plications of the right kind of
simplicity must not be omitted from the educational idea of thrift. To
impart something of the spirit of restraint and generosity, and to
make the child feel what living simply, and with definite purpose, and
making means serve one's real ends in life imply, to teach the joys of
the higher uses of common things, is no mean achievement. But can we
indeed do these things which after all have their main virtue in being
general and social, and a part of a program? All we can say is that if
we are to have a better order, and if we think education has any place
in it, economy in its broadest sense, but economy also as applied to
the details of daily life must also have a place in it. It is both
fatuous and insincere to talk about good things to come, and not be
willing to pay the price in labor and in sacrifice necessary to obtain
them honestly. Especially when the price of these things is in itself
no demand for the sacrificing of any real good, but quite to the
contrary is a summons to a more joyous life, we should be glad to pay
it.

CHAPTER IX

NEW SOCIAL PROBLEMS

The social problems of education that have arisen because of our new
world relations and new internal conditions in our own country are of
course only special phases of social education as a whole, and social
education cannot indeed be separated sharply from other educational
questions. There are, however, new demands and new evidences, and new
points of view from which we see social education (or better,
education in its social aspects), in a somewhat new and different
light, as compared with our ideas of the school in the days before the
war. We have discussed some of these social problems. Now we must
consider them both in their general significance, and also in their
more specifically pedagogical aspects.

There appear to be two things that social education needs especially
to do now: create and sustain a firmer unity at home--a wider and
deeper loyalty on the part of the individual to all the causes and to
all the groups to which he is attached; and to make our
_world-consciousness_ a more productive state of mind. It is perhaps
because such educational proposals as these are generally left in the
form of ideals and things hoped for in a distant future, and are not
examined to see whether they may be made definite programs, and are
legitimate demands to be made now, that we are likely to regard all
suggestions