||EDUCATION IN THE WORLD 11 Such modification of our nature looks to the far horizon. The other way is to do what can be done with human nature as it is in men and women now alive. How else can we meet the near horizon? I have asked, "What do we want?" and have answered, "Enough of the right kind of men and women." It will be said that our problem is much more concrete and complex than that. We want sanity, security, and peace; recovery in Europe; tolerance for all races, creeds, colors; full freedom for men everywhere. We want to know how to achieve these ends: how best to aid European economy, what course to follow in China and the Near East, where our Greek adventure is leading, by what means to strengthen the United Nations, most of all how to deal with Russia. We want to go on with our unfinished business at home, to abolish second-class citizenship, to operate our economy in the "general interest," to demonstrate by example â€" as has now been said again and again â€" that democracy can really be made to work. All these wants involve decisions, and decisions are made by people. In terms of the near horizon, the decisions of the people of Russia and the United States are critical. If someone wishes to say that in Russia the people do not make the decisions, I reply, first, that this can be true of any people only within limits and not forever; second that Russian decisions, however and by whomever made, are influenced by our own; and, third, that these facts increase rather than diminish American responsibility and opportunity. If the world ever needed a maximum concentration in any one people of all the responsibility, judgment, sensitivity, and imagination of which human nature is capable, it needs it in the people of America. Today and tomorrow, the men whom we elect, their decisions, the support and the pressures that they are made by us to feel, our will to peace, our tolerance or intolerance, selfishness or unselfishness, are more than our own business. What we are and do is naturally of enormous concern to us here and now; it may be decisive in those countries that geographically and politically lie between us and Russia; it may alter the character of the Great Bear herself, and â€" beyond the first horizon â€" the verdict on our society. And what we are and do is in no small part a product of education. On June 19, 1947, the Board of Regents of this University adopted a resolution which described "the building of a just and enduring peace" as "now the greatest and most urgent task of mankind," and went on to say that "the successful performance of this ... task depends upon a world-wide knowledge of the causes of war, of the nature and structure of peace, and of the means by which peace has been attained ..." That such knowledge is indispensable no one, I think, would deny. But it is not enough, and it may be less fundamental than something else. The failure of our time has been at least as much one of will and character as of knowledge. What did we not know that would have prevented World War II? We are all fond of the phrase "men of good will" and like to suppose that it describes ms. I fear that the true men of good will are in fact a small and select company, that most of us are very moderately good and rather undistinguished for wiH â€" especially when preceded by the adjective. Peace hinges less on what we know than what we are; character is destiny.