e effected merely by spreading
abroad good will. A widespread education in the meaning of history
must first be made the foundation of international justice in the
minds of the people. Current history and future events seen in the
light of all history, of history as the science and story of all human
experience, become our chief intellectual interest to-day. The war has
taught us how little the people in the world know bout the world as a
whole. All history thus far has been _local_ history. Everywhere there
tends to be the prejudice in some degree that comes from the private
need of using history for political ends. Unless we can now put
history, real history, at the head of our sciences, the war will have
failed of a great result, whatever in particular, in a political way,
it may have accomplished.

With such an understanding of what is to be meant by history we say,
if that seems an adequate way of expressing it, that the teaching of
history becomes one of the fundamental problems of the educational
work of the day. It might be better to say that living in the
historical spirit is demanded as a way of salvation of the world.
However, adding geography and economics to history we have a content
that must somehow be taught in the schools. History, as the most
concrete science of the actual world in which we live, now seems to
have become a new center for the curriculum. Hitherto we have tended
to regard history too lightly, as the _story_ of the world; now there
must be a deeper view of it. We must have an understanding of the
motives and the desires of peoples; history must not only be broader
and more comprehensive but more penetrating and psychological. It is
the purposes of nations, working themselves out in their history, that
we must understand. There must no longer be great unknown places on
the earth. Germany, Russia, Japan must not continue to be mysteries.
National psychology must be made a part of historical interpretation.
This new history must be the means of showing us our world in a more
total view than we have thus far had of it, so that we may better
discern the continuity, if there be one, behind the detached movements
and multiplicity of facts presented by the world's story; for perhaps,
in this way, we should better understand what the future is to
produce, and what, more important still, it ought to be made to
produce.

The need first of all is for a continuation of the interest inspired
by the