plant the seed of a higher and more organic life than at
the present time exists in the world.

The question of the possibility of an universal language arises again.
The invention of a new language, if we may judge at all by the past,
is not practicable. But the extension universally of some living
language seems possible. This seems to be demanded in the interest of
the international idea. It is desirable and quite possible to make all
civilized peoples bilingual, for of course we should not expect
anywhere to see a foreign language supplant the native tongue. It is
not alone to facilitate intercourse and give a sense of solidarity
that the possession of an universal language is to be desired. We
think quite as much of the impetus thus given to the production of an
universal literature, in which there will be expressed not only ideas
about the world, but moods which will not be found expressed in
national literatures at all. This literature might be the beginning of
a solidarity in the world which is not now definitely conceivable.
Such an extension of language, however, we should hardly expect to
take place except in the course of development of practical relations
which first stimulate the desire for such common language.

_VII. The Philosophical Attitude_

There is an element in the idea and mood of internationalism which we
can call nothing else but philosophic. The ideality and universality
of internationalism itself are expressions of the philosophic spirit.
Internationalism, we might say, is a philosophic idea, although this
might mean to some that we place it among the unrealizable and Utopian
plans. But this is not the case. The philosophic spirit is, in our
view, the most practical of moods, since it is the creative, liberal,
and progressive attitude and the source of the most profoundly right
judgments even in practical affairs. The philosophic spirit is a
background, we may say, for all the more specific moods, thoughts and
activities that enter into the idea of internationalism.

And yet, real and important as the philosophic spirit is, we cannot
readily discuss it as a definite aspect of education. The reason is
that it involves the educational foundations themselves. The spirit,
the method and the content of the school are all involved in it. We
can, however, find some concrete manifestations of this philosophic
attitude. In the first place we might say that it is a religious mood
in education. It