We do not yet know what history, taught thus dramatically and intimately, under the stimulus of the greatest events of all time might do for the mind of the child or for all the future of the world. We have never had the most favorable conditions for the teaching of universal history. We have been obliged to create interest. History has been taught externally, from the standpoint of a far-away observer. Now history may and must be taught more as it is lived. The world has become more real to every one; this sense of reality of a world of historical entities must be made to persist. We must not go back to our unreal and intellectualized history. The spirit of the nations must be made to live again, so to speak, in the minds of the coming generation. What each nation stands for, its ethos, its personality, must be made clear. Powers says that all governments and all nations are _sincere_. It is the soul of nations, then, their own realization of themselves that must be made the real object of history. We must go back of the individual and the event at least, to the desires that have made history what it is; we must see why events have taken place, and while sacrificing nothing of our own principles and standards, understand and feel what the principles and the nature of these widely differing nations really are. For the actual teaching of history, it is likely that the story, carried to its highest point of art, will still be the chief method. But pictorial art must be heavily drawn upon, and all the resources of symbolic art, as we pass from the lower to the higher stages in education, or, we had perhaps better say, as we try more and more to convey moods and the spirit of nations and epochs and to appeal to the deep motives in the subconscious life of the individual. Plainly there is much work to do in the investigation and the teaching of history for every grade and department of the educational system, from the government and the higher universities to the teacher of the young child. It is an age of history, a day in which all sciences have as one of their tasks to aid in the understanding of history. In the broader world and the universal life which the idea and the reality of internationalism has opened up to us, all must live in some way, if only in imagination. History is a part of the necessary equipment for that life. _II. The Reeducation of National Desires_