We are now faced with the problem of the complete renovation of our educational system. The failure of modern education is due partly to parents shirking their responsibili-ties and partly to the preeminence given by pedagogues to intellectual studies. Certainly this emphasis on intellectual culture is quite justified for we need all forms of knowledge. But we should further intellectual progress, not by overload-ing the school programs but by improving the techniques of teaching. On the other hand, the events of these last years have demonstrated the individual and social insufficiency of he young people turned out by our schools and universities. What is the use of developing science, letters, art and philos-ophy if society is disintegrating?

If our civilization is to survive, we must all be prepared to live, not according to ideologies, but according to the order of things. We therefore need to substitute integral education for the exclusively intellectual type on which we have hitherto concentrated. We need to actualize all the hereditary potentialities of the individual and to set the individual thus formed in the framework of cosmic and social reality.

But we possess no teachers of integral education. We must begin, therefore, by organizing schools for the training of such teachers; schools where the principles, rules and techunique of rational conduct would be taught. These schools would also serve as research centers for human typology, physiology, psychology and the elaboration of new methods of teaching.

These specially trained masters would have a double mission. Some would teach schoolmasters the ideas of integral education which they have hitherto lacked. Others would be responsible for giving pupils in schools and universities the physiological and spiritual training which has been totally neglected.

It is important to give neither spiritual nor physiological training the supremacy hitherto accorded to the intellectual, The task of the professor of integral education in every school will be to build up complete human beings. He will first have to discover the capabilities of the pupils by appropriate tests and classify them according to the data of biotypology; then he will have to develop in each one, as completely as the pupils' inherited predispositions permit, self-control and the other qualities we have mentioned. At the same time, he will keep in constant touch with doctors; with his colleagues in the physical, intellectual and artistic fields; with the priests responsible for religious education and with the parents. Thus he will be able to coordinate these very diverse influences with the aim of making each child a harmoniously balanced person. He will, in fact, be the real head of the school.

No one denies that we need great specialists, scientists, engineers, doctors, artists and economists. The aim of integral education is to prevent a man from becoming dehumanized even if he has to spend his life in a laboratory, a library, a factory, an office or a hospital