There must be some place in the school now for a subject which in a general way might be designated as social history. We must teach the whole story of the social life of our country in such a way as to reveal the motives of classes, parties, sections, and of all organizations, institutions and principles. Such teaching should have the effect of bringing to light the causes of the disharmonies of society, and it should also be a means of conveying the feelings and moods as well as the ideas that govern the conduct of all groups that make up our national life. We must teach _sympathetically_ what the desires and intentions of all are, on the assumption that behind all conduct there are natural causes and essentially sound instincts. By showing the desires of groups in their relation to one another, their disharmony and their possible harmony, we indicate what society as a functioning whole may be, and we may say that it is the chief end to be gained by the intellectual treatment of the social life to make clear what the ideal of social unity for practical life is, and what the main obstacles are that now stand in the way of it. By this social history we do not mean, moreover, something abstruse and academic suited for the college alone. Wherever the social antagonism is experienced, at whatever age, there is the opportunity to begin to set the mind at work about it, and to prevent the formation of prejudice and resentment. These states of mind begin very early indeed, and they are hard to eradicate.