erience can
never be gained by making the educational institutions merely
democratic, and especially social experience cannot be gained in a
school in which all situations are studiously avoided in which really
significant social relations are likely to be experienced. We gain no
social experience in the naive and the highly special activities of
the school which for the most part is arranged in such a way as to
exclude organized social relations. This is a process in which such
leveling as there is tends to be downward, whereas what we need is for
all the truly aristocratic elements in our national life to have an
opportunity to propagate themselves and to extend to the many. Leaving
aside the need of a differently organized social life in the school,
we might say that there is hardly a greater need in democratic
countries now than that of recruiting the rank and file of teachers
from a socially superior class. These socially favored individuals
have given themselves loyally to the service of country in a time of
war, for two if no more of their deepest motives have been appealed
to--the dramatic interest and the spirit of _noblesse oblige_. There
are duties in times of peace which are quite as important, but which
as yet appeal to no strong motive, and have not even been presented in
the form of obligation. Once these common tasks were made to appear a
part of the fulfillment of duty to country, the way to finding deep
satisfaction in them might be opened. Social and dramatic elements
would be introduced as a matter of course.

Another need throughout our whole effort to educate all in and for a
life of work, one which has appealed to many writers in recent years,
is the need of making all the experience of work more creative or more
free and animated or joyous in mood. _This means, again, that in all
industrial education the mood must be social and the form aesthetic or
dramatic._ Social values must be felt through social activity, and the
sense of worth in labor and of value of the product which is felt in
the social mood must be enhanced by the dramatic form of the activity
and the artistic quality of the product. This is also the condition
for creative activity. Some writers apparently now see in this need of
making the activity of all those who work more creative, more free and
more joyous the crucial problem of education and of social adjustment.
This is Russell's constant theme. Helen Marot in "Creative Industr