the new and larger relations mean and what must be
accomplished by them.

A casual observation of the educational situation might indicate that
education is limited in two ways, so far as being a means of meeting
our present needs is concerned. _It is lacking in power_; it treats
children and youths still in a fragmentary way, and the process of
learning is somewhat detached from the totality of living. There is a
lack of richness of content, and a lack of responsiveness in the
school to the stirring life outside the school. If we may say that
history now turns a new page, and that society stands at a change of
tide, education is also in a peculiar and interesting position. The
school may, from now on, if our view of it be at all just, be expected
to do one of two things: it may settle down to a relatively successful
work, in a limited sphere of usefulness, training children well,
especially fitting them to enter into our present social order; or, on
the other hand, the school may now become a much greater power, and
may seize hold upon fundamental things in life and society under the
stimulus of new conditions--find a way to a deeper philosophy, a more
consistent theory, attain a more exalted mood and higher purpose, and
become a far more potent factor in civilization.

That education will remain unaffected in profound ways by the war, is
difficult to believe. One may very readily, as we say, see these
impending changes in too dramatic a way, and begin to talk about
profound upheavals and ideals that certainly will never be realized (and
we ought to guard against this easy idealizing, which leaves human
nature out of the reckoning); still we cannot but feel that in some way
a new dimension has been added to the social life as a result of the
war, and that education, in dealing with this greater society, must
itself be raised to a higher power. If we think, educationally speaking,
in terms of a world at all, rather than in terms of individuals, or
communities, families and nations, we are quickly impressed by the sense
of living in a new order of educational problems, and possessing, it may
be, a new variety of self-consciousness. Nations in this new view are
thought of as parts of a world, as having many external relations,
whereas formerly almost all education has had reference at the most to
the internal life of nations. Patriotism has been the expression of its
most distant horizon.

If we believe that anything