ative? It
is the desire to accomplish ends through social organization, rather
than the desire to possess and enjoy, that must be made to dominate
it. To effect such changes in the social life must be in great part
the work of education.

Social education in our present time and conditions might very well be
considered in terms of the antinomies which exist in society. These
antinomies represent the obstacles to national unity. They stand for
inhibitions which are expressed in feelings that are wholly
unproductive. Each one of them is a measure of so much waste, so much
failure and lack of momentum, so much disorder and disorganization. A
program of social education, we say, might be based upon a
consideration of these antinomies. It would consider mainly how the
waste and obstruction of these conflicting purposes of the social life
might be overcome by giving desires more harmonious and more positive
direction. A complete account of social education from this standpoint
would need to take notice of many disharmonies now very evident in our
life as a nation. Among them would be found sectional antagonisms,
party opposition, frictions of social classes and industrial classes,
religious differences, disharmony between the sexes, racial
antipathies. Some of these we have already touched upon briefly. Some
others seem to require further mention in the present connection.

The lack of understanding and sympathy between lower and upper classes
in society plays a larger part in democratic America than we are
usually inclined to admit. There are divided interests, divergent
mores, lack of unity and cooerdination in some of the most urgent
duties because of the antagonism of classes and the lack of
understanding, on the part of one, of the ways of another. Especially
in civic life the unproductiveness of the situation is very apparent.
What money and advantage on one side combined with willing hands on
the other might do is left undone.

In part this antagonism of classes is merely the result of difference
in manners. There are manners and forms that constitute a common bond
among the members of a class everywhere. Ought we not to take
advantage of this example and use the suggestion it offers for
bridging over the differences that we complain of? We have seen during
the war, also, how well common tasks can unite all classes. Does not
our educational institution afford us opportunity to continue this
advantage, and make comm