It really isn't necessary. He left a vast legacy to draw on. It is all right there. All we have to do is read it.
As such, I found myself re-reading his December 11, 1953 Nobel lecture, something I last looked at during Reagan's second administration.
You need to read it all, but I'd like to point you to his comments below about the essential importance of the study of history - especially the parts I highlighted.
It is almost as if our education establishment decided to do the absolute opposite in some ways - but in others took it all on board, but with a selective substitution of ideology for facts. As our education nomenklatrura is worm-eaten by leftists who hated him from the start, this should not be shocking. As always though, one must ask; why no pushback?
Enough of me; here is a man how knows the world as it is.
In this brief discussion, I can give only a very limited treatment of these great essentials to peace. However, I would like to select three more specific areas for closer attention.
The first relates to the possibilities of better education in the various factors affecting the life of peaceful security, both in terms of its development and of its disruption. Because wisdom in action in our Western democracies rests squarely upon public understanding, I have long believed that our schools have a key role to play. Peace could, I believe, be advanced through careful study of all the factors which have gone into the various incidents now historical that have marked the breakdown of peace in the past. As an initial procedure our schools, at least our colleges but preferably our senior high schools, as we call them, should have courses which not merely instruct our budding citizens in the historical sequence of events of the past, but which treat with almost scientific accuracy the circumstances which have marked the breakdown of peace and have led to the disruption of life and the horrors of war.
There may perhaps have been a "last clear chance" to avoid the tragic conflagrations of our century. In the case of World War II, for example, the challenge may well have come in the early thirties, and passed largely unrecognized until the situation was unlikely to be retrieved. We are familiar with specific events such as the march into the Rhineland or aggression in Ethiopia or Manchuria. Perhaps there was also a last clear chance to begin to build up the strength of the democracies to keep the military situation in equilibrium. There may also have been a last clear chance to penetrate to the spirit of the peoples of the nations threatening the peace, and to find ways of peaceful adjustment in the economic field as well. Certainly, had the outcome of the war, with its devastation and disruption, been foreseen, and had there been an understanding on all sides of the problems that were threatening the peace, I feel sure that many possibilities for accommodation would have been much more thoroughly explored.
It is for this reason that I believe our students must first seek to understand the conditions, as far as possible without national prejudices, which have led to past tragedies and should strive to determine the great fundamentals which must govern a peaceful progression toward a constantly higher level of civilization. There are innumerable instructive lessons out of the past, but all too frequently their presentation is highly colored or distorted in the effort to present a favorable national point of view. In our school histories at home, certainly in years past, those written in the North present a strikingly different picture of our Civil War from those written in the South. In some portions it is hard to realize they are dealing with the same war. Such reactions are all too common in matters of peace and security. But we are told that we live in a highly scientific age. Now the progress of science depends on facts and not fancies or prejudice. Maybe in this age we can find a way of facing the facts and discounting the distorted records of the past.
I am certain that a solution of the general problem of peace must rest on broad and basic understanding on the part of its peoples. Great single endeavors like a League of Nations, a United Nations, and undertakings of that character, are of great importance and in fact absolutely necessary, but they must be treated as steps toward the desired end.
We must depend in large measure on the impartiality of those who teach. Their approach must be on a scientific basis in order to present the true facts. The scientists, no matter of what nationality, make a common approach to their problems.