onsciousness, the interests
and purposes expressed in the child's social environment, present the
experience of the adult world dramatically and intensively, exerting
as we might say, a creative power upon the mind. That indeed is
precisely what the higher teaching, whether in the form of art, or in
the form of vivid experience, conveyed though the practical life does
everywhere in education.

We do not yet know what history, taught thus dramatically and
intimately, under the stimulus of the greatest events of all time
might do for the mind of the child or for all the future of the world.
We have never had the most favorable conditions for the teaching of
universal history. We have been obliged to create interest. History
has been taught externally, from the standpoint of a far-away
observer. Now history may and must be taught more as it is lived. The
world has become more real to every one; this sense of reality of a
world of historical entities must be made to persist. We must not go
back to our unreal and intellectualized history. The spirit of the
nations must be made to live again, so to speak, in the minds of the
coming generation. What each nation stands for, its ethos, its
personality, must be made clear. Powers says that all governments and
all nations are _sincere_. It is the soul of nations, then, their own
realization of themselves that must be made the real object of
history. We must go back of the individual and the event at least, to
the desires that have made history what it is; we must see why events
have taken place, and while sacrificing nothing of our own principles
and standards, understand and feel what the principles and the nature
of these widely differing nations really are. For the actual teaching
of history, it is likely that the story, carried to its highest point
of art, will still be the chief method. But pictorial art must be
heavily drawn upon, and all the resources of symbolic art, as we pass
from the lower to the higher stages in education, or, we had perhaps
better say, as we try more and more to convey moods and the spirit of
nations and epochs and to appeal to the deep motives in the
subconscious life of the individual. Plainly there is much work to do
in the investigation and the teaching of history for every grade and
department of the educational system, from the government and the
higher universities to the teacher of the young child. It is an age of
history, a day in which all