ust regard as higher
than any race patriotism. All nations are now, as Boutroux remarks, to
a greater or less extent _psychological races_. The factors that have
produced them are the factors that have caused men to become
functioning units.

This gives us a clew at least to a practical principle for the
education of social loyalty. We must secure participation on the part
of the individual in every function that belongs to each group to
which the individual himself is attached. Thus all degrees and kinds
of loyalty may be made to exist in the same mind without conflict or
confusion, precisely because the loyalty desired is loyalty to people
as groups or organizations having causes, not to collections of
individuals as such.

The teaching of loyalty to any cause appears to be a lesson in
patriotism. So far as teaching of patriotism is centered directly upon
the production of loyalty to the whole group which constitutes the
nation, the first object must be to create a sense of reality of the
group in the mind of the individual. We may expect to do this in part
by the teaching of geography and history in an adequate way, but we
must also instill such patriotism by inducing individuals to
participate in nation-wide organizations, which are capable of
realizing dramatic effects. The experiences of the war have taught us
to see this. It is organization or cooeperation for practical ends,
under conditions in which deep feeling is aroused, that most quickly
and effectually creates the sense of solidarity in great groups of
individuals. We must study the psychological side of this matter, and
see how the power and momentum that are so readily gained in time of
need can be better controlled for all the routine purposes of
education and the practical daily life. The organization of national
activities by means of voluntary associations will be likely to be one
of the main educational methods of the future. If we are far-seeing we
shall try to utilize the powers of organization, cooeperation and
communication to overcome many antagonisms now existing in society.
War temporarily suspends class distinctions and many other forms of
social dualism. The reaction after the war may be in the direction of
increasing all the former antagonisms. To attain a strong morale and
unity in times less dramatic than those of war is an educational
problem, in a wide sense, but it is also a problem of the practical
organization of all the social l