democratic spirit becomes an urgent need. Industry acquires new meanings; we must take up again all the theory of industrial education, for we have seen of late that industry contains possibilities of evil we did not before understand. Social problems arise in changed forms. The new world-idea or world-consciousness becomes an educational problem of the social life. Class difference can never again be ignored as it has been in the past in the schools. Moral, religious and aesthetic education seems to have a different place in the school, just to the extent that all life has become more serious on account of the war. These demands made upon the deepest elements of the psychic life suggest the need once more of a new philosophy of education, or, at the least, a greatly increased recognition and application of the philosophy we already have. Before the war there was a sense of security and the feeling that our education was adequate to meet all demands. We were proud of our educational system. Our democratic ideals, people said, were safe in the hands of the public school. Industrial education was meeting fairly well the needs of the industrial life. There were no very pressing class problems. The troubles of capital and labor, although always threatening, seemed to demand no educational interference. The religious problem was temporarily not acute. Aesthetic forms had been attended to in the curriculum sufficiently to meet the demands of the day. Hygiene and physical education and individual attention seemed to be making rapid advances. All of these had been influenced by the scientific methods of treating educational questions. On the whole we seemed to have a good school. But now the question must be asked whether this school of yesterday will be adequate to meet the needs of to-morrow; whether new conditions do not call for new thought, new philosophy, new schools. These things of course cannot be had for the asking. We cannot give orders to genius to produce them for us. But a generation that does not hope for them, we might suspect of not having realized what the war has cost. For so great a price paid have we not a right to expect much in return, especially if we are willing to regard the war as a lesson rather than as a debt to us, and bend all our energies to make it count for a better civilization?