our own particular type of government, our culture and education, our freedom and our democracy and our security. Every nation appears to have its own idols, its concealments and its self-deceptions, its belief in its own supremacy and divine mission, and its innocent faith in its own mores. To overcome such narrowness and perversion without introducing worse faults is a difficult problem of education. In either direction there appear to be real dangers. A nation steeped in provincial ways, plunged as we are now into the midst of world politics, has difficulties lying before it compared to which contributing a decisive military power is small. There are dangers in standing aloof from other peoples. But if we surrender too readily our prejudices and homespun ways, and too rapidly absorb influences from without, we shall be no safer, for carried too far, that would mean to lose our mission and our vision. There appears to be, moreover, no safe and easy middle course which we can follow. Our only course seems to be clearly to understand ourselves, rise above our limitations and difficulties, turn our faults into virtues, and make ourselves secure by our own inner worth and power. Plainly there are difficult problems ahead of the teachers of American history. They must not inculcate suspicion and fear, but they must not present our security in a false light. They must not inspire the war-like spirit and imperialistic ambitions, but they must do nothing to lessen our seriousness of purpose and enthusiasm for the future. They must not teach national vanity, but they must not on the other hand encourage a spirit which is in any way over-critical and cynical or supercilious. There must be political wisdom on the part of the people but not a sophisticated state of mind. These teachers must inspire a wholesome pride, without creating an inflamed sense of honor such as has caused so many wars. They must make clear the virtue and the individuality of our own national life, but in doing this they must not disparage the foreign and give rise to prejudice and antagonism. How to establish us still more firmly in our own essential traits and philosophy of life without making us conceited and closed to good influences from without; how to give us a strong sense of solidarity without the attendant sense of opposition to everything outside the group is a part of our educational work which, in a broad sense, falls to the teacher of history.