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Rh individual freedom so that some measure of social order and concord may result, but of achieving individual freedom through developing individual convictions in accord with the universal law found in the organization of the state as objective Reason. While this philosophy is usually termed absolute or objective idealism, it might better be termed, for educational purposes at least, institutional idealism. (See ante, p. .) It idealized historical institutions by conceiving them as incarnations of an immanent absolute mind. There can be no doubt that this philosophy was a powerful influence in rescuing philosophy in the beginning of the nineteenth century from the isolated individualism into which it had fallen in France and England. It served also to make the organization of the state more constructively interested in matters of public concern. It left less to chance, less to mere individual logical conviction, less to the workings of private self-interest. It brought intelligence to bear upon the conduct of affairs; it accentuated the need of nationally organized education in the interests of the corporate state. It sanctioned and promoted freedom of inquiry in all technical details of natural and historical phenomena. But in all ultimate moral matters, it tended to reinstate the principle of authority. It made for efficiency of organization more than did any of the types of philosophy previously mentioned, but it made no provision for free experimental modification of this organization. Political democracy, with its belief in the right of individual desire and purpose to take part in re-adapting even the fundamental constitution of society, was foreign to it.

3. .—It is not necessary to consider in detail the educational counterparts of the various defects found in these various types of philosophy. It suffices to say that in general the school has been the institution which exhibited with greatest clearness the assumed antithesis between purely individualistic methods of learning and social