This paper presents and discusses a model of a comprehensive educational system committed to humane education. The value of a school experience is determined by the quality of the living experience that occurs in the school. This experience generally does not include at present a systematic realization of humane potential on the elementary level. The following schematic expression of a comprehensive educational system committed to a humane education provides one viable educational alternative to present systems. It is intended for consideration by elementary-school personnel committed to helping pupils know people as opposed to teaching them to know about people. The system is divided into the following five phases: (1) goals which might include development of a healthy self-concept, assuming responsibility for one's own actions, accepting self and others, and taking advantage of educational experiences; (2) theoretical base which encompasses social interaction, curricular development, community and parent involvement, and student and teacher personal growth; (3) objectives which should be decided on by the school staff and by parent and community committees; (4) instructional program which can best be devised by the school staff; and (5) evaluative design which will include input from teachers, children, administrators, and parents. References are included. (Author/DB)