Especially is this the case when we consider the business of education from the point of view of social efficiency. For the prerequisite of social efficiency is social vision, social passion; and this is supremely a matter of contagion. For this reason, the true type of teacher will be devoid of the pontifical, _ex-cathedra_ temper and will rather seek out a relation of comradeship with his pupils. The form of a democratic education will be essentially co-operative; and its spirit will be that of fellowship. This brings us to the second outstanding point of our discussion, namely, the question of “atmosphere.” Upon this subject there is little more to be said than what is contained in Professor Dewey’s dictum that the school should so far as possible be a miniature of the society we desire to create. The creation of “atmosphere” is of course specifically the task of the faculty; and the eagerness and the enthusiasm of their participation in the more informal amenities of school life is an important factor in the process. But most of all is a genuine social passion in themselves the surest guarantee that they will help in the making of socially creative and effective persons. Much is being said at the present time concerning the introduction of military training into schools. It is worth notice in passing that Mr. Fisher, the British Minister of Education, recently informed a deputation of miners that the government had canvassed the question and had decided that the innovation had neither educational nor military value and would not be adopted. It is no doubt true that military training would have a beneficial effect upon the physique of the boys; but, quite apart from its dubious value for education and any subsequent purpose, it must be observed that the genius of the military business is intrinsically hostile to the development of the democratic ideals. For the military organisation is a regimentation of men for power; it entails the mechanisation of the human material and imposes a discipline of uniformity upon those who are subject to it. Democratic education has to do with life, and its genius moves in the direction of the largest possible spontaneity and variation in the individuals with whom it has to do. Moreover, military discipline introduces the authoritarian temper into the atmosphere; and this is a temper altogether at variance with the spirit of frank comradeship in which a democratic education should be pursued. What advantages may accrue to the future in the shape of improved physical health and strength in the community is more than counter-balanced by the injection of an undemocratic virus into the minds of those who are called to sustain the democracy of the future.