ratic countries like our
own--common feelings, common activities and interests. This store of
common life, containing exalted social feelings, expressed in play and
art--languages which all nationalities can understand--must constantly
be increased. All institutions that control the leisure hours of the
people must be made educational as means of raising the social life to
a higher level and making it more harmonious and productive of common
interests. It is indeed one of the functions of the recreational
activities and institutions to create and sustain public morale.

In the recreational experiences under control of the school we have
the opportunity to educate the deepest and most powerful of motives.
Play and art we should suppose, therefore, ought to have a greater
part and more serious recognition in the school. We cannot of course
accomplish much merely by crowding more arts and plays and games into
the curriculum. It is something larger and more transforming that is
wanted. We need to make the school take a greater place in the life of
the child; it must reach a deeper level of human nature, in which the
motives of play and art lie, and there must be a broader exposure of
all young life to those influences of the social life everywhere which
contain our highest social ideals. The place of art and to some extent
of play as the methods and the spirit of the school is to convey
persuasively to the child this larger and better life in which we
expect him to take part.

Neither erudition nor art nor both together can, of course, fulfill
all the requirements for a social education suited to our present
needs. It is presumably in the social life itself, in the form of a
practical activity, that social education will in great part be
gained. This educational social life, which is also practical, will,
however, be one in which every opportunity is taken to show the social
life in its historical perspective, and to make clear its purposes
and meaning; and in which sympathetic moods and intense social states
are realized by conducting this social life, so far as possible, so
that it will be subjected to the influences of what we may call in a
broad way _art_.

CHAPTER X

RELIGION AND EDUCATION AFTER THE WAR

The war, which has left no field of human interest untouched, has
raised many questions about religion that must be dealt with in new
ways--about its validity, its power, its future. The impression the
w