n time the world will
perhaps not be satisfied with seeing and recognizing justice, and
ensuring it in great crises; it will make justice as a matter of
course.

This idea of justice seems, on the whole, to be the best basis for the
teaching now of international morality. The teaching of pacifism,
enlarging upon the biological waste of war, trying to present the
realism of war in its worst light in order to overcome the warlike
spirit and to assist the doctrines of internationalism to take effect
upon the mind seems to be the wrong way of teaching peace. We seem to
be obligated to teach war as it is. We cannot conceal its heroic side
for fear of perpetuating war, and we must not conceal the brutality of
war for fear of destroying morale and the fighting spirit. And it is
to be much doubted whether it is _ever_ necessary to teach history
unfairly and one-sidedly in times either of war or of peace. We depend
upon larger effects and deeper judgments than can be produced by
selecting and distorting the facts. Nothing is meaner in national life
than dishonest history.

Education in the ideal of peace, which we may hope to be the state of
the world in the future, will be an adjustment of the mind to new and
practical modes of life rather than the establishing of a principle.
The educated attitude of mind which will best safeguard the peace of
the world must include an intelligent knowledge of all the agencies
proposed to aid in establishing this state of harmony toward which we
look forward. We must all know about arbitration, leagues of nations,
courts of honor, understand diplomacy better and the arguments for
disarmament, understand the economic and the industrial situation, the
possibilities of cooeperation, reduction of the rights and privileges
of classes, democratic movements. The inculcation of such knowledge is
an education for peace. There is little that is abstruse in any of
these ideas, and the very young child is not too young to know
something of these wider aspects of the social life. All these may be
presented in a concrete form as a part of the work of conveying a
knowledge of current history.

We may think of various cures for war, and various efforts that might
be made educationally to prevent war. Peace might effectually be
cultivated by an educational propaganda. But after all it is not such
cures of war as this that we are most concerned about in the work of
education. We might even tend to establish