is demanded of any school that hopes to play a large
part in the affairs of the world that, in a broad sense, its whole
spirit be _religious_. The school must be deeply touched by the sense
of a spiritual world. The history of the world must be felt to be
real--that is, as an unfoldment of purpose in the world. The values
and the meaning of everything are to be appreciated and understood,
according to this view, through a process of enrichment of the mind
under the influence of the highest social ideals expressed in the most
persuasive forms. Education thus centers in the work of developing the
power to appreciate values in all experience. Anything, too, that
sustains optimistic moods helps to create the philosophical spirit,
and one function of this philosophic spirit is to forestall the
cynical moods and the narrow and prejudiced ways of thinking which are
among the most dangerous tendencies of the times. The tendency to form
judgments upon insufficient evidence and to act according to narrow
and one-sided principles is incompatible with the philosophic
attitude.

It is of course by no means the actual teaching of philosophy to every
one, or the spreading broadcast of any particular philosophical
principle that one would advocate as a preventive culture or to cure
existing evils. It is rather a mode of living and of thinking
throughout society and in all the educational process that is wanted.
What we need is a better quality of mental product, more capacity to
penetrate into the heart and substance of experience, greater
responsiveness to good influences, greater ability to judge values,
and a more plastic and more freely flowing mental life. These are of
course large demands and imply faith and an interest in a remote
future. _But a school which is religions through and through in its
attitude toward life and is deeply touched by the influence of art in
all its ways of dealing with the child will go a long way toward
fulfilling the requirements of an education in the spirit of
philosophy._

Such conclusions as these might at least serve, we should suppose, as
a working hypothesis, upon the basis of which we may consider in
detail a variety of questions of the day. New problems have arisen
before the eyes of the teacher, and indeed obtrude themselves upon all
who must take part in the practical life of others. Some of these
problems are due to changed external relations of countries to one
another. Some are probl