But to call this liberal education requires both humor and imagination. Little attempt is made to get behind the language into literary appreciation, or back of the literature to the ways and values of ancient life and the wisdom of the ages, or to see the relation of such wisdom to the problems of living in the modern world. Traditional education has again become an artificial thing, aloof from reality, a higher knowledge set apart by itself. That is, if one may call it knowledge at all. Most college graduates after a few years do not remember enough Latin to enable them to translate their own diplomas, so badly are the classics taught, even as mere language drill. Much of the spirit of scholasticism, though little of its thoroughness and subtlety, persisted in the later Protestantism. Its influence necessarily tended to make this teaching of the humanities formal and innocuous. After the Renaissance, members of the nobility and gentry, and later an increasing number of the middle class, sought higher education for its refining influence, as an adornment rather than as a way of life. The result is a culture that is for the most part external to the sphere of our activities and interests, something borrowed, not won; seldom an expression or valuation or glorification of modern life. This also is a routine and a moulding to type. It is again a form of animal training. * * * * * The development of science in the nineteenth century led to a demand for the education requisite for modern life. The application of science to industry created a new environment. New knowledge was required and new mental habits must be formed if there was to be effective control. Natural science gave men a new intellectual discipline and a new world-view. With it came a new hope for the race. Mankind need only learn the laws of nature and obey them to become wise and happy and good. The new knowledge dispelled ignorance and superstition and set the mind free. There was much criticism of traditional education, and much faith in the liberalizing effects of scientific training as well as in its practical results. Today scientific research occupies a most important place in education. In many colleges and universities it has almost supplanted the classical studies. No modern person can be really educated without some training in scientific methods.