The second part of the book is a study of our present situation as an educational problem, in which we have for the first time a problem of educating national consciousness as a whole, or the individuals of a nation with reference to a world-consciousness. The study has reference especially to the conditions in our own country, but it also has general significance. The war has brought many changes, and in every phase of life we see new problems. These may seem at the moment to be separate and detached conditions which must be dealt with, each by itself, but this is not so; they are all aspects of fundamental changes and new conditions, the main feature of which is the new world-consciousness of which we speak. Whatever one's occupation, one cannot remain unaffected by these changes, or escape entirely the stress that the need of adjustment to new ideas and new conditions compels. What we may think about the future--about what can be done and what ought to be done, is in part, and perhaps largely, a matter of temperament. At least we see men, presumably having access to the same facts, drawing from them very different conclusions. Some are keyed to high expectations; they look for revolutions, mutations, a new era in politics and everywhere in the social life. For them, after the war, the world is to be a new world. Fate will make a new deal. Others appear to believe that after the flurry is over we shall settle down to something very much like the old order. These are conservative people, who neither desire nor expect great changes. Others take a more moderate course. While improvement is their great word, they are inclined to believe that the new order will grow step by step out of the old, and that good will come out of the evil only in so far as we strive to make it. We shall advance along the old lines of progress, but faster, perhaps, and with life attuned to a higher note.