Then in Europe, we have had educational attention concentrated upon a few privileged groups, giving them a carefully planned cultural training but teaching only the necessary rudiments of learning to the masses. This produced periodically such important epochs of cultural expression as the Elizabethan period, the Renaissance, the poets and writers of the Victorian era and the poets and musicians of Germany, as well as the clusters of artists whose memory is perpetuated in the Italian School, the Dutch and the Spanish groups.

Finally, in the newer countries of the world, such as the United States, Australia and Canada, mass education was instituted and was largely copied throughout the entire civilized world. The general level of cultural attainment became much lower; the level of mass information and competency considerably higher. The question now arises: What will be the next evolutionary development in the educational world? What will happen after this complete world breakdown and the recognized failure of the educational systems to avert it?

We need also to do two things: We must place the emphasis educationally upon those who are under sixteen years of age, and the younger the better and, secondly, we must begin with what we have, even while recognizing the limitations of the present systems. We must strengthen those aspects which are good and desirable; we must eliminate those which have proved inadequate in fitting men to cope with their environment; we must develop the new attitudes and techniques which will fit a child for complete living and so make him truly human - a creative, constructive member of the human family. The very best of all that is past must be preserved but should only be regarded as the foundation for a better system and a wiser approach to the goal of world citizenship.

It might be of value at this point to define what education can be, if it is impulsed by true vision and made responsive to sensed world need and to the demands of the times.