What was wanted then was a conception of education at once "liberal" and "modern," and such the writers found in "politics," using that word in its widest Platonic sense. The classical education set out to study the ancient world, and in the case of most of its pupils achieved little more than the dry elements of two dead languages. The study of the modern world has so far usually meant no more than the study of how to make a little money out of it; the trail of commercialism has been drawn over our Modern Sides. Why should not the modern world be studied in the same noble and disinterested spirit as that in which the best of the old teachers studied the world of Greece and Rome? It is surely worthy of such study. Only perhaps by such study in our schools can its wounds be healed. The central subject of a liberal education should be "To-day," the great difficulties amongst which we are all groping, the great problems awaiting solution, the great movements, capitalism and socialism, imperialism and internationalism, freedom and authority, that are battling for mastery or negotiating for a workable compromise. The value of the classics lies wholly in the contribution that classical art, philosophy, and history can make to the enrichment of our minds for the study of our own problems. The value of modern history lies in the inspiration of its great men, and the warning of its tragic experiences. The value of "Divinity" is only found when we face the fundamental question, Are we to apply Christianity in our political and economic relations to-day, or are we not? But over and above this reorientation of subjects already scheduled in the orthodox time-table, there is the new subject within which all these (except Divinity, which is fundamental) must be regarded as merely contributory, and that subject is "politics," the treatment, elementary yet thorough, vigorous yet many sided, of the great questions of the day, with all the diverse lines of thought along which each can be approached. Here the fundamental "text-book" is the newspaper. Growing up in such a world as this of 1918, how can it be anything but sheer monasticism to divert the main part of a boy's intellectual energies away from this subject to anything else? Our educational "America is here or nowhere."