rive to effect a satisfactory adjustment because
their thinking is centered upon the same objective. When thinking becomes
cosmopolitan, conduct becomes equally so. If this be conceded, then it is
quite within the range of possibilities to formulate a course of study for
all the schools of the world, if only we set up as goals the qualities
that will make for the well-being of people in all lands. True, the means
may differ in different lands, but, even so, the ends will remain
constant. A thousand people may set out from their homes with Rome as
their destination. They will use all means of travel and speak many
languages as they journey forward, but their destination continues
constant and they will use the best means at their command to attain the
common goal. Similarly, if we set up the quality of loyalty as one of our
educational goals, the means may differ but the goal does not change and,
therefore, the nations will be actuated by a common purpose in their
educational endeavors.

The one thing needful for the execution of this ambitious program of
securing concerted thinking is to have in our schools teachers who are
world-minded, who think in world units. Such teachers, and only such, can
plan for world education and world affairs, and bring their plans to a
successful issue. Some teachers seem able to think only of a schoolroom;
others of a building; others of a town or township; still others of a
state; some of a country; and fewer yet of the world as a single thing. A
person can be no larger than his unit of thinking. One who thinks in small
units convicts himself of provincialism and soon becomes intolerant. Such
a person arrogates to himself superiority and inclines to feel somewhat
contemptuous of people outside the narrow limits of his thinking. If he
thinks his restricted horizon bounds all that is worth knowing, he will
not exert himself to climb to a higher level in order that he may gain a
wider view. He is disdainful and intolerant of whatever lies beyond his
horizon, and his attitude, if not his words, repeats the question of the
culpable Cain, "Am I my brother's keeper?" He is encased in an armor that
is impervious to ordinary appeal. He is satisfied with himself and asks
merely to be let alone. He is quite content to be held fast bound in his
traditional moorings without any feeling of sympathy for the world as a
whole.

The reverse side of the picture reveals the teacher who is world-minded.
Suc