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235 Annals Am. Acad. Pol. & Soc. Sci. v (1944)

handle is hein.cow/anamacp0235 and id is 1 raw text is: FOREWORD CUSTOM does not sanction an editor's Conclusion. Editors, it seems, must always write Introductions. That is unfortunate; for what is too often of- fered in editorial forewords is a com- pressed, predigested tablet of informa- tion. There is no savor and little nourishment in such decoctions. They are merely convenient escapes for peo- ple who, having little time and no in- clination to read the whole volume, still want to feel as though they have done so, and want to give that impression to others. Presumably that is why the editor's comments are almost invariably put first in the volume. Their location there is an added convenience for the hit-and-run reader. Well, such people have my sympathy. I, too, have gulped down gratefully many such synthetic pills of informa- tion. But this is one editor's foreword deliberately designed to deny the reader that kind of help. I dare anyone to extract from this Introduction any co- herent notion of the contents of the excellent articles which make up this volume. Instead, I propose in these pages to try to irritate, entice, and brow- beat the busiest and least interested sub- scriber to THE ANNALS to read all of this particular issue. So, if any reader is afraid to risk get- ting involved in a substantial enterprise of study and reflection, he had better drop the volume right this minute and right at this point, as though it had burst into flame in his hands. There are two main reasons for pre- paring a volume on education and inter- national affairs at this moment. First, there will not soon be another time as propitious for planning and con- ducting programs in this field. There is a nasty cycle in this peace-and-war business. War necessarily develops strong national loyalties, exalts force V and violence, thrusts aside questions of equity and reason. When war ends, the revived nationalistic fervors which it has released continue to coast along with a slowly slackening momentum. By the time a more balanced international out- look can be restored, the seeds of the next war have already been sown. During times of war, people long desperately for peace. They try hard to think how peace had best be organ- ized, how it can be maintained. Their suffering drives them to consider almost any remedy that may be proposed for the conditions that hurt them. But when the war ends, their relief is so great and their previous labors have been so exhausting that they can hardly make themselves face any problem ex- cept that of getting back to normal liv- ing. That was so in 1920; it is likely to be so again in 1950. Our best chance to win and keep the peace, then, is to face the problems of peace during the war; for after the war we shall probably be weary and mean and forgetful. A second good reason for this volume is to be found in the neglect of educa- tional and cultural relations by most of the world's practical statesmen. The problem of maintaining peace is one of great complexity. It is in part a prob- lem of economics, of political arrange- ments, of legal systems. It is also, in part, a problem of educational and cul- tural relations. Much has been written and done about the economic, political, and legal aspects of international affairs. By comparison, almost nothing has been said or done about cultural and educa- tional forces in the international field. Most people will readily agree that education plays an important part in both international understandings and conflicts. But between the intellectual acceptance of a principle and a definite

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