work, to develop in his pupils the capacity and the desire for
world-citizenship. With no abatement of thoroughness in the work of his
school, he still finds time to look up from his tasks to catch the view
beyond his own national boundaries. If the superintendent who is
world-minded has the hearty coöperation of teachers who are also
world-minded, together they will be able to develop a plan of education
that is world-wide. To produce teachers of this type may require a
readjustment and reconstruction of the work of colleges and training
schools to the end that the teachers they send forth may measure up to the
requirements of this world-wide concept of education. But these
institutions can hardly hope to be immune to the process of
reconstruction. They can hardly hope to cite the past as a guide for the
future, for traditional lines are being obliterated and new lines are
being marked out for civilization, including education in its larger and
newer import.




CHAPTER TWO

THE PAST AS RELATED TO THE PRESENT


In a significant degree the present is the heritage of the past, and any
critical appraisement of the present must take cognizance of the influence
of the past. That there are weak places in our present civilization, no
one will deny; nor will it be denied that the sources of some of these may
be found in the past. We have it on good authority that "the fathers have
eaten sour grapes and the children's teeth are set on edge." Had the