war--an interest showing itself in the form of an universal
interest in all history, and an intensive investigation of history. We
need now, indeed, the most comprehensive study of the world that has
ever been conceived or dreamed of by man. This is the duty of the
historians. This new history must show us what nations are at heart,
what they desire, what they can do. Such an understanding of nations
is, we say, the real beginning of internationalism. It is a necessary
foundation for it, if internationalism is to be anything more than a
merely practical, prudential or political arrangement among nations.
In the school-room eventually, and indeed beginning now, there is
demanded a readjustment of interest by which history takes a new and
more central place. We must endeavor to give the new generation a
_world-idea_. And upon the nature and clearness of this world-idea
much, in the future, will depend.

Such a demand upon the school opens once more, of course, all the old
problems of the teaching of history. All the dreary questions of the
precise order in which history should be taught--whether backwards or
forwards, local first or the reverse, may be brought up if one chooses
to do so. But after all, these questions are not very fruitful. What
we need most is the historical _spirit_. We want a dramatic
presentation of the world's whole story, by which the true meaning of
history is conveyed. The methods of art must be added to the methods
of fact. A persuasive use of the materials of history must be made.
This means a change finally, perhaps, not only in the methods of
teaching history, but in the whole mood and spirit of the school.
Methods are likely to adapt themselves to necessity. Certainly the
slow methods of presenting facts, sometimes if not generally employed,
the tedious lingering upon details, seems wholly out of place. We need
a broader outlook in history. Even the young child must have a more
comprehensive world-idea, some sense of the whole of the great world
in which he lives. This is one of the instances, it may be, in which
we must set about breaking up any recapitulatory order, natural to the
child, which suggests an advance from the local to the more general
and wider knowledge. The universal interests of the day so strongly
affect the child, the social consciousness so dominates the individual
consciousness that even the natural law of development must to some
extent yield if necessary. This social c