We must eventually think of internationalism on its educational side as most fundamentally a question of developing in the world the _international spirit_. We might quite naturally think of this as the education of social feeling or of the social instinct. This is, however, not the most productive attitude toward the situation, in our view, simply because when we think of the education of the feelings we are likely to be satisfied with the principles of an old static philosophy of life and of the school. Moral and social feelings, we believe, grow best in a practical medium. We cannot expand social feeling at will, or produce a democratic spirit by some simple process of education. When we try to extend social feeling too far we make the moral life insincere. To try to expand social feeling and moral interest so as to make it include the foreign, to try to love our enemies in advance of all aesthetic and practical relations with the foreign seems futile. Distance must first be eliminated by imagination. Social and moral codes must be founded upon intimate relations. External and distant relations among peoples make for diplomatic forms and a hypocritical morality. These are substitutes for social feeling. These purely social relations of nations (like those of individuals) always hide enmity and jealousy. We cannot expect, therefore, to create a moral spirit in the relations of peoples to one another by teaching alone. We cannot hope to change individualism to altruism merely by exciting feeling. Our main effort must be directed toward establishing ethical relations, rather than to stimulating moral sentiments. It seems useless to preach universal brotherhood either to the child who lacks entirely the content of experience to make such sentiments real, or to the working masses who now lack enthusiasm in _all_ the social relations. At least to depend upon such teaching to create international spirit is futile. Love for mankind is too ideal and too remote, as yet, to arouse deep and sincere impulses and feelings. All teaching, therefore, whether in the school or elsewhere that is directed exclusively or especially to the moral aspects of peace, altruistic behavior and internationalism, seems to-day, to say the least, peculiarly inadequate. Our spirit in education must be broadly humanistic, and must indeed lay deep foundations for all moral and social relations, but in so far as it ends in being cultural and hortatory it can have no deep and lasting effect.