problem of all schools and places of education.

The aim of education, according to Comenius, is "to train generally
all who are born to all that is human." From that definition it
follows that the purpose of any school must be to bear its part in
developing to the utmost the powers of body, mind and spirit for the
common good. It must be to secure the application of the finest
attributes of the race to the work of developing citizenship, which is
the art of living together on the highest plane of human life.

Citizenship is, in reality, the focusing point of all human virtues
though it is often illuminated by the consciousness of a city not made
with hands. It represents in a practical form the spirit of courage,
unselfishness and sympathy consecrated to service in time of war and
peace. Generally speaking, in England and her Dominions, citizenship
is developed in harmony with an ideal of democracy.

"The progress of democracy is irresistible," says De Tocqueville,
"because it is the most uniform, the most ancient and the most
permanent tendency to be found in history."

But its right working is dependent entirely upon uplift not only of
mind but of spirit. The democratic community, above all other
communities, must have within itself schools which at one and the same
time impart information concerning the theory and methods of its
government and inspire consecration to social service rather than to
individual welfare, schools which reveal the transcendence of the
interests of the State as compared with the interests of any
individual or group of individuals within it. The democratic State has
been compared to "one huge Christian personality, one mighty growth or