ions about the whole of human nature. They wish
to know what the original nature of man is, and what the limits of our
control over human nature are. Such books as Hocking's "Human Nature
and its Re-making" and Russell's "Principles of Social Reconstruction,"
which grapple with the basic problems of human life, are signs of the
times. No one can yet predict what the final result of the increased
intellectual ardor that has come out of the war will be, but it seems
certain that that striving of the mind which has made the literature of
the war so remarkable a page in the history of the human spirit will
continue, and in the field of education as elsewhere in the practical
life there will be new vitality and earnestness.

CHAPTER II

INTERNATIONALISM AND THE SCHOOL

If we take a serious and an optimistic view of education as a social
institution, and think of it at all as standing in functional
relationships with the social life as a whole, we must conclude that
internationalism as a new movement and idea, and the school as an
institution in which changes in the social order are reflected (but in
which also changes in the social order are created) are closely
related. Adjustment is a relatively easy matter; it is the conception
of the school as a creative factor that challenges our best efforts.
Let us think of the school as a workshop in which there must be
created the forces by which we must make a desired and an otherwise
unrealizable future come to pass and we have a new and inspiring view
of education. The school perhaps must do even more than educate the
forces; it must help even to create the vision itself by which the
future is to be directed. _The school becomes, so to speak, the
working hypothesis of civilisation._ In it the ideas and the desires
by which nations live must be made to take shape.

The idea of internationalism implies certain changes in the external
relations of nations which, whatever the form internationalism will
take on its political side, are not difficult to perceive. These in
turn imply internal changes. We might readily outline or
psychologically analyze what could be called the mood of
internationalism, in order to see its relations to education. It
contains a number of factors, more or less related to one another.
_First_, there is a recognition of a world of growing, living
historical entities which we call nations; and this recognition
implies new understanding and an enri