The activities of a cult which set itself to bring about the world state would at first be propagandist, they would be intellectual and educational, and only as a sufficient mass of opinion and will had accumulated would they become to a predominant extent politically constructive. Such a cult must direct itself particularly to the teaching of the young. So far the propaganda for a world law, the League of Nations propaganda, since it has sought immediate political results, has been addressed almost entirely to adults; and as a consequence it has had to adapt itself as far as possible to their preconceptions about the history and outlook of their own nationality, and to the general absence as yet in the world of any vision of the welfare of mankind as one whole. It is because of this acceptance of current adult ideas about patriotism and nationality that the movement has adopted the unsatisfactory phrase, a League of Nations, when what is contemplated is much more than a league and a very considerable subordination of national sovereignty. And a large share in the current ineffectiveness of the League of Nations is evidently due to the fact that men interpret the phrase and the proposition of the League of Nations differently in accordance with the different fundamental historical ideas they possess, ideas that propaganda has hitherto left unassailed. The worker for the world state will look further and plough deeper. It is these fundamental ideas which are the vitally important objective of a world-unifying movement, and they can only be brought into that world-wide uniformity which is essential to the enduring peace of mankind, by teaching children throughout all the earth the common history of their kind, and so directing their attention to the common future of their descendants. The driving force that makes either war or peace is engendered where the young are taught. The teacher, whether mother, priest, or schoolmaster, is the real maker of history; rulers, statesmen and soldiers do but work out the possibilities of co-operation or conflict the teacher creates. This is no rhetorical flourish; it is a sober fact. The politicians and masses of our time dance on the wires of their early education.