However we may feel on this important matter, we must all agree that
the aim of education for citizenship as now conceived is a preparation
for the same old citizenship which has so far failed to eliminate the
shocking hazards and crying injustices of our social and political
life. For we sedulously inculcate in the coming generation exactly the
same illusions and the same ill-placed confidence in existing
institutions and prevailing notions that have brought the world to the
pass in which we find it. Since we do all we can to corroborate the
beneficence of what we have, we can hardly hope to raise up a more
intelligent generation bent on achieving what we have not. We all know
this to be true; it has been forcibly impressed on our minds of late.
Most of us agree that it is right and best that it should be so; some
of us do not like to think about it at all, but a few will be glad to
spend a little time weighing certain suggestions in this volume which
may indicate a way out of this _impasse_.[1]

We have now considered briefly the three main hopes that have been
hitherto entertained of bettering things (I) by changing the rules of
the game, (II) by urging men to be good, and to love their neighbor as
themselves, and (III) by education for citizenship. It may be that
these hopes are not wholly unfounded, but it must be admitted that so
far they have been grievously disappointed. Doubtless they will
continue to be cherished on account of their assured respectability.

Mere lack of success does not discredit a method, for there are many
things that determine and perpetuate our sanctified ways of doing
things besides their success in reaching their proposed ends. Had this
not always been so, our life to-day would be far less stupidly
conducted than it is. But let us agree to assume for the moment that