reached a stage
in his development beyond which he cannot develop himself except by
leading a life of love, because the path of self-realisation has led
him into the sunshine of love, and if he will not henceforth walk in
that sunshine he will cease to follow his path. He has indeed long
walked in the foreglow of the sunshine of love. The dawn of the orb
of love is heralded by a gradual twilight, which lights the path of
self-realisation, even in its earlier stages. In Utopia the joy on
the faces of the children is the joy of goodwill not less than of
well-being. Or rather it is the joy of goodwill because it is the joy
of well-being, because well-being would not be well-being if it did
not ceaselessly generate goodwill.

That love is "the fulfilling of the law," and therefore the keystone
of every sound system of ethics, is a truth on which I need scarcely
insist. The final proof that the ethics of self-realisation are
sound to the core lies in the fact that the path of self-realisation,
besides emancipating from egoism and sensuality, leads all who walk
in it, first into the foreglow and then into the sunshine of love.
But it is with the social rather than the ethical aspect of
self-realisation that I am now concerned. And the social aspect of
the fact which has just been stated is obviously of vital importance.
Love, which is commensurate with life, has innumerable phases. One of
these is what I have called the communal instinct,--the sense of
belonging to a community, of being a vital part of it, of sharing
in its life, of being what one is (in part at least) because one
shares in its life. If Socialism is to realise its noble dream, this
instinct, strongly developed and directed towards the well-being of
the whole social order, must become part of the normal equipment of
every citizen. And if this is to come to pass, self-realisation must
be made the basis of education in all our schools. What it has done
for the children of Utopia, in the way of developing their communal
instinct and making their school an ideal community, it is capable of
doing for every school in England,--I might almost say for every
school on the face of the earth.

There are faddists who advocate the teaching of _patriotism_ in our
elementary schools. There are Local Education Committees which insist
on _citizenship_ being taught in the schools under their control. By
teaching patriotism, and citizenship is meant treating them as
"subjects