is essential, not, I think, to end wars, but to make the change from competition to co-operation possible. 'We are concerned to-day with the part education must take in this change of ideals of life. It is not too much to say that without the influence of a reconstructed education the way to change in the ideals of men will be hard to find. The change has to be made from competitive methods and ideals to co-operative methods; from the spirit of dominance to creativeness; and the present system of aristocraticism in schools must give way to democratisation. 'Competition holds sway to-day in industrial life with disastrous results. Every employer of labour feels this, and wrestles, and would be glad of a change, but he is held in the grip of a system. Every one feels that competition destroys the creative, inventive life--and is the seat of unrest. And yet the spirit of competition holds sway, not in commerce only nor in diplomacy, but in the schools. Our public schools are professedly schools for training a dominant class; the aims, the educational methods, the school subjects and their relative values, the books read, the life led--are all based on this spirit. The methods are largely competitive, possessive. With, as I believe, tragic results in industrial life this same system, with the ideals behind it, has been unwittingly impressed on the working class in the elementary schools....