We may already see in a general way what the effect of the war is to be upon the mind of the educator. The journals begin to be filled with plans for the participation of the school in the work of reconstruction. There are many suggestions for the improvement of the school. Industrial education, the classics, history, military education, social education are all being discussed. Evidently many minds are at work. Some of them, indeed many of them, are apparently most concerned about what changes we shall make at once in the day's work of the school. Many wish to know what we are going to do now with Latin, or history, and how we can improve the method of teaching in this or that particular. But there are some deeper notes. Thinkers are asking elementary questions about the whole of human nature. They wish to know what the original nature of man is, and what the limits of our control over human nature are. Such books as Hocking's "Human Nature and its Re-making" and Russell's "Principles of Social Reconstruction," which grapple with the basic problems of human life, are signs of the times. No one can yet predict what the final result of the increased intellectual ardor that has come out of the war will be, but it seems certain that that striving of the mind which has made the literature of the war so remarkable a page in the history of the human spirit will continue, and in the field of education as elsewhere in the practical life there will be new vitality and earnestness. CHAPTER II INTERNATIONALISM AND THE SCHOOL If we take a serious and an optimistic view of education as a social institution, and think of it at all as standing in functional relationships with the social life as a whole, we must conclude that internationalism as a new movement and idea, and the school as an institution in which changes in the social order are reflected (but in which also changes in the social order are created) are closely related. Adjustment is a relatively easy matter; it is the conception of the school as a creative factor that challenges our best efforts. Let us think of the school as a workshop in which there must be created the forces by which we must make a desired and an otherwise unrealizable future come to pass and we have a new and inspiring view of education. The school perhaps must do even more than educate the forces; it must help even to create the vision itself by which the future is to be directed. _The school becomes, so to speak, the working hypothesis of civilisation._ In it the ideas and the desires by which nations live must be made to take shape.