The problem of humanism is aged and still controversial one. This thesis is to clarify what humanism means and how it should be related to education. Though humanism has had a long and notable career, with roots reaching far back into the past, so-called Renaissance humanism was first and foremost a revolt against the other-worldliness of mediaeval christianity, to make the best of life in this world. There is no doubt that contemporary humanism includes the most enduring values of Renaissance humanism. "Humanitas" was pursued by the latter as its contents and ends. But it is to be understood that contemporary humanism in the broadest sense, is not only an offspring of Renaissance humanism, followed by "Neuhumanismus" in "Sturm und Drang" which may be denoted by the word: "Ein jeder sei ein Grieche." - aber "auf seine Art.", but includes so-called humanitarianism and pragmatism and the like (naturalistic, sci-entific, democratic, or Marxist humanism, etc.) Generally speaking, all kinds of humanism have constituted a certain revolt against whatever stand in the way of freeing and developing humanity. Yet through the history of humanism some religious roots nof it shouldn not be overlook ed and moreover, even religious, e.g. Christian humanism has been claimed to exist. The thesis insists that education of to-day should depend on the basis of sound humanism. The thesis also insists that the individualistic and aristocratic features of both Renaissance humanism and Neuhumanismus on the one hand and those of social, humanitarian and democratic humanism on the other, should be indispensable foundations for new education, bewaring of the philistinised formation of democratic education. The thesis insistsagain th at the ideal of the well-rounded personality and the stress on every man's enjoying whole-heartedly his national and international life, should be aimed by new education all the time, under the condition of social reform in every aspect.