In the aftermath of the First World War, the Elmhirsts saw reforming education as a key to a more harmonious future – a view that that was widely shared. Their vision of an ideal education system was one that promoted learners’ freedom and holistic fulfilment, that was integrated with its rural surroundings and that extended from the cradle to the grave. This chapter looks at Dorothy and Leonard’s efforts to realise this vision, setting them within the context of the flourishing interwar progressive education movement and of wider efforts to promote rural reform, life-long learning and international harmony. Ideologically plastic, unfettered by economic necessity and well-connected, Dartington was the only progressive educational scheme begun in interwar Britain as part of a larger social experiment. It offers a singular demonstration of the cross-fertilisation of progressive education with other holistically-minded programmes that sought to re-think the laissez-faire liberal philosophy of the previous century.