MODERN life means democracy, democracy means freeing intelligence for independent effectiveness-the emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos. If external authority in action is given up, it must be because internal authority of truth, discovered and known to reason, is substituted.

How does the school stand with reference to this matter? Does the school as an accredited representative exhibit this trait of democracy as a spiritual force? Does it lead and direct the movement? Does it lag behind and work at cross-purpose? I find the fundamental need of the school today dependent upon its limited recognition of the principle of freedom of intelligence. This limitation appears to me to affect both of the elements of school life: teacher and pupil. As to both, the school has lagged behind the general contemporary social movement; and much that is unsatisfactory, much of conflict and of defect, comes from the discrepancy between the relatively undemocratic organization of the school, as it affects the mind of both teacher and pupil, and the growth and extension of the democratic principle in life beyond school doors. The effort of the last two-thirds of a century has been successful in building up the machinery of a democracy of mind. It has provided the ways and means for housing and equipping