The whole field of industry offers now, indeed, a broader educational opportunity. Children's hands are ready to do many things that will increase the happiness and the powers of the children themselves and at the same time add to the world's prosperity. Children must, of course, not be exploited in tasks that belong to the adult, but there is a proper place for practical organization of children in the world's work, and a potential helpfulness in children in the larger affairs of society that has not yet been drawn upon, although surely we have seen, during the years of the war, what children might accomplish. It is above all in its relations to universal social feeling that such practical education and use of childhood are most significant. Out of the practical activities, moral results could hardly fail to come. It is not too much to expect that the children of the world may sometime be so organized that the power of childish enthusiasm, raised to we know not what degree by the suggestive force of such world-wide relations as are now possible, may quickly be turned to the accomplishment of great tasks,--doing its part in the service, the conservation, the self denial, that any serious interest in internationalism will in the future with but little doubt make necessary. Education that shall take into account the principles of efficiency and economy as applied to universal problems will be a great advance upon any teaching hitherto done in the interest of internationalism. It is through practical activity and interest, suggesting and requiring restraint and cooeperation, arousing imagination and the dramatic impulses, that fruitful and permanent social affiliations of nations with one another will be likely to be made. We may safely assume, in fact, that firm affiliations can be made _only_ in some such way. Internationalism, from this point of view, is at bottom not a political problem, but an educational problem. The world will be united only through the mediation of its daily practical needs. The motives for such union are themselves commonplace. Moral intentions are represented also, and world crises make the conditions ripe for such cooerdination of interests, but they do not alone produce the definite organization without which the world will continue to be, as Dickinson calls Europe, a society in the state of anarchy. CHAPTER III INTERNATIONALISM AND THE SCHOOL (_continued_) _IV. The Higher Industry_