east disturbed, conditions in
the industrial and in all the social life, and these conditions cannot
fail to have some effect upon the school. The school must adjust
itself to them, and it must surely take into account new needs that
have arisen. Patriotism may need to be taught now, or taught in a
different manner. There is a problem of war and peace, the question of
what ideals of national life we are to convey. Internationalism
demands some recognition on the part of the school. It seems probable,
therefore, and even necessary that a new interest in the function of
education will be felt and must be aroused. Must we not indeed now
examine once more all the foundations upon which our ideas about
education rest? Certainly there will never be a more favorable time,
or more reasons for such a task.

It is the impending internationalism, or the idea of internationalism
now so vividly put before us all, that most incites new thought about
education, and about all the means of controlling the ideas and
feelings of the people. We hear much about _re_construction and
_re_adjustment, and these terms obviously imply the old ways and the
old institutions. But internationalism is something new, having many
possibilities; it means new relations among peoples; it opens up new
practical fields and new phases of sociology and economics. It is
because of this new phase of the social life and social consciousness
of man, we might suppose, that education is most likely to be affected
in its foundations, so that no mere readjustment will be enough. A new
politics and a new science of nations appear, and we cannot fail to
see that there is at the present time something decidedly lacking in
education; that there is a larger life perhaps for which our present
ways of educating children would not sufficiently prepare, and that to
prepare for this larger life something more would be needed than an
added subject in the curriculum. This is because internationalism is
not simply more of something we have already; it is a turn in the
road, and a turn which, it can hardly be denied, will finally affect
all institutions. If internationalism has come to stay, it will need,
and it must have, powerful support from all educational forces. It
will need something more than support; education must produce creative
habits of mind, which shall make and nourish new relations in the
world, and it must make people intelligent, so that they can
understand what