education is
that _the child should understand and appreciate the meaning and worth
of all human life_. This requires that education should so be
conducted that the child may learn to see--rather to feel and
appreciate--the inner rather than the merely external nature of all
life that is presented to him, and in which he participates. Not
language, but thought; not history, but experience, is his field.
Justice depends wholly upon an ability to come upon reality in the
realm of human nature. This implies not only intellectual penetration,
but a form of sympathy which consists of putting oneself as completely
as possible into the life of that which is studied.

All this means, it is plain, a power in the educational process, a
spirit and a mood in all education which we have not yet in any very
large measure attained. What is required is indeed that children
should live more intimately with reality, so to speak, and that we
should not be satisfied when they have merely learned about it. We
shall not be content, however, with an educational process which, in
fulfilling these requirements for more life, becomes merely _active_.
Life must also be dramatic and intense and abundant. All the mental
processes--the feelings, the intellectual functions and not the will
alone must participate in this active life.

We shall soon see, no doubt, and in fact we are beginning already to
see a renewed interest in all the arguments for and against a
humanistic as opposed to a scientific culture and curriculum for our
schools. It is the humanistic side from which, it is likely, we shall
now hear the most pleas, for the war has ended, they say, in victory
for humanity and for humanism--hence for the humanities. It is the
Christian and the Graeco-Roman civilization that has prevailed.
Victorious France, whose culture is founded upon that of the Greek and
the Roman, has vindicated the supreme value of that culture. On the
other hand we hear that our present age has become an age of science.
If science has been a factor in causing the war, science has also won
it. If industrialism involved the world in disaster, the world will be
saved by more and better work, more practical living, wider
organization for the production of goods and of wealth. Therefore our
curriculum must become more practical. We must have more of business
and industry, more vocational training, more training that sharpens
the intelligence.

There is a truth which cann