The work of education in the field of politics is not merely to give information, but to establish what we may best call _morale_. We need an attitude and spirit throughout the public life of the nation in which there shall be constantly displayed the same qualities which we see so quickly coming to light in time of war. Enthusiasm, seriousness of purpose, devotion of the individual to common purpose are the essential elements of this war spirit. To produce and sustain this in the activities of peace is an _educational_ problem. The first task is presumably to establish the causes and the organizations through which they may be served, but _political education itself consists largely in the production of public spirit_. The correction of evils in the political system is of course but a small part of the work of political reform. Dowd says that it is the low personal idealism of mankind that creates our multitudinous social problems and strews the path of history with wreck and ruin. That is of course true. Raising the quality of the personal idealism of the people is the real work of political education. Political thought which is most concerned as it is now with securing advantage for party, class and individual must be superseded by a wider interest in government as a means of aiding the performance of the functions of the individual and the group. It is the purpose to be accomplished by government, not its form, and certainly not the interest of the few or of any class that must be emphasized, until partisan politics no longer dominates our political life. To accomplish this change means, we say, raising the quality of the personal idealism of the people. This may seem an ideal and impossible task, but we have some of our experiences of the war at least to give us encouragement. If we wish to consider details, we may notice that in an educational process having such ends as we have suggested, the teaching of civics, for example, becomes more functional, the teaching of what an individual in a community and what all governments do, rather than analyzing the structure of government. Such civics teaches the meaning of individuals as having functions which are represented and fulfilled in the institutions and organizations of society, including every department of government. It is not the intention to enter here into the special problems in regard to the content and method of teaching civics in the schools, although it is evident that this subject must have an increased place in the future. We already see advances both in the purpose and the plan of civics teaching and in the literature prepared for the schools. Dunn, for example, makes fundamental in all the teaching of civics the question, What are the common interests which people in communities are seeking? Tufts also tries to deal with the fundamental ideas upon which government is based.