The one thing needful for the execution of this ambitious program of
securing concerted thinking is to have in our schools teachers who are
world-minded, who think in world units. Such teachers, and only such, can
plan for world education and world affairs, and bring their plans to a
successful issue. Some teachers seem able to think only of a schoolroom;
others of a building; others of a town or township; still others of a
state; some of a country; and fewer yet of the world as a single thing. A
person can be no larger than his unit of thinking. One who thinks in small
units convicts himself of provincialism and soon becomes intolerant. Such
a person arrogates to himself superiority and inclines to feel somewhat
contemptuous of people outside the narrow limits of his thinking. If he
thinks his restricted horizon bounds all that is worth knowing, he will
not exert himself to climb to a higher level in order that he may gain a
wider view. He is disdainful and intolerant of whatever lies beyond his
horizon, and his attitude, if not his words, repeats the question of the
culpable Cain, "Am I my brother's keeper?" He is encased in an armor that
is impervious to ordinary appeal. He is satisfied with himself and asks
merely to be let alone. He is quite content to be held fast bound in his
traditional moorings without any feeling of sympathy for the world as a
whole.

The reverse side of the picture reveals the teacher who is world-minded.
Such a teacher is never less than magnanimous; intolerance has no place in
his scheme of life; he is in sympathy with all nations in their progress
toward light and right; and he is interested in all world progress whether
in science, in art, in literature, in economics, in industry, or in
education. To this end he is careful to inform himself as to world
movements and notes with keen interest the trend and development of
civilization. Being a world-citizen himself, he strives, in his school