ks a great pedagogical advantage in
all the internal work of education.

The work of the intellectual leaders of a people is to uncover this
kernel of sincere belief and worth, and strip nationalism at the same
time of its encrustations of vanity and deception. There are, we may
suppose, at the bottom of every nation's consciousness such sincere
principles which are entitled to a fair field in the competition of
the civilizations and the cultures of the world. We may be sure that
there is Americanism that needs to be taught both for the sake of the
world and for our own sake; something which constitutes our best
contribution to an experimental world in which the over-emphasis of
all sincere principles can ultimately do no harm. Americanism, with
all the errors it may contain, and all the limitations it may have as
a universal principle is better for us and for all, we may believe,
than any dispassionate and well considered intellectualism, or a
cosmopolitanism that is based upon a fear of provincialism. Let us be
prepared, therefore, to go forth not to conquer but to participate in
the life of the world.

As regards materials by means of which we are to teach a patriotism
that shall be a strong devotion to the mores of the nation, there
appear to be three important elements. We have, first, a literature
which contains in part at least the spirit of our national life,
although it does so _only_ in part. Secondly, we have a beginning at
least of an interpretation of American life through an American
history that is to be something more than a history of political
events, and shall be a true history of the American people. This
history must include the history of our ideas and our ideals, our
literature, institutions, art, and be indeed a true social history.
This history must be the main source book for teaching what our
country has meant to those who have lived in it, and what these people
have really been and done. This is national character study. Character
study, a truly psychological and interpretative history, should teach
us what we are likely to do and what we ought to do in all typical
situations with which we are likely to be confronted. How far we are
as yet from such a general knowledge in regard to ourselves needs
hardly to be suggested. The third element in this aspect of the
teaching of patriotism is something more tangible and more immediately
practical. Our ideals have to some extent at least been cryst