hat must of course have the fullest
opportunity to influence all our institutions, even the school room.

So to organize our educational system that it shall be thrown wide
open to all new and good influences; so to conduct the school that it
shall be immediately responsive to these influences, is one of the
most urgent needs of the internal life of the nation. This, rather
than the introduction of any new content into the school is now our
chief need. Some of these influences must be personal, belonging to
the present. Some belong to the past. We must make American history,
poetry, oratory, science, art and philosophy serve more completely
than they do now the ideals and the right ambitions of the nation.
This is the way we must both bring the past to fuller realization and
also create new life which shall make amends for the deficiencies of
the past.

_III. Practical Interests_

_The foundation of internationalism, in our view, is the recognition
of the legitimate desires and needs of peoples._ The desires of
peoples when educated should become interests in the performance of
all normal functions of national life. The functions are practical;
they take the form of many commonplace and daily activities. The
recognition of the legitimacy of the desires of nations implies, or at
least naturally leads to, cooeperation in their accomplishment. It is
very probable, therefore, and it appears to be required in any
internationalism that is more than a name, that there shall be in the
future wide cooeperation in the performance of various activities by
international organizations and agreements. If this is to be the order
of the future, new educational efforts will be demanded, and there
must be different methods and different points of view in several
phases of our educational system, for now all education is devised
with reference to an autonomous state of the nation.

If practical cooeperation becomes a part of our plan of international
organization in the future, we shall see many problems in applied
economics and industry taken up for far more serious consideration
than has been possible hitherto. Some of these problems, attacked even
on a national scale, have seemed hopeless, but when viewed in their
international aspects and with a prospect of international interest
and effort they seem very different. There are many such problems
toward the solution of which education must contribute a large part.
We might mentio