ot be overlooked in the claim of the
humanists, but the acceptance of it as it stands as a philosophy of
education is not without its serious dangers. What we may well
apprehend is a reactionary philosophy of education, and of all
culture. We begin to hear very strong pleas, for example, for a school
in which language, literature, and perhaps history become the center.
West[1] asks for a wider recognition of the humanities after the war.
Moore[2] says that the war is a victory of the civilization finally
established by the Romans on the basis of law, over the barbaric ideas
of power. Seeing this he is led to plead for a closer union now
between Latin and modern studies, binding civilization of to-day with
the thought and feeling of old Rome. Butler[3] says that we are surely
coming back to the classical languages and literature.

Such conclusions as these raise many questions and perhaps doubts and
apprehension. The ideal they express of penetrating the heart of
civilization and experiencing in the educational process the inner
life rather than the outer form of life, must indeed appeal to all,
and we should all as humanists agree that this ideal expresses what
humanism means and is the center of a true philosophy of
education--but whether this ideal can be realized by any school that
clings to the old classical learning, even in spirit, is quite another
matter. To-day, if ever, we need to go forward in education. Our
spirit must be that of the searcher for new truth, and for a better
life. The old will not satisfy us either as a model and ideal or as a
method. No already accumulated culture material will be adequate for
our new school.

_Our schools of to-morrow, we should conclude, must still be inspired
by the scientific spirit, but what we need is science humanised, and
science in the service of moral principles._ One may well ask whether
it is not now the most opportune time to leave our classical learning
behind, and try to find a more adequate culture in which to convey the
spirit of our new humanism. If we have won a victory for humanity, as
we think, and have kept alive the Christian spirit by means of a
meager culture, we need not still cling to that culture if we can find
something better. Even if modern Germany has misused science and
brought it to reproach, we need not be prejudiced against science. We
need more science but we need to bring science into closer relation to
the whole of human life. We need