er
social idea work together.

Practically, we should say, the problem of education of the sexes with
reference to one another and to a wider social life consists first of
all in actually educating them together not merely in juxtaposition
but in relations of a practical character. The relations of the sexes
have evidently been mainly domestic and emotional, or in cases where
they are practical the position of women has been little better than
servitude. Of social cooerdination there has been little. _Education of
the sexes through situations in which the special abilities of each
sex are brought into action_, doing for the wider social life what the
natural and instinctive differentiation of activities has accomplished
in its way for the domestic life seems to be the main principle now to
be employed in the education of the sexes. Women must be made to see
that the ideal of independence which is uppermost at the present time
is only the mark of a transitional stage, and that cooerdination in
which of course competition of various kinds cannot be entirely
eliminated will be the final adjustment. We should have no fear of
placing the sexes, in their educational situations, in positions where
competition is necessary, since through competition fundamental
desires may be brought to the surface and regulated. Provided we admit
at all that a new social adjustment is needed between the sexes, we
can hardly fail to see that it is primarily in a practical life lived
together that both education for the new order will best be conducted
and the new order itself realized.

The details of method of what we have called social education for
democracy we can only suggest here and of course in a very imperfect
and tentative way. All aspects of education and every department of
the school are involved; and every available method employed in
education must in some way be turned to the purpose of developing
social relations. In a very general way we think of these specific
processes of the school as methods of learning, methods of art, and
methods of activity, although of course in reality there can be no
such sharp separation of them as this might imply.

There must be some place in the school now for a subject which in a
general way might be designated as social history. We must teach the
whole story of the social life of our country in such a way as to
reveal the motives of classes, parties, sections, and of all
organizations, inst