From this bias education must be delivered—at whatever cost; and a doctrine of social efficiency enunciated which will be comprehensive enough to satisfy the requirements of the single mind and the social whole at the same time. In point of fact, these requirements are virtually identical, for that which makes a full man makes also for a full fellowship. The individual is to find himself in precisely those things which enable him to contribute his due to society. We need, therefore, to enquire somewhat broadly into the nature of the things in which the individual shall render his due to the commonality. We shall then be in a position to state in general terms what we should look to the educational process to provide. Professor Dewey has laid down in this connection a principle of the utmost importance. He affirms that “we may produce in schools a projection in type of the society we should like to realise.”[57] If we are to train the young for social life, the proper method is to surround them in childhood, so far as that may be, with the conditions of the ideal social life toward which we look. The school should be the _societas perfecta_ in miniature. This naturally requires a very considerable departure in _tone_ from the conditions which still prevail. The pontifical and authoritarian tradition of the mediæval school is still with us; and an attention is devoted to problems of discipline and order which is disproportionate to the real business of preparing for life in a democratic commonwealth, and is to a great extent from an angle and in a spirit alien to the purpose in hand. A considerable breach in this system has already been made by the new emphasis upon the value of self-determination in education from the earliest stages; but the relaxation of the traditional canons of discipline does not carry us far enough. Self-determination must be recognised not only as an individual right but as a group responsibility; and the practice of popular self-government should begin in the schools. It is symptomatic of the present tendency among educators of a liberal and radical type that in the prospectus of a school soon to be established, it is laid down that the internal government “shall be increasingly democratic, scholars and teachers sharing both legislation and administration,” and that the external government shall be vested in a council, representing the trustees, the faculty and the scholars. This is a sane and fruitful method of initiating boys and girls into the larger responsibilities of social life. Already the plan has been adopted in some existing schools with a considerable measure of success; and if the school is to be the organ of a genuine training in social efficiency, we need a wide extension of this method. Footnote 57: _Democracy and Education_, p. 370. But beyond this discipline in self-government, the school has to undertake the fitting of the child for other kinds of social contribution.