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 cannot 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.