The history of modern times from the point of view of political science is the history of the growth of democracy; from the point of view of social psychology it is the history of the growth of the social consciousness. These two are one. But the mere consciousness of the social bond is not enough. Frenssen said of Jörn Uhl, “He became conscious of his soul, but it was empty and he had now to furnish it.” We have become conscious of a social soul, we have now to give it content. It is a long way from the maxim, “Religion is an affair between man and his Maker,” to the cry of Mazzini, “Italy is itself a religion,” but we surely today have come to see in the social bond and the Creative Will, a compelling power, a depth and force, as great as that of any religion we have ever known. We are ready for a new revelation of God. It is not coming through any single man, but through the men and men who are banding together with one purpose, in one consecrated service, for a great fulfilment. Many of us have felt bewildered in a confused and chaotic world. We need to focus both our aspirations and our energy; we need to make these effective and at the same time to multiply them by their continuous use. This book is a plea for the more abundant life: for the fullness of life and the growing life. It is a plea against everything static, against the idea that there need be any passive material within the social bond. It is a plea for a splendid progress dependent upon every splendid one of us. We need a new faith in humanity, not a sentimental faith or a theological tenet or a philosophical conception, but an active faith in that creative power of men which shall shape government and industry, which shall give form equally to our daily life with our neighbor and to a world league.
Appendix
The Training for the New Democracy
The training for the new democracy must be from the cradle—through nursery, school and play, and on and on through every activity of our life. Citizenship is not to be learned in good government classes or current events courses or lessons in civics. It is to be acquired only through those modes of living and acting which shall teach us how to grow the social consciousness. This should be the object of all day school education, of all night school education, of all our supervised recreation, of all our family life, of our club life, of our civic life.
When we change our ideas of the relation of the individual to society, our whole system of education changes. What we want to teach is interdependence, that efficiency waits on discipline, that discipline is obedience to the whole of which I am a part. Discipline has been a word long connected with school life—when we know how to teach social discipline, then we shall know how to “teach school.”
The object of education is to fit children into the life of the community.146 Every cooperative method conceivable, therefore, must be used in our schools for this end. It is at school that children should begin to learn group initiative, group responsibility—in other words social functioning. The group process must be learnt by practice. We should therefore teach subjects which require a working together, we should have group recitations, group investigations, and a gradual plan of self-government. Every child must be shown his place in the life that builds and his relation to all others who are building. All the little daily and hourly experiences of his interrelations must be constantly interpreted to him. Individual competition must, of course, disappear. All must see that the test of success is ability to work with others, not to surpass others.
Group work is, indeed, being introduced into our more progressive schools. Manual training, especially when the object made is large enough to require the work of two or more, cooking classes, school papers, printing classes etc., give opportunity for organization into groups with the essential advantage of the group: coordinated effort.
Moreover, we should have, and are beginning to have, group recitations. A recitation should not be to test the pupil but to create something. Every pupil should be made to feel that his point of view is slightly different from anyone’s else, and that, therefore, he has something to contribute. He is not to “recite” something which the teacher knows already; he is to contribute not only to the ideas of his fellow-pupils but also to those of his teacher. And this is not impossible even for the youngest. Once when I was in Paris I made the acquaintance of little Michael, a charming English boy of five, who upon being taken to the Louvre by his mother and asked what he thought of the Mona Lisa, replied, with a most pathetic expression, “I don’t think she looks as if she liked little boys.” That was certainly a contribution to Mona Lisa criticism.
But after the child has been taught in his group recitation to contribute his own point of view, he must immediately be shown that he cannot over-insist upon it; he must be taught that it is only a part of the truth, that he should be eager for all the other points of view, that all together they can find a point of view which no one could work out alone. In other words we can teach collective thinking through group recitations.
A group recitation may give each
