,-v »■ j^ 1 a B "^1?/ ) \ s 1^ -< "5 "«^ m |MLf ^ ■cm; m «4 4 w ^ •• • • •*• • • • • • • ©^^ • • • • ••• « • • •• • ", ,' Made in the United States of America The Gorham Press, Boston, U. S. A. TO MY WIFE WHOSE CONSTANT FAITH, TRUST, CONFIDENCE AND QUIET COURAGE, IN SUNSHINE AND IN SHADOWS, HAS ENABLED ME TO SEE AND LIVE THE TRUTH OF THESE PAGES V ^^ lo ■ PREFACE During the past five years there has been a dis- turbed condition of education, industry, and com- merce; of social, religious, and political life, on a larger scale than has ever occurred before in the '* history of the world unless possibly during the "^ period following the birth of Christ. The world war in its hatefulness, disappointing cruelties, and prevention of the higher life made the work of true education almost impossible. The teachers of chil- dren and youth were made to suffer most, since their teaching, especially in this cosmopolitan coun- try, must be free from all questions of partisanship or bias and devoted to the ungamished truth put in the simplest way for stimulating the youth into a richer and better life. During this disturbed condition of human society many educators have been called from their busy laboratories long enough to take the public into their confidence concerning what seems to promise a bet- ter condition of civilization and human progress. These selective essays on Education, Democracy, and the League of Nations are published in book form at the request of many students and teachers 5 6 Preface who, having seen the various articles from time to time as they appeared in the magazines, desired to have them collected in a more convenient form for use. The dates on which the essays were written and first made public are given in order to show the clearness of vision through which the work was per- formed. To the careful student of social life com- ing events often cast their shadows before. It will be seen that most of the essays foresee and accur- atelj' describe coming events before they occur. The work of every true teacher consists in educating the youth in meeting successfully new conditions of life as they arise. The world war has been instrumental in arousing and uniting the latent democracies of the world as never before. During the closing period of the war democracy had really found itself and was truly in the saddle. Military autocracy — the contrasting philosophy of education and government — was seek- ing for shelter and asking for terms. For two thou- sand years autocracy had been in the saddle sub- tlely directing the education, social and political af- fairs of men. War and might were given preference over peace and right ; competition and class favorit- ism over co-operation and equality of opportunity; secret diplomacy and deceptive propaganda over open diplomacy and fair dealing. But from its posi- tion of influence and authority autocracy had be- come thoroughly established in places of authority Preface 7 in nearly every country in the world, and was all but able to enslave democracy permanently. Even now, though completely overthrown, autocracy will rise again to positions of power and direction if de- mocracy does not remain true to its promises and keep united in the best interests of humanity. The greatest good for humanity that can possibly come out of the war is the establishment of a demo- cratic league of nations open on similar terms to all free nations ready to share in the responsibilities and rewards. It has now become quite certain that such a league of nations will be created. The future perfecting of such a league in the interests of human- ity is worthy of the best thought and service of true men and women everywhere. Honest study and intelligent criticism of the league should arouse the deepest interest of every worthy citizen. To fur- nish a basis for such study among public-spirited citizens, and to give in condensed form some of the essential facts in the philosophy of life for the use of the busy teacher, this publication is sent forth. G. W. A. LUCKEY. CONTENTS PART I EDUCATION CHAPTEB PAGE I The Philosophy of Peace 13 II Harmonizixg Vocatioxal and Cultural Educa- tion 33 III The Function of the Graduate School of Education 45 rV The Mental Development of Children . . 56 V The Reorganization of Education .... 69 VI Community and Educational Welfare Get- together Clubs 87 VII To the Teachers of Nebraska on the Necessi- tated Changes in Education 98 PART II DEMOCRACY VIII Pacifism vs. Militarism 109 IX Whence and Whither 114 X The Need of United Action in Support of the War 120 XI The Two Conflicting Principles of Education and Government 124 XII A Letter to the Editor of "Personnel" and Another in Reply to the Change of "Kinder- garten" to "Play School" 135 XIII The Citizen Soldiery of a Democracy . . 146 XIV Is Democracy Safe.' 155 XV Can Democracy be Trusted With Power? . 159 XVI Intelligence and Democracy 162 XVII Autocracy and Democracy in Education . . 166 XVIII Is Internationalism Essential to Permanent Peace.' 179 XIX The Masses Against the Classes .... 185 XX The Co-operation of Britain and America . 196 9 10 CONTENTS PART III THE LEAGUE OF NATIONS CHAPTER PAGE XXI The Fourteen Points of President Wilson's Peace Terms 205 " XXII The Proposed League of Nations .... 212 XXIII The Capital of the League of Nations . . ^240 XXIV The Original Constitution of the League of Nations 257 ~ XXV The Nation's Attitude on the League of Nations 276 'XXVI Criticism of the League of Nations . . . 283 XXVII Democracy and the League of Nations . . 289 XXVIII Democracy and the League of Nations (Con- tinued) 294! XXIX The Revised Covenant of the League of Nations 298 XXX In the Service of Humanity 324 XXXI Americanism 328 XXXII The Proposed Treaty and Covenant Referendum 333 PART I EDUCATION EDUCATION, DEMOCRACY, AND THE LEAGUE OF NATIONS CHAPTER I THE PHILOSOPHY OF PEACE ^ For at least two years students of human nature have observed the warnings of the coming conflict, now on, and have tried in various ways to prevent it or at least limit its spread to the nations now en- gaged. War is the result of a false philosophy of life based on the foundations of autocracy, might, and class competition. War once on throws the na- tions immediately into rival camps void of intelli- gence, aroused to the basest passions and willing to listen only to the voice of victory or defeat. Hence the impotence in stopping war of intelligent neutral nations. Nothing is ever permanently settled that is not settled right. Today the world is entering upon one * An address delivered first in Lincoln, Neb., fall of 1913, re- vised September, 1914, and delivered at the Wyoming State Teachers' Association at Casper, Wyo., November, 1914; pub- lished in The Wyoming School Journal and elsewhere, Jan- uary, 1915. 13 14) Education, Democracy, the League of Nations of the severest and most extensive struggles of man against man, brother against brother, that has ever been recorded in history. It is a conflict not of men but of ideals, and bitter as it is, the results will live forever. The death that follows in its wake destroys more of good than can be replaced in many genera- tions. Animosities have been created that will never die, hopes blasted that will never return. Many of the choicest products of civilization and culture have been lost forever, and the end is not yet. Through it all the innocent are made to suff^er out of proportion to the guilty, such is war. After the storm will come the calm of quiet reason when the hideousness of the human slaughter will appeal in its awfulness to those who remain. Is there not a better way of adjusting human wrongs and mistakes than by war? To answer this question we must bring to bear a truer philosophy of life than has yet been evolved b}!- any people. The scientific advance of the twen- tieth centur}^ has united the people of the world in one great family struggling in different ways toward the same great end. Wlien living our truest lives we are mutually helpful and indispensable to the best success of one another. When rightly seen and cor- related our diversity of ideas furnishes the founda- tions upon which we are able to rise to higher levels. To become a leader of men in this complex age of civilization one must be familiar with the history ol- the individual and have a right conception of human The Fliilosopliy of Peace 15 life. Such knowledge is not be^'ond human endeavor, and for it all teachers of men should strive. Unless our standards of measurement are true the whole product will be false. When we try to unravel and interpret the accu- mulated experiences — the instincts and complexes — that make up the being we call man, the mind is often lost in confusion. There is much overlapping and some missing links. To follow truly the path re- quires the patience of the student and the skill of the expert. Earlier and deeper than man's philos- ophy lies his religion. Back of this we can not go ; beyond it we may not climb. But most peoples have come to believe in a Supreme Being, Creator and Father of all. In the beginning man was given the earth with the injunction to multiply and replenish it, to con- quer and subdue it. The proposition was a large one, larger by far than he knew. But the voice was the voice of the Creator who breathed into his children the breath of life and gave to them all the essentials necessary to understand and fulfill his laws written plainh' in nature and truly in the souls of men. But above all man was created free, with aspi- rations, intelligence, and desires capable of indefinite expansion. ^ With such abundant opportunities — nature every- where teeming with life and harvest — man must have entered upon his mission with a cheerful heart. He, 16 Education, Democracy, tlie League of Xations too, in turn became a creator of his kind. Children came and scattered, losing all sense of relation and origin. The world was large and the separation of the children became complete. In time the world became peopled with the offspring and the traces of heredity once so marked had been largely overcome' by an inheritance of later acquired characteristics. The children had changed in form, color, and intel- ligence beyond all recognition. On coming together again after these ages of separation they had be- come so estranged that they look upon one another as mortal enemies. Not infrequently the command "to multiply and replenish the earth, and subdue it" has been accepted as a command to conquer and subdue one another. If we return to primitive man and study his evolu- tion through his religious life we find as we might have anticipated one long, continuous struggle up- ward. First, it is fetishism, or belief of a spirit world in material objects — stones, plants, trees; then comes totemism, belief of spirits in animals. This is followed by ancestor worship, belief in and wor- ship of the departed spirits of ancestors. Many races became fixed in their religious evolution at this stage of development. This stage is followed by hero worship, then polytheism, henotheism, and finally monotheism. This religious evolution of man shows a long struggle to reach at last an understanding of the condition whence he started, but it was worked The Philosophy of Peace 17 out with his ovra effort and was the only \\iay possible to a free individual. The religious evolution of man as indicated above represents but a single phase of his complex psychic life. The order of man's social and political evolu- tion has doubtless been through family to clan, tribe, race, state, nation, union of nations. With the idea of nation (nationalism), or probably before, came the idea of monotheism. The religious conception of monotheism was reached by the more intelligent Egyptians as early as 3,000 B. C, and by Abra- ham, the leader of the Hebrews, 2,000 B. C. At this stage human development seems to have stopped in its progress and remained stationary for ages. Great leaders and teachers, as Moses, Confucius, Buddha, Cyrus, Pericles, Socrates, came and went without penetrating the crust of stagnation that had settled over the world preventing further progres- sive evolution. Monotheism had come to be a sort of nationalism — one God truly, but always national, creator of a favored people. Shang-ti was the God of the Chi- nese, Brahm of the Hindus, Ormuzd of the Persians, Jehovah (Adonai) of the Hebrews, as later Allah became the god of the Moslems. This narrow auto- cratic conception of God was sufficiently self-satisfy- ing to be almost impossible of change. Nations be- came fixed in the belief of nationalism. The people of the different nations came to look upon them- 18 Education, Democracy, the League of Nations' selves as the chosen people yrith special privileges, truer and better than the barbarous people of other nations who must have been created only for slaves. In the struggle for mastery of nation over nation, might came to be accepted as the true test of right. Wars of conquest and destruction became the estab- lished policies of nations. No nation had a perma- nent existence. Those that rose by the sword would in turn fall by the sword. Civilization itself was in danger of being blotted out. At this period in history was bom Jesus of Nazareth, prince of peace, the world's greatest teacher. He gave to the world a new philosophy of life and a new conception of God. He made clear to his disciples, and through them to the world, the idea of the universal fatherhood oj God, from which must follow the universal brotherhood of man. There is but one source of life and truth — God the Crea- tor. All individuals of the genus homo are members of the same great family, and, however variant, are struggling together toward one and the same great end. Man was created free, intelligent, capable of indefinite expansion, and responsible for his own sal- vation. Jesus gave to the world a new conception of life, a deeper and broader meaning of education and growth: "First the blade, then the ear, after that the full corn in the ear"; or, as Paul put it: "When I was a child, I spake as a child, I understood as a The Philosophy of Peace 19 child, I thought as a child ; but when I became a man I put away childish things." That is, growth is the beginning of life, and there is a true order of edu- cation and development. Respecting this order in our efforts to advance human growth and the gen- eral welfare of mankind is the highest expression of service. Men diifer but slightly in physical inherit- ance ; all are the same at the bottom or lower levels. The difference we see is one of intelligence and social inheritance, which must be acquired anew by each generation. Again Jesus taught the philosophy of peace as op- posed to war ; humanitarianism, not feudalism ; help- fulness, not hindrance ; democracy, not autocracy ; construction, not destruction ; evolution, not devolu- tion; life, not death. He came not to destroy the law, but to fulfill it, to live it, and to point out a still higher expression of the law. Truth, which lies just beyond us, is apt to appear visionary when measured by our faulty instruments, so the new philosophy of Christ appeared to the world. Only partially understood, and more indif- ferently practiced, it has nevertheless formed the basis of civilization, culture, and religion. Nearly all the great nations of the world are Christian nations. Many believe and live the doctrine who do not accept the Teacher, others believe it to be a desirable but untenable ideal. Coming from the Jews, the truth was meant for the world and is universal in its appli- 20 Education, Democracy, the League of Nations cation. It is quite natural for man to reject that which seems contrary to his teachings. Evolution is an exceedingly slow process, but still it moves and the direction is always forward. I have given a few of the fundamental ideas of the philosophy of "Peace on earth, good will to men," known as the Christian philosophy and accepted, in form if not in spirit, by the leading nations of the world. It seems to me that it is this philosophy which is to furnish the time and lasting foundations of world peace, which, when rightly understood and followed, will unite all nations in an international brotherhood of man or league of nations. Then in trustfulness and sympathetic relations we will strive to overcome and conquer nature, not man. Christianity is biological; it is the essence of sociology; it calls forth and strengthens the highest emotions ; it is altruistic, built on human service ; it is reasonable, ethical, progressive, and exceedingly practical. It is the only religion that has been found to be universal in its application, meeting equally the needs of the strong and the weak, the wise and the simple. It gives life: "I am come that they might have life, and that they might have it more abundantly" ; hence it is incompatible with war, which means destruction. In seeking for truth we are especially concerned with life and the things that advantage it or make it more abundant. We mav describe it, but are un- The Philosophy of Peace 21 able to satisfactoril}' define it. It is the vital prin- ciple, the dynamics of the organism which conditions growth; the unif^dng or centralizing force which in man binds together the physical and spiritual. The world, as we know it, is made up of organism and environment. Of the organisms man is the highest type, the most complex, the hardest to understand, and the most difficult to direct and control. The en- vironment covers man's surroundings, physical and social, in so far as it affects him. Growth is caused by the mutual interaction that takes place between the organism and its environ- ment through which both are modified. In the mutual interaction between man and his environment there are at least four factors that should be noted : The surrounding physical environment, the sur- rounding social environment, the organism, and the self-active, organizing, directing force known as as- piration, longing, aim. The latter is the truly spir- itual force which relates man to God. The physical environment changes but slowly; the social environ- ment, which denotes the physical environment as modified to suggest the activities of man, changes more freely; while the organism is the most change- able. Through growth and development man assim- ilates and utilizes his environment, modifying it and in turn being modified by it. All objects of nature which man has touched come to be surcharged with a social context or meaning that influences materially 22 Education, Democracy, the League of Nations man's responses to them. Thus through civiliza- tion man's environment comes to be loaded, as it were, with a social content which tends to shape liis future development. Besides the stimuli that result from the physical and social environment there are still others due to the natural conditions of growth of the organism. When all of these are acting in unison the effect on the indi^^dual is most marked. There is a definite order in growth through which the individual repeats the race : "First the blade, then the ear, after that the full corn in the ear." Unless this order of natural growth is followed the education can not be vital. Education is a becoming, a development of the individual through experience. It has both a physi- ological and a sociological aspect. Through the for- mer the individual is changed, through the latter the product or content of individual experience. Both processes, however, are but parts of one and the same act. True education can take place only under free individual initiative. The awakening which produces the development must come from within. It can be encouraged, but not forced. In order to have the experience become educative and remain dynamic the indi\4dual must be free to select the' incoming stimuli to which he wiU respond, and must organize and direct them including self toward some definite end, which meets the approval of his as- TJie PhilosopJii/ of Peace 23 piration. Knowledge gained in this way is dynamic and lifts the individual to a higher plane. True education is the result of individual development and can take place only within and through a free peo- ple. If we sense this tinith and act upon it, we will be able to change the face of the earth in a single generation. But since education is a selective process, en- riching and strengthening the individual, it tends to create class distinction — aristocracy of culture and power — allowing free expansion to the few, not to the many ; thus in time defeating its own aim. The educated classes possessing greater power desire often to use it to their own immediate advantage, preventing the free expansion of others. Thus in time nature tends to produce a hereditary aristoc- racy and political autocracy which enslaves the masses and interferes with further development. The pui-pose of education should be to produce self-sustaining, self-directing, self-sacrificing individ- uals. Of such individuals there can never be a sur- plus; 300, 600, or even a 1,000 to the square mile but increases the efficiency, happiness, and enjoyment of all. The philosophy that I am outlining, if ac- cepted, would soon bring to pass this condition of true human relationship, individual worth and con- fidence. Under the freer movement of society, all individuals and nations would soon discover the 24 Education, Democracy, the League of Nations fields in which they are best adapted to serve. True greatness is the result of right service and construc- tive thinking. ~ There are two conflicting ideals as to the best means of bringing about individual and national growth and development — the methods of peace and the methods of war. Both are built on true emo- tions and natural qualities of mind ; war on the selfish emotions, peace on the altruistic. War is the out- growth of imperialism and nationalism, peace of de- mocracy and individualism. War develops the baser emotions, man's lower self; hate, revenge, secrecy, mistrust, suspicion, deception, dishonesty, injustice, a stab in the dark. Peace develops the higher emo- tions, man's better self; love, frankness, trust, con- fidence, honesty, justice. The success of war de- pends upon the slavish surrender of many wills to the dictates of one or few. The success of peace de- pends on the combined intelligence of all, freely ex- pressed. War is alwaj- s destructive ; it is a process of devo- lution. Peace is constructive; it is a process of evolution. War is based on the fallacy that might makes right, that the strong were created to have dominion over the weak. This doctrine is no longer believed. No nation is willing or can aff'ord to advo- cate an aggressive war. Its methods are those of force, secret preparation, unsuspected striking, vio- lating sacred contracts, despoiling the weak and in- The Philosophy of Peace 25 nocent. The methods of peace, on the other hand, are those of reason and justice; granting to every man individual freedom and the fundamental right of self-government; protecting the weak; inspiring hope and confidence. Another fallacy is being exploded; that prepara- tion for war insures peace; that preparation for a game of football guarantees no football ; that prepa- ration for the activities of life guarantees no future functioning therein. The wonder is that this fallacy was not discovered sooner. The nation best pre- pared for war was without doubt instrumental in starting the present war, and such has been the case throughout the annals of history. In the ideals of war there can be but one dominant power. The de- sire of nations to become that power and dictate to others is at bottom the cause of every war. It is a low and selfish ideal; there is a higher altruistic ideal. The latter is absolutely workable, both among individuals and among nations, and the time seems nearly ripe to begin the necessar}^ readjustments. If we believe in peace, why should we prepare for war? Partial preparation may prove dangerous by arousing suspicion. Armament begets armament, mistrust begets mistrust; sympathy begets sym- pathy, and confidence begets confidence. "And I, if I be lifted up from the earth, will draw all men unto me." One "war lord," when feared and fol- lowed, can stop human progress, create universal 26 Education, Democracy, the League of Nations anxiety, and cause all nations to waste their energy in foolish preparation for war which they hope will never come. This waste of itself will in time make them an easy prey to the more virile nations. The ' figures in the present war are already so appalling, so far beyond precedent, that the mind cannot grasp their meaning. I am not of those who believe that man began his career on earth in a state of perfection; but I do believe in God, in His intelligence. His goodness, His wisdom. His truth. His love. I believe in His laws as revealed in nature, in man, and in the life and teach- ings of Jesus. To believe in man as starting his career in a state of perfection is inconsistent with birth and with growth as we know it. The child is born weak, immature; he waxes strong, mature. It is inconsistent with growth and development of civili- zation, and growth in nature. It is also inconsistent with the teachings of Jesus. Through aspiration, growth and development man becomes more humane, more god-like. Education, like civilization, is always constructive and naturally progressive. Each generation must begin, socially, at the bottom. But it is possible to pass rapidly through the various instincts of the race until the highest stages of human progress are reached. Here it is that the highest products of civilization are called forth. This stage of develop- ment is only possible to free individuals. The native The Philosophy of Peace 27 instincts are links of the chain that become the step- ping stones to a higher self. The products of civili- zation and culture are the guide-posts which point the way to the higher life and to God. Man's experi- ences, literature, science, art, libraries, portray past conditions, not present or future ; hence the conserv- atism and the danger of becoming fixed in low stages of development. War prevents the formation of the higher in- stincts, destroys the choice landmarks of civilization, and makes impossible the free expansion of human society. It prevents us from seeing the hand of truth, so our children are wont to say, "There is no God." It is difficult in this age to find anyone who be- lieves in the wisdom or justice of war in settling disputes, and no nation can prosper and become per- manent under the deadening effect of adverse public opinion. But when we seek a better way of righting wrongs we are compelled to block out new paths and are apt to differ in our views as is natural for free individuals. At the close of the present crisis the members of the International Peace Congress, and other Peace Leagues, should immediately increase their efforts. Their influence all but prevented the war, and the elevating influence of The Hague Peace Palace can never be measured. Even the Master himself could perform no miracles in Nazareth. 28 Education, Democracy, the League of Nations The powers of the present International Peace Tribunal should be enlarged, giving place to at least three departments: an executive department, a judi- cial department, and a legislative department, the latter is to be composed of not more than four delegates from any one nation belonging to the con- federacy, their purpose being to legislate on con- ditions touching international affairs. The judicial department might be composed of a single delegate or judge from each nation, and have for its function the settling of international controversies. Nations in disputes might appeal at once to this highest court of justice, or try first to settle their disputes by diplomacy or arbitration. The decisions of the International Peace Court should be executed by a special body of men selected and delegated for that purpose; an international police force supported by the nations constituting it, consisting probably of a single minister, with necessary assistants and equip- ments, from each nation represented in the confed- eracy. Tliis International Confederacy, or Family of Na- tions, should be open on equal terms to every inde- pendent nation that wishes to join, the chief test being the nation's willingness to support and abide by the rules and decisions of the international tri- bunal. There should be granted to every nation the freedom to withdraw from the union when it so de- sired. This democratic principle of free initiative The Philosophi/ of Peace 29 on the part of all nations belonging to the union will strengthen the faith and confidence of all in the sin- cerity and justness of the league. The Confederacy should be concerned only with international affairs, and should not interfere with the internal affairs of individual states and nations. By example, it would tend to do away with autocratic rule and give a larger share of local autonomy to the states within the nations, but that is not its object. The chief purposes of such a league of nations are : to do away with war by making it unnecessary and unprofitable ; to relieve the nations of the neces- sity of maintaining large annies and navies ; to pre- vent the changing of national boundaries and the subjugation of peoples by force; to promote human happiness and human welfare ; to give to all man- kind greater freedom and increased opportunity of self-government ; to encourage international trade and interstate comity; to build up and keep open, alike to all, the great arteries and highways of inter- national commerce ; to substitute reason for force, and make possible a higher expression of the brother- hood of man. Such an international tribunal or league of na- tions in permanent session would call for consider- able money; but in comparison to the wastes of a single war, its outlay would be truly negligible. No intelligent person can doubt the advantage of such a plan over the present one of "Rule or ruin." When 30 Education, Democracy, the League of Nations once established and working, the nations would never return to the present plan. It would encour- age individual and national development and ex- pression; stimulate education, arts, science, indus- try, religion; increase wealth, health and culture; give confidence, hope, contentment ; enabling man to live his best life and give to the world his truest ser- vice. But above all it would increase human kind- ness and make still more possible the formation of those intimate friendships between kindred spirits that mean so much to students in a foreign land. In conclusion I desire to call attention to one other thought. We believe in peace, but we educate for war. Our textbooks are always behind our present thought. They contain the thought of yesterday, not the thought of today or tomorrow. We soon come to believe in, and in time are shaped by, the ideals we hold before us. Socially, we are creatures of our environment, hence its importance in shaping character. Three-fourths of the space of the school textbooks of history is devoted to civics and political life, which represent less than a sixth of man's ac- tivities. Recent histories are giving less attention to wars and more to the social, scientific, and indus- trial progress, but they still fall far short of the true proportion. In our parks and public places most of the monu- ments to heroes are to war heroes. Likewise our lit- erature and songs of triumph commemorate the deeds The Philosopliy of Peace 31 of war heroes. To most people patriotism means fighting for the flag, or boasting of your country's military prowess. Few people realize that it re- quires greater courage to remain patient and true under adverse criticism than to go indifferent to death in battle. Before this awful war I enjoyed the singing of "God Save the King," "My Country 'Tis of Thee," "The Marseillaise," "Deutschland, Deutschland, iiber alles," and other national airs. But since the death of so many friends the war spirit which the words arouse give to the songs a disappointing feeling. The confederacy or league of nations when es- tablished must bring to its aid new songs, new lit- erature, new ideas. Its philosophy is one of peace and right, not of war nor might. Its patriotism is one of service, self-sacrifice, brotherly kindness, re- ligious fervor. Some of the sweet singers, of whom the countries now at war have so many, should write for the world a new song commemorating the noble deeds of noble men, or deep religious convictions; one that is universal in its application; one that would inspire men of every clime, awaken feelings of mutual respect and trust, make the stranger feel at home, the foreigner love the people and country, and arouse men to right action and to the performance of noble deeds. The nearest approach to such a song that comes to my mind is : "Guide me, O Thou great Jehovah, pilgrim through this barren land ; I am 32 Education, Democracy/, the League of Nations weak but Thou art mighty, hold me with thy power- ful hand. Open now the crystal fountain, whence the healing waters flow; let the fiery, cloudy pillar lead me all my journey through." CHAPTER II HARMONIZING VOCATIOXAL AND CULTURAL EDUCATION ^ Students of education are well aware of the fer- ment and disturbing conditions through which we are passing. Our educational sj^stem is changing — old elements d3'ing, new elements entering. This rest- lessness and uncertainty have never been more pro- nounced. But on the whole it is a healthy condition, unless the individual initiative and free expression become clogged through autocratic action. As is well known, the system of education under which we are working was planned primaril^^ for European conditions, where class distinction is an essential element of social life. Our forefathers did not create a new school system but established one after European models. Their first thought, in higher education, was training for the ministry and later for public and official life. It was a training of the head and not of the hand — class education of doubtful value. Years later when education became * As given before the N. E. A., St. Paul, Minn., July, 1914. 33 34 Education, Democracy, the League of Nations more general the same system was accepted as fun- damental for all. It is this system of education borrowed from bureaucratic Europe that is breaking up, and out of it must come a new educational system created for, and fitted to, the needs of a true democracy. No democracy can long live and thrive whose children are fed continually on the ideals that tend to pro- duce class distinctions and autocratic rule. An essential of true democracy is individual freedom. The individual or family that is at the bottom today may be at the top tomorrow and vice versa. This desire for larger freedom is one of the strongest in- stincts of the human soul. It begins with youth and continues throughout life. It is the principal cause of the social unrest and when rightly nourished fur- nishes the best and tiniest products of civilization. Education should not thwart it, but should stimulate and use it to the highest ends of citizenship. We have been slow in constructing an educational system of our own — one representing the interests of a true democracy, adapted to our needs and suscept- ible of future progress. The scientific spirit which is producing such marked changes in agriculture, in- dustry, social and political life is just beginning to be felt in education and the teaching process. To understand and shape the growth of a plant or an animal, one must become familiar with its life history. This is more true when applied to the Vocational and Cultural Education 35 education and development of the individual. Sel- dom is such proficiency' reached even in our best teachers. Too often it is the blind leading the blind. We misjudge the yellow leaves as a need for water when it is a canker at the root. To build truly we must discover and use right standards of measure- ment. This is no child's play, but it can and will be done. We are too prone to accept the ideas and methods of the leaders of the past without digesting them and without realizing that we live in a different age and under far different conditions. Much of the historj'^ of the past has been proved false but since it has shaped experience it needs to be known and rightl}' interpreted in order to understand the indi- vidual of today. The history of education when properly studied acquaints the individual with racial evolution, while the study of the child furnishes an excellent corrective and gives knowledge of individual development. The ideals and methods of the past, though true, are valuable only when worked over and adapted to the conditions of the present. To illus- trate, the more commonly accepted definition of lib- eral education today is that given by Aristotle over two thousand years ago when slave and serf, me- chanic and tradesman were not considered a part of the educational system. Again, education is not in- frequently defined as the acquisition of knowledge or the training of the intellect, especially that part of the intellect known as the memorv. It Is evident 36 Education, Democracy, the League of Nations we must enlarge our views. How then are we to hai'- monize vocational and cultural education? In the first place we must work out a complete system of education fitted at every stage to meet the wants of the natural and inherent development of the indi- vidual. Education will be conceived as the process which enables the individual to acquire, understand, appreciate, and use his social inheritance, including also the product of such experience. In directing the child through the richness of his social inherit- ance the teacher should not overlook the physical inheritance and natural capacities. The education will be richer and more dynamic if the teacher ob- serves the natural order of growth and feeds an in- stinct when it is ripe. Education as well as culture is an acquired product and both must be learned anew by each generation. In a democracy ever}'^ child falls heir to the best in the social environment and should be encouraged to enrich his life to the extent of his time and capacity. We will differ in our definition of culture, but, for the present, I shall consider it as that training of mind and body which enables one to see, appreciate, and use the best things that have been thought, said, and done in the world's history. Such a definition limits the degree of culture only to the capacity, op- portunity, and ambition of the individual. Culture is not a veneer, not something added on but some- thing worked in. It is dynamic, a growth and de- Vocational and Cultural Education 37 velopment from within, an insight and appreciation of the best things. It may result from any or all activity that is worth while. Every essential occu- pation and calling has both a practical and a cul- tural value. These cannot be separated without in- jury to the character and efficiency of the individual. The hand, the head, and the heart of every indi- vidual need developing, and the education is more effective when the three processes are made mutually interactive. Anything short of this is incomplete and unworthy of the educational system of a de- mocracy. There cannot be two separate common- school systems in a republic, nor can a democratic state consistently support separate class schools. Individuals differ but slightly in physical inheritance. The difference we see is due to social inheritance and education. But in a democracy there should be the opportunity of the free movement of the members, especially when the aspirations are toward higher levels. The children of the professional class need the poise, certainty, and strength that come from the training of the hand, as the children of the indus- trial class need the perspective, insight, and appre- ciation that come from the cultivation of the mind. Who knows but that in the next generation they shall have changed places and be the stronger for the change? To harmonize and make use of the vocational and cultural elements in education, we must recast our 50946 38 Education, Democracy, the League of Nations public-school system, adapting it to the natural de- velopment of the individual, and give place to both ideas. Probably slowly, but I think surely, we shall reduce the time of the elementary-school course to six years, which coupled with the first two years of the high school will be, in the main, common to all. At this point in the course the common educa- tion will be broken up into many paths. Though even in elementary education, while the subject-mat- ter will be largely the same for all, excepting the precocious and sub-normals, the opportunity will always be present for developing individual differ- ences. Time will not permit me to give in full m}' thought. But in brief we must bring the individual into right relations with his physical and social inheritance. To do this we must organize our teaching to make proper use of the three important stages of educa- tion: (1) informal; (2) formal; (3) a broader, richer, and more dynamic informal, or education through constructive activity Avhich in general is vocational and in the truest sense cultural. Through the various processes of informal education the child becomes acquainted \Wth the simple social activities which man has found essential to his highest com- fort. These activities may be imparted through the home, but they can be made richer if vitalized and imparted through the school. They give in a large Vocational and Cultural Education 39 measure common-sense, accurate judgment, and sol- idity of character. Stated briefly these activities are: gardening, care of body, cooking, cleaning, sew- ing, weaving, knitting, molding, modeling; construc- tive work with leaves, paper, cloth, leather, wood, metal; observation trips, care of animals, slight in- dividual responsibilit}', acting or dramatizing, story- telling, pla^^ng, drawing, painting, singing, etc. These are the subjects that lie at the foundation of civilization and of individual development. They are learned through direct contact, through imita- tion, and through suggestion. It is here the child learns to do by doing, to share by sharing, to speak by speaking. It is an exceedingly important part of every child's education which humanistic educa- tion tends to neglect and industrial education tends to narrow to but one or few lines. The school of the future must make use of this rich field either before or along with the formal education. With the beginning of language and records came a new era in the process of education necessitating the learning of characters and forms in which the thought is clothed. Before one can read or write, he must know the symbols used and the effect of tlieir combination in producing thought. Every subject of study has thus its formal side which must be learned before its content can be acquired. This period represents formal education and in most 40 Education, Democracy, the League of Nations cases covers the entire school life. Its method should not differ materially from that of informal educa- tion, though it is far more complex and needs more careful organization. Formal education puts the individual into command of the tools or instruments of thought, as informal education gives command of those of industry. Hoeing and chopping, as read- ing, writing, and drawing, are not ends in themselves but only the means to more remote ends. Too often the work of formal education is made an end in itself and the rich social inheritance which lies be- yond is never reached nor seen. If the continuity between informal and formal education has not been broken, and if formal educa- tion has continued the natural processes of learning to do by doing, to read by reading, to write by writ- ing, to draw by drawing, etc., the individual will enter upon the third stage of education through con- structive activity with a richness, and hunger, and interest which will mean the acquisition of most if not all the best things in his social inheritance. Man's culture must come through his work and can come in no other way. It should be cumulative and should continue to grow from birth to death. We can har- monize vocational and cultural education by com- bination, at least through the period of elementary education. Give a larger place in the public school to the vocational, and, through the best in such ac- tivity, a deeper meaning to the cultural. Vitalize Vocational and Cultural Education 41 the individual by developing both the practical and humanistic elements of his nature but keep the public school the common center for all. THE PLACE OF INDUSTRIAL EDUCATION IX A RATIONAL SCHOOL SYSTEM. DISCUSSION It may seem questionable to have an outsider break into this council of specialists. However, when we consider that we are all teachers with our hearts set upon the highest service, and that our special problem is the best development of individuals who are to forai a constituent part of a democracy, we are not so farr apart in our functioning as we may seem. Earnest men and women searching for the truth have many things in common. He who be- lieves in the idea of service must learn to sacrifice self when that is essential to the highest service. Our present school system is disappointing and is breaking up. It does not meet the needs of a de- mocracy ; neither was it established for such a pur- pose. In education from the first we have been bor- rowers of European models. We have reached a stage where we are able to walk alone and to create a public-school system which shall represent the high- est expression of a true democracy. Such a system does not now exist, but why should a democracy ac- cept as its ideal a system of education created to supply the needs of an empire where individuality is 42 Education, Democracy, the League of Nations unknown and class distinction an essential part of the civilization? We are readj' to begin the building of this new system of education — one fitted to all the common needs of a common people. It must be worked out in harmony with the natural evolution of the indi- vidual, be well rounded, complete, progressive, fitted at every stage to the developing instincts, and suited to the capacity of the individual. The aim of the teacher in a democracy must be to make men and women, not machines or autom- atons. Much of our present education tends to fit a man to know and to do but a small part of any trade or industry. This is a narrowing process and undermines the ver}' foundation of a true education. Besides, it contains a lurking danger that must in the end defeat the real purposes of a democracy. We must not forget* that the boys and girls we teach today will rule us tomorrow. Our aim must be individual development rather than efficiency. Efficiency means habits of skill, desirable, no doubt, in an adult. But habits mean fixed conditions, hence an enemy to progress and true development. In a democracy where every member has an equal voice in shaping the policy, we need a broader education than is necessary in those countries where the few think and legislate for the many. We have neglected in our schools much of the practical and have given a supposed cultural that Vocational and Cultural Education 43 did not, and does not, function. We have awakened from our slumbers. Some say we must establish sep- arate schools, which, of course, will, in time, bring about class distinctions. Others feel that it is wiser, at least during the elementary period, to have a common education for all. But, in the latter case, there must be a radical change in both the method and the material. It may be that the new system will incorporate so much of the industrial that it will be difficult to distinguish it from the present vocational. Nevertheless it will be adapted to the growing needs and development of the individual and have for its chief aim the making of men — men who are self-sustaining, self-directing, thoroughly im- bued with the dynamic idea of service. In my judgment, the new school will relate more closely the practical and the cultural, making greater use of the three important stages of education: in- formal, formal, and the broader, richer, and more dynamic informal. The last covers the true voca- tional period of man's constructive life work. The informal education which for centuries has been acquired mostly through the various activities of the home has become so complex that it can no longer be so acquired. Besides specialization has made such changes in our social life that the chil- dren no longer see in the home the activities once engaged in by the parents. The schools must there- fore come to the aid of the home in finding a 44 Education, Democracy/, the League of Nations \yay to place the child in touch with his social in- heritance at the time when it wiU be most easil}' acquired. These fundamental things necessary to the devel- opment of character and education, as stated above, are: gardening, care of the bod}', cooking, cleaning, sewing, weaving, knitting, molding, modeling; con- structive work with leaves, paper, cloth, leather, wood, metal; observation trips, care of animals, act- ing or dramatizing, story-telling, playing, drawing, painting, singing, etc. These activities may be greatly enlarged and should be taken up before, and continued along with, the second step, or formal education. Formal education should lead naturally into the purposive, constructive, vocational activity of after life. There should be one school for all at least for the first eight years ; then there should be differentiation into the different activities which are to fashion the individuals more specifically for their life work. CHAPTER III THE FUNCTION OF THE GRADUATE SCHOOL OF EDUCATION ^ It is now less than eighty j^ears since the first normal schools for the training of elementary teach- ers were established in the United States. Thej'^ gave more attention to the what than to the how. It is only about thirty years since the establishment of departments of education in colleges and universi- ties. These had for their chief function the train- ing of secondary teachers, and have likewise given more attention in their instruction to the what than to the how. Within the past tAvo 3'ears there have been estab- lished in the United States several strictly graduate schools of education, with the expressed purpose of preparing experts in all lines of teaching and school administration ; a laudable but ambitious undertak- ing. It is the function of these graduate schools of education that we are now to consider. • Read before the National Council of Education at Detroit, Feb. 22, 1916. 45 46 Education, Democracy, the League of Nations A study of the mind of the child reveals three important instincts fundamental to intelligence. With the beginning of speech the child makes known his inner life by a series of questions, which are quite uniform in nature whatever the race or stage of development of the child. They are not the result of education but of instinct, the essence of science, and philosophy. Beginning with the third year, the child starts the questioning by "what is it"; six months later by "why is it"; about the close of the fourth year by "how is it." These questions are not alwa^^s put in this simple form but the meaning and purport is the same, however expressed. The "what" shows the child's belief in the exist- ence of facts which he is curious to know ; the "why" indicates his belief in the casual relation of things, the purpose and reasonableness of life; the "how" indicates his desire to know how things are made, that he in turn may construct and describe. These spontaneous questions of the child illustrate the three most important stages of intelligence ; what are the facts ; why are these facts as they are ; how were they established or brought about. It is the dominant interest of science to discover the facts ; of philos- ophy to explain and interpret them ; of education (teaching) to distribute and vitalize them. From a study of the individual it is easy to see that teaching is one of the natural, inherent, funda- mental processes of human development. The hun- Function of the Graduate School of Education 47 ger and search for truth, and the effort to under- stand and explain it, is not more insistent than the desire to express and teach that truth to others. But since teaching is the final step in the process, it is the more complex, and includes all the others. Like the scientist, the teacher must know and appreciate the essential facts of life ; as the philosopher, he must understand and be able to explain them ; but more, he must live them and stimulate others to live them. True teaching consists in vitalizing truth and purity. Since the desire to teach is so strong in us all and the need for teachers so great, it is not surprising that many have been pushed into the field before their preparation was sufficient for the task. They are, almost without exception, hungry to leara and de- sirous of rendering the best service ; but their foun- dation is so faulty and the subject so complex, that they are scarcely ever safe from the toils of the wily demagogue or commercial exploiter. Partly, no doubt, on account of its complexity and partly on account of its later development (being a social instinct), teaching has been the last of the learned professions to receive attention. The preparation of the teacher is usually consid- ered under two heads : the academic and the profes- sional ; the academic covers the what and the why, the professional the how. Unless the foraier is deep and true the latter cannot be made successful. No one can teach what he does not know, neither can he 48 Education, Democracy, the League of Nations make others see what he does not himself see. But perceiving the truth is not in itself sufficient test of ability to make others see it. The tendency has been, and still is, to place too little stress on the how. The statement is frequently made, and doubtless believed by some, "If an individual knows a subject he can teach it." Often the teachers of the professional sub- jects lack in scholarship, scientific training, and genuine Christian character. Even with their good intention, it is but an effort of the blind to lead the blind. It is the short-sighted, self-assuming, unscien- tific, exploiting spirit of so many of our profes- sional leaders that has brought disrepute to the teaching profession. I have endeavored to call attention to the fact that teaching is instinctive, based on a real need of evolution and human intelligence. Being the last and most important step in human progress, it is only possible, in its best form, to those who through tribu- lation have reached the highest stage of human de- velopment. The teaching profession is without doubt the highest calling open to man. Its value to civili- zation is beyond measure. One-tenth of the money spent in battleships and war, if devoted to teaching and constructive service would give us a new earth with a truer and better civilization. The teaching profession ought to lead all others in influence and power. It should be the aspiration of every member of the profession to become a Jordan, an Eliot, or a Function of the Graduate School of Education 49 Hall. This can never be done if we allow men in other professions to do our thinking, are satisfied with half-baked thoughts, or bloom out at the top before there is any depth of root. The teaching profession is too sacred a calling and too fraught with danger to human beings to enter upon its ser- vices lightl}^ In another paper I have called attention to the essentials in the training of a teacher; here I can mention only a few of the professional needs which it is the function of graduate schools to stimulate. First, is the need of thoroughness and going to the bottom of things ; a clear understanding of the prob- lem and the end in view; the best means of guiding others to higher levels with the least waste of effort and time. The teacher must be a biologist and know life; he must be a psychologist and understand the workings of the psychic life ; he must be a sociologist and have som.e knowledge of the group conscience and true human relations ; he must be a philosopher and set up right standards of living; he must be re- ligious and live consistent with his ideals and teach- ing. It may seem that I have set up a standard im- possible of attainment. But such is not the case. In every individual all these qvialities now exist in em- bryo. If they have not been developed in every in- dividual it is because of fault}^ teaching. Graduate schools of education must remedy this, at least in coming generations. How often we have wished to 50 Education, Democracy, the League of Nations live our school days over again, that we might cor- rect some of the faulty teaching. Through smiles and flattery our teachers prevented us from seeing their ignorance until it was too late to remedy the evil wrought. With proper guides in our earlier and later development we would today be living examples of the high ideal of the teacher as given above, and the difference in true happiness would be great. All through our study the eff'ort should be to come into possession of a true philosophy of life. We should study to know the child, to know it in all stages, to know it in its evolution, to know it as af- fected by its environment. This again is possible to those who go at it right. Since by division only the protozoa multiply, it is easy to see that the present amoeba must be as old in its parts as the parent amoeba of a thousand years ago. Likewise in the evolution of man there are complexes and ele- ments born with the child of today that are as old as the race itself. These complexes and traces of the experience of former generations accumulate with the ages, are worked over and recombined with other elements, furnishing the faith, the instincts, the cu- . riosity, the desires of the sub-conscious life upon which, only, is it possible to build a dynamic con- scious life. How short-sighted we are in our methods when we do not take into consideration the force and push of this submerged four-fifths of man in our effort to guide and shape the conscious one-fifth Function of the Graduate School of Education 51 or less. The purpose of education should be to develop a self-sustaining, self-directing, self-sacrific- ing or altruistic individual, keenly alive to the best interest of humanity. To accomplish this ideal the individual must be free to work out his own inner life and be held responsible for the results. Broadly speaking there are two ideals of civic life: imperialism and democracy'. In the former there are two classes of society, the ruling and the ruled. It is the effort of one class to impose its will and thinking on the other. In a true democracy all are equally free and are held together by the law which they in turn have helped to construct. In edu- cation the tendency is nearly always toward im- perialism (autocracy). The teacher tends to im- pose her will and thought on the child; she becomes not an inspirer and guide but a task-master. The individual develops through natural stages in which the dominant interests almost completely change. There are two important c^'cles in develop- ment between birth and maturity : the first, extending from birth to twelve or fourteen, during which the individual is self-centered, all activities have their relation in the self ; the second, extending from twelve to twenty-four, during which the individual becomes altro-centered, every experience Is worked over with reference to the new viewpoint. Each of these cycles has throe important levels which, if understood, can be used to great advantage in our teaching. The 52 Education, Democracy, the League of Nations first, extending from birth to four or five, is a period of feeling and crude sense development and the func- tioning of early instincts, a period of gathering; the second, extending from five to seven or eight, is a period of motor development, of dramatization — acting and doing ; the third, extending from seven to twelve or fourteen, is a period of intellectual de- velopment, of the associative or higher brain cen- ters and the accessory muscles, an excellent time for necessary habituation and drill work. At first the dominant interests seem to be aroused through the development of the accessories or finer muscles. With the growth changes that take place in adolescence the three stages of development are again repeated in the same order. First come the changing sense-feelings and emotions due to the growth of the sex organs and related tissues, causing the rest- lessness, stress and strain of the adolescent. Through this growth the entire leverage of the body changes and makes necessary to the youth the need of re- finding himself in motor habits and muscular control. And finally, the medullation of the tangential nerve- fibers, the growth of the highest brain centers and the accessory muscles, enable the youth to select his life's calling, to specialize, and to begin to live the life of a man. I have not time to enter into the discussion of ideals but will merely mention three that have grown up in the process of education. According to the Function of the Graduate School of Education 53 first, the purpose of education is to fashion the in- dividual in the image of the past, usually the best past. It is the humanistic ideal and tends to make the civilization conservative and static. According to the second, the purpose of education is to fit the individual to the conditions of the present, to the immediate needs of the social, political, and industrial life. It is known as the utilitarian or vocational ideal and lays stress on education for industry and citizenship. According to the third, the purpose of education is to develop a man, the best man possible under the conditions ; to assist nature through nurture ; to enable the individual to find himself, and to evolve naturally and rapidly to the highest levels and even to rise above them. Ac- cording to the latter conception of education the initiative must come from within and the instruction must be adapted to the capacity and ability of the individual. Teaching becomes the effort to make others see and live what you see and live. Development results from the interaction of the organism and its environment by means of which both ai'e modified. In this process of interaction there are four factors that should be noted: the surrounding physical environment ; the surrounding social environment ; the growing organism ; and the self-active, organizing, directing, controlling force known as aspiration, longing, aim. Man is a great dynamo or generator of vital energy. This energy 54 Education, Democracy, the League of Nations is constantly increasing through nutrition and growth. It is the purpose of education to enable the individual to organize, control and utilize this energy. The process brings more of happiness and real worth when it takes place under methods of construction. This accumulating energy of the growing individual must have an outlet and will seek it in work or pla}^, in channels of righteousness or in paths of evil. Education should teach one to make the best use of his inheritance, to overcome difficulties, to live truly, and to act nobly. It is the function of the graduate school of educa- tion to give dignity and productive scholarship to the teaching profession ; to add to the sum of human learning ; to discover better methods of testing intel- ligence, native ability, and human worth ; to stud}' the needs of subnormal and dehnquent children, in- cluding the cause and remedy ; to encourage scientific research in education; to create a more intelligent and more efficient body of teachers; to direct edu- cational investigations and school surveys, both state and national; to furnish inspiration and guidance to normal schools and undergraduate schools of edu- cation ; to encourage able schoolmen to make use of its laboratories in carrying on investigations that may be of value to the profession ; to become a source of supply of the best trained teachers ; to prove the fallacy of the thought that scientific research and productive scholarship are incompatible with the Function of the Graduate School of Education 55 best teaching ability. These are a few of the things for which the graduate school of education should stand. But above all, these schools should create in their midst the true teaching spirit and genuine co- operation in human welfare. They should stimulate men and women to become interested in research and productive activity; to discover, vitalize, and pro- mulgate truth ; to live in harmony with that truth, and to inspire others to do so. These schools should create for the teaching profession the confidence and scholarship that are enjoyed by the other learned professions. In state institutions they should become the trusted centers of educational au- thority of their respective states on all subjects pertaining to the education of the people, the pro- fession of teaching, and individual and community welfare. CHAPTER IV THE MENTAL DEVELOPMENT OF CHILDREN ^ The nature of this meeting, the commemoration of the twenty-fifth anniversary of the national child study organization, throws one into a reminiscent mood. The coming into my home of a daughter in 1890 and of a son in 1891 turned my attention for the first time to real child study. The following year I received my first baptism in the scientific study of children at Stanford Univer- sity under the direction of the young but virile prince in that field. Professor Earl Barnes. In 1894, at Clark University, I came in touch Avith that living master of research in genetic psychology, the father of child study in America, the lover of truth, the chil- dren's friend whom we honor today, our own G. Stan- ley Hall. Among the early prominent leaders in this new field were: Preyer, Tiedemann, Sigismund, Kuss- maul, Genzmer in Germany; Darwin, Sully, Pollock, Warner in England; Taine, Perez, Eggert, Binet, ^ An address given before the National Education Associa- tion, Pittsburgh, July, 1918. 56 The Mental Development of Children 57 Compayre in France ; Hall, Dewey, Baldwin, Barnes, Miss Shinn, Mrs. Hogan in America ; not to mention others whose excellent works in the early eighties and nineties did much to steady the movement. One can scarcely keep back the thought that if our efforts had only been stronger and our intelligence keener we might have prevented, by working together, this cruel war with all its human tragedies. Humanity is the same the world over. To know, direct, and control thyself, or, in other words, to discover God's laws and obey them, is the essence of all truth. Like every new movement, child study presented much of dross. Professional reputations were made and lost in a day. It was difficult to select the true from the false. Discouragements came thick and fast. The pseudo-expert who had entered the field for quick returns left in disgust. The subject was so complex and results obtained often so meager, that many of our best students faltered. Even this or- ganization in an unguarded moment added fuel to the criticism b}^ changing the name of the department from Child Study to the less appropriate term Child Hygiene. But Child Study in its true sense has come to stay. Hosts of teachers are again returning to their first love, and by means of the opportunity now furnished them through graduate schools of educa- tion, they will be able to change their entire attitude and worth as teachers. There is to us all but one book, the book of nature with man its highest prod- 58 Education, Democracy, the League of Natio7is uct and only interpreter. The true interpretation of this book gives all the truth and culture to be found in human life. Every individual has or may have the key which unlocks this sacred storehouse of all wisdom. The deeper and richer our study the more we become convinced that the essence of life and the laws of growth are the same in plant, animal, man. The study of one leads to a knowledge of all. Each is fashioned, through inheritance, to a special mould from which it cannot deviate except in the slightest degree, and then only on the juxtaposition of the greatest forces working in harmony. The common elements in all life are so numerous and so convinc- ing that only the ignorant or mentally perverse need fail to see the relation and catch the spirit of the unity of life. From the lowest to the highest forms of life this unity and conditioning of one by means of the other leads to faith in the plan and reverence for the tinith that shall make us free. Under other circumstances I should like to call your attention to some of the beauties of the law of evolution, as manifested in the lower forms of life, indicating the value of con- struction and increase of life to destruction and loss of 'life, but another problem awaits me. Man begins the journey of life as the plant or other animals, with a single cell. Through growth and cell-division the change is miraculously rapid at first, increasing over nine hundred millionfold dur- Tlie Mental Development of Children 59 ing the first nine months and then increasingly slower, or about twenty fold more in the next twenty or twentj^-five 3'ears. By adult life the single cell of the beginning has multiplied to represent more rather than less than four hundred billion cells clustered into groups and differentiated into organisms each with its special function and work to perform. Any disturbance of a single organ may be sufficient to throw the whole machinery out of gear. To illus- trate, the thyroid gland, the function of which is not yet well understood, seems to secrete a food essential to higher brain growth and functioning, and also to act favorably as a remover of the toxic products of metabolism of the higher nervous system. Hence any pathological condition of the thyroid gland, as in goiter, myxedema, cretinism, is apt to be accom- panied with severe mental disturbance, if not a com- plete nervous breakdown and feeble-mindedness. It is the clearer knowledge of this conditioning rela- tion between the parts and functionings of the body that is bringing clearer to consciousness the vital need of the psychological clinic and intelligence test- ing to the public school system. If we surround the child with a suitable environment, remove as far as possible the evil effects of parental mistakes, feed each organism — physical and psychical — when hun- gered and nascent, teach the individual to direct and control the lower processes of thought and action by means of the higher, nature will do the rest and we 60 Education, Democracy/, the League of Nations shall all be proud of the product. The living organ- ism must fill the mould before it can change or break it; that is, all progress of civilization takes place at the top after the mould of inheritance has been outgrowTi. The individual of today represents the accumu- lated experiences of countless generations. At the bottom of the push for greater and better life is the will to live. It is found in all animal existence, and causes the struggle that makes for civilization. Through it the one-celled animal adds sustaining elements to all life about it. Nature's laws are eter- nal and cannot be broken or set aside without injury to the whole fabric. To live and act in harmony with these laws means the fulfillment of God's plan and the establishment of the greatest good and hap- piness to man. Every cell or organism, Avhether acting alone or in group, manifests this particular individual will to live; when acting in group it takes on a new func- tion without surrendering the old, i. e, the will to live as a member of the special group. This is the essence of all later development, whether phj^sical or psychical, and probably represents the biological root of individualism and socialism, a dualism in all that cannot be changed without the destruction of life itself. But passing from the early beginnings to the twen- tieth century man, he is, as is well known, the em- The Mental Development of Children 61 bodiment of all that has gone before. To every in- dividual, through growth and development, is fur- nished the opportunity to pass rapidly through the conditioning experiences of all the past, and then add his bit of truth at the top for the sustaining happi- ness of coming generations. Because of the rich inheritance that falls to the lot of every individual and the conditioning effect of the inner life upon growth and development, intellec- tual freedom becomes a matter of necessity for all, or their failure to advance is ours, not theirs. In this growth and living over the history of the past the individual does so on many different levels. There are three in particular, found in childhood and again repeated in adolescence, to which I desire to call your attention. From birth to twenty or pos- sibly twenty-five the individual passes through two important life-c^'cles of growth each containing three distinct stages or levels of growth. The first, from birth to two or possibly three, is the emotional level when the feelings are dominant. The child is now a dermal animal. The epithelial tissue, which in- cludes not only the covering of the body but also the alimentary canal, the lungs, nervous system, etc., is making its greatest growth, and since it contains all the sensitive end-organs, it is easy to see why the feelings are now storing up a rich harvest for future use. The second, from three to seven or eight, is the 62 Education, Democracy, the League of Nations volitional level when will is dominant. The child is now a motor animal. The muscles, especially the large fundamental muscles, are passing through their most rapid growth, and require the exercise that makes of the child a dramatic or doing animal. The third, from eight to twelve or fourteen, is the intellectual level when intelligence begins to get control and is dominant. The child is now a dis- criminating animal. The finer muscles are develop- ing and demanding exercise or use. Skill of move- ments now takes the place of the awkwardness of former years and lays the foundation of the formal side of education essential in later years. As is well known, all true education develops from within and cannot be hurried nor aided by dictation nor force from without. If education is the change wrought in an organ or organism through individual experience, one can see how by following in the path of the biological steps here shown and conforming our teaching to the inevitable laws of nature, we could soon create a new civilization. True teaching consists in discovering the natural laws of human development and bringing the mental food to the child in the form and at the time in which it is needed and can be utilized. This first cycle of individual growth is known as childhood. It is sel- fish, individualistic, and based on physical hunger, food-getting and self-preservation. The second cycle is known as the cycle of adoles- Tlie Mental Development of Children 63 cence. It repeats in a similar order the same three levels or stages of development. A new birth oc- curs, the entire physical growth begins anew. The motive is sex hunger, procreation, and parental in- stincts. Socialism and altruism become necessary' concomitants of future existence and tend to in- crease the individual love of life and interest in na- ture. The difference in the rate of development now be- tween the bo}^ and girl makes it necessary in our scheme to separate them. Hence I shall proceed with the boy in mind. From fourteen to sixteen the dominant growth changes seem to be dermal affect- ing the epithelial tissue and producing innumerable new feelings and emotional desires. This is known as the adolescence period par excellence in gather- ing, testing, trying-out, and storing away new expe- riences, laying the foundation for later versatility and strength. From sixteen to eighteen (the definiteness of these statements should not indicate that there are not many overlappings) is the second period of most rapid growth of the large fundamental muscles when the will and the desire to do are again dom- inant. This is the time for general training and education. The boy now delights in rivalry and feats of strength. If he is not handled right he may leave school before his time to enter the dynamic world where he can do and dare. Woe to the insipid 64 Education, Democracy, the League of Nations teacher in this stage and the next ; later genera- tions must suffer for the want of a man. Today, as never before, the world needs men, truly educated men; men of clear vision and consecrated wills; men who believe in God and love His children ; men who will not hesitate nor falter where truth points the way. From eighteen to twenty or twenty-five is the period of the second rapid development of the finer or accessory muscles. This is the period par excel' lence for specialization in education, the selecting of a profession or trade and perfecting ability and worth in it ; seeing, appreciating, and promulgat- ing the finer things of life. The individual is sure to appreciate the natural order of human develop- ment and have many inclinations to follow it in the direction of a higher life and a better civilization. If he does not improve upon his inheritance it is be- cause of a faulty environment or bad teaching and not because that God so willed it. If you have followed me thus far I shall ask you to go with me now over another step which to my mind is the most important of all. I have been considering human development ontogenetically ; I desire now to consider it phylogenetically. As the individual passes through his ontogeny by means of special steps or levels, so he lives over and develops his racial history on definite stratas or special levels, three of which must have held his forbears fixed for The Mental Development of Children Qo ages. If we now take a sweeping view of racial history and experience, we note that besides the dual- ism resulting from the interaction of the physical and psychical, there is the well-known trinity of the psyche — emotion, volition, intelligence. Now if we consider the larger period of human development when the feelings and emotions are dominant, and when body growth is the principal function, I think we can safely say it covers the first twenty to twen- ty-five years of life. Barring the stress and strain and the many struggles of altruism that appear, it is the period of selfish individualism, the perfecting of the body and of being stimulated through the fun- damental feelings and emotions. It is a period of body building, egoism, and self-preparation. The chief motive is physical hunger, including the instinct of self-preservation. From the early twenties to forty-five or fifty the whole purpose and nature of life changes. It is now actuated by sex hunger, procreation, parenthood, and the protection and care of the young. As the former life centered in the immediate interest of the individual, the development of a strong body and an energetic mind, the present life centers around the needs and immediate interests of offspring. It is to a degree social and altruistic. We begin to live for others ; the family, the clan, the tribe, the race, the nation. It is the period of construction, home-mak- ing, industry, practical sciences, lower patriotism, 66 Education, Democracy, the League of Nations sectionalism, nationalism. In a broad sense it is the volitional period of life par excellence, when men for the sake of offspring and his immediate group executes the earlier fundamental functions of the world's work. From fifty to seventy-five or eighty, as life is now constituted, is another vitally important period to every normal individual. It is the period of intel- ligence par excellence when the individual, who has lived in harmony \\dth nature's plan, is free and ready to render his best service to humanity. The indi- vidual who has lived wisely, and passed normally through the other two stages, is now ready to enter efficiently and religiously upon his highest life's work. It is to the healthy individual the period of con- structive thinking, as the first was one of feeling and emotion, and the second, one of volition. The fun- damental motive now is the hunger for truth, the desire to know the true purpose of life, and the will to render the greatest service to mankind. Man has now come into vital touch with his spiritual inherit- ance, the last great level on and through which he is permitted to live ; but how worthy may be the end- ing and the service rendered. Each level, no doubt, represents ages of static conditions of the race, until some fortuitous varia- tion, more useful than others, led the race that sur- vived to a higher level. Through these ages of strug- gle and push upward of our ancestors, we may move The Mental D'evelopment of Children 67 rapidly through the entire history and come again into vital touch with the essential experiences of the entire past. The latter is what is meant by true culture. To all individuals such a mission is pos- sible and intended. If we do not live to enter upon it, or become fixed in a lower level when it was in- tended we should serve in a higher, the fault is ours, our parents' or our teachers' and not that of nature. I have turned over rapidly in your presence a few pages of the book of nature, quoting at random a few of the thoughts that appeared on the surface ; that I have not been able to select the best nor com- pletely satisfy my hearers is as plain to me as it is to you. With this foundation I should like to dis- cuss more fully the mental development of children. If you have followed me thus far, you can add the details ; if you have not been able to follow me, the details themselves would be uninteresting. True in- telligence can only be developed when the organism concerned is nascent and supplied with sufficient energy. Some minds are able to utilize more intel- lectual food than others, and there are times when all are dull. All children respond to teaching that is well directed and furnished in proper quantity and right quality. Tlie three intellectual periods mentioned above are the ones in which the growth of intelligence should be stressed, but all levels are vital to the life of the individual and should be given sufficient food and stimulation, when nascent. 68 Education, Democracy, the League of Nations The three psychic elements of feeling, willing, know- ing are combined in every act and so interrelated that one cannot be developed far without the other. One fact of human development I should like to leave with you with such burning clearness that you can never forget it. The book of nature from which I have been sketching is written, through nervous complexes, impulses, traits, instinctSj indelibl}" in the soul of every individual. The least stimulation of these latent elements when nascent and ripe will set them off. When nature becomes to j^ou a mirror, look in; behold thyself and see God. Why any man who by controlling his own complexes and working out his own salvation might become great, should de- sire to force his thought and methods of thinking upon another, thus preventing the other from reach- ing his highest goal, is an enigma hard to under- stand. Teachers should avoid it and never give for truth what is not truth. Education should make men free, and not slaves. Are you intelligent and clean? Are you blessed with a real hunger for truth? Have you been a faithful student of child-life? Do you really love children? All children? You are saved; go forth and save others. CHAPTER V THE REORGANIZATION OF EDUCATION ^ The world war with its surprises, disappoint- ments, inhumanity and death, created no new prob- lems of education and government, though it caused many old ones to stand forth in a new and clearer light to intelligent humanity. It has furnished the background bringing into clearer relief the many false and mistaken ideas of . the past. For many years prior to the war advanced thinkers had advo- cated the complete reorganization of the educational system in the direction of a truer democratization of education, and of social, political, industrial, com- mercial, and religious welfare. They foresaw the necessity of a complete change from the autocratic to the democratic form of education and government ; from the mistaken methods of commercial competi- tion and unjust rivalry to those of mutual co- operation, fair and open dealing, and benevolent support. They endeavored to bring about more genuine equality of educational opportunities, a closer union of interests, a more natural and even ' April 4, 1919. 69 70 Education, Democracy, the League of Nations sharing of responsibilities and rewards, and to stimu- late genuine social, industrial, religious, and political betterment. One frequently hears expressions of surprise as students in the history of education discover for the first time the close resemblance of national sys- tems of education, however far apart the countries may be situated on the map. If we knew more con- cerning the nature, origin, struggles, and possibili- ties of the genus homo and progeny we could not give encouragement nor voice to songs of hate against members of the human family even in times of war. The real character of individuals and na- tions at war is the same as their character in times of peace, though it seems different. War is always destructive and brings out the lower, more primitive, and less desirable emotions ; while peace is naturally constructive and stimulates the higher, more humane, and more intelligent emotions. Even in war the innocent should never be made to suffer in punish- ment for the faults of the guilty. If the close of a war brings just, humane, and democratic peace it will go far toward preventing the recurrence of an- other war. Humanity is much the same at core the world over, and in war the lower brute nature be- comes supreme and makes fools of all. It is hard to be fair, just, and honest with an enemy, but it is God's way and proves best in the end. The marked resemblance of the educational sys- The Reorganization of Education 71 terns but indicates the commonality and close rela- tionship of men and nations. It was two hundred years after the Renaissance and a hundred years after the Reforaiation that our forefathers, seeking religious liberty, began the early settlements of America. They had passed through stirring times at home, were schooled to the struggles and cruelties of war, the deadening influence of military autocracy writh its class distinction and favoritism in education. But their 'education on the whole was meager (being mostly of the middle and lower classes) and they knew no other than the autocratic or imperialistic type which they had left behind. Hence they set up in the western A;vdlderness, their new homes, the type of European education with which they were familiar, and this type has continued much the same, at least in form, until the present. Educa- tion is conservative and when once established tends to perpetuate itself without change. This in part accounts for the resemblance of educational S3^stems starting originally from the same source. It is true that there are many disintegrating and synthetizing factors in any educational S3'stem, re- sulting from the overflow of native energy of healthy individuals, the changing conditions of society, and the lack of harmony with the needs of the environ- ment. But these forces are generally met and over- come bv the conservatism of teachers trained in the old schools. On this account the educational sys- 72 Education, Democracy, the League of Nations tem of democratic America and the people differ but little from the educational systems and the peoples of autocratic and imperialistic Europe. The paro- chial school of America is still closer related to the elementary schools of Europe, but not so well or- ganized and less efficient. Since it is the experiences and habits, good and bad, false and true, of one gen- eration that are transferred to the children of the next through the educational system more than in any other wa}', it behooves all good citizens to keep a close and critical watch on the schools. False ideas of education and wrong methods of teaching when once established are difficult to correct or to eradicate through many generations. All modern systems of education originated in and are the outgrowth of autocratic forms of gov- ernment, adapted to meet the desires and supposed needs of the favored classes and to hold in check and stable equilibrium the toiling masses. There have been periods in the histor}^ of civilization when the undercurrent of democracy was all but strong enough to completely overthrow autocrac}^ in gov- ernment and education modifying at times the curric- ula and changing to a certain degree the methods of instruction. One such period was in the be- ginning of the Christian era, another in the time of the Renaissance followed by the Reformation, an- other in the time of Rousseau followed by Pestalozzi and Froebel, many more might be mentioned. But the The Reorganization of Education 73 subtle influence of autocracy when once established, the inertia, conservatism, and ignorance of the masses cause them to again submit to the dictation and direction of the classes rather than to follow their ovm leaders into new but better fields of thought and action. Autocracy, familiar with these weak- neses of humanity, is able to take advantage of the democratic masses and to prey upon them through deception, and thus swing to the saddle again after every seeming overthrow. To make the world safe for democracy and to give to humanity a chance to move forward is no child's play, and the most difficult part of the whole undertaking is now upon us and immedi- ately before us. After sacrificing eight million lives of the world's best in battle and maiming or wound- ing four times as many more, not to speak of the indi- rect suffering and the immense labor and money loss, it would seem that the people would not permit the world to fall back in the same old ruts. But it will if autocracy has its way in bringing about an un- just peace and in preventing the establishment of a truly democratic league of nations. This is the crucial period of democracy and the league of nations. The reorganization of education to meet the needs of democracy and the whole people is no easy task. There are no landmarks to direct, and while such changes have long been advocated by advanced think- ers, they still exist only in theory. Autocracy has 74 Education, Democracy, the League of Nations long stood in the way of such democratic changes being brought about and will continue to block them whenever and -wherever possible. The conception, philosophy, and purpose of education as conceived by the ruling, exploiting autocratic few are wholly different from those of the intelligent democratic masses. It may not be necessary for the sake of clearness to state that all individuals are at times autocrats and again democrats (bolshevism so uni- versal at present is a form of autocracy at the other end of the scale of humanity from imperialism), au- tocracy representing the dominance of the special, individual, selfish self, while democracy represents the dominance of the general, social, altruistic self. Both elements are necessary to make a true man, and the right blending of the two gives the highest and best type of manhood. It is only when one's autocratic nature dominates and suppresses his higher democratic (altruistic) nature that the world is made to suffer for the want of a true man. But what is true of individuals when acting alone is equally true of groups of individuals, societies, and nations. When a few individuals in whom the auto- cratic self is dominant join together in secret alli- ances for selfish ends they multiply many fold their power for evil, lower the moral tone, and reduce in a marked degree their power and influence for good. It is this union of autocratic individuals, usually not more than three per cent and scarcely ever The Reorganization of Education 75 over ten per cent of the people, into secret organiza- tions and alliances for self-aggrandizement and the control and direction of the masses, that creates the chief danger to society and prevents the growth and spread of democracy. To the victor belongs the spoils is the doctrine and practice of autocracy but never of democracy. Democracy is always will- ing to go two-thirds of the way to strengthen the weak and worthy, but true democracy can never be made to compromise with evil no matter how great might be the selfish gain. The autocracy of education has grown up with and become part of the autocracy of government and the still more subtle autocracy of religion; the latter is now almost as far removed from the true spirit and democracy of the people as it was in the time of Jesus. Favoritism of the special classes and unjust treatment of the toiling masses in all these fields have become such common practices of social, political, religious, industrial, and commercial activ- ities that most people have come to accept them as a matter of course if not an absolute necessity to human civilization. Every educational system has been stimulated by and adapted to this false philoso- phy of life, industry, politics, and religion.' We see its uncivilizing and damaging influence at work now in the world peace congress, preventing a fair and just peace and the establishment of a truly democratic league of nations and open diplomacy. 76 Education, Democracy, the League of Nations Autocracy is always willing to preach democracy and accept its favors providing it is granted the advantage in the start, given the best places, and sufficient assurance of being able to maintain them. This is not democracy though it may go under that name and be falsely called democracy. When the people realize that the whole educa- tional system is honeycombed with this false im- perialistic philosophy of life and human development, and that awakened humanity is pleading for the opportunity to try out the more promising demo- cratic philosophy of life and human development in order to create international amity and prevent lawlessness and the spread of anarchy (the natural growth of favoritism of the classes and unjust treat- ment of the masses), they will be ready for and de- mand the fundamental changes that must take place in educational systems before the world can be made safe for democracy. These changes of thought and action can not take place with the adults whose education and habits have become fixed, but if de- sired they may be completely incorporated in the future thought and education of the children. It stands to reason that these needed democratic changes in the educational system will never be brought about if left in the keeping of the present exploiting autocratic managers who have been and are still in control of this and other educational sys- tems. In the first place their education is faulty. The Reorganization of Education TT the}' do not sense the problem ; in the second place they are not willing to make the personal sacrifices that must always occur in an\' change from autoc- racy to democracy. For over two thousand years the autocratic spirit of humanity has ruled the world by might through the concentration of power. To succeed in this low and unjust philosophy of life it has been necessary to organize the entire educational system, religion, industry, politics, and society in harmony with and in support of the plan (system). It must be remem- bered that the dominating autocratic spirit of hu- manity never represents more than ten per cent and usually not more than three per cent of the people, and yet by means of deception, intrigue, secret or- ganizations and alliances, camouflage, flattery, and a whitened exterior, they have been able to succeed and keep in constant subjection the ignorant masses. One who has had much to do with furnishing large educational institutions with supervisors and directing officers must have felt the favoritism and powerful influence for weal or woe to the children of the community of the rotary club and similar organ- izations, even in the side field of education. As the influence of one club or secret fraternity becomes too autocratic and powerful it necessitates the establish- ment of others for self-protection and to counteract the evil. Before the United States is through with the war which it entered with such high and altruistic 78 Education, Democracy, the League of Nations motives, it will have discovered how the autocratic system of secret alliance and special privilege had permeated most if not all the directing entente powers. Most of these secret treaties were enacted through fear and a desire for fuller self-protection. It is to be hoped that the overwhelming democracy of the United States coupled with the awakening democracy of all other countries will be sufficient to give to the world the promised democratic peace and a league of nations based on true democratic principles to maintain it. Autocracy is not wholly wrong and many of the educational fraternities that support it began with the best of motives. The degeneracy, wherein that has taken place, has resulted from the effort of the autocratic few to direct, control, and subject the democratic masses. An aristocratic body and an autocratic government can not view without appre- hension the moral and intellectual awakening of the common people. If the few are to rule the many it can only be done through intrigue and by keeping the masses in ignorance. Autocracy has developed much that is wholesome and good and the autocratic spirit in us all has its legitimate place and worth. It is only when it is used to beat and enslave the less favored that it becomes a menace to civiliza- tion and can not be tolerated. Ingrained as the spirit of democracy is in all peoples it is absolutely impotent as a directing con- The Reorganization of Education 79 trolling force or governing philosophy without or- ganization and general intelligence. I have long maintained and still believe that it requires greater intelligence to govern a people by right than by might, through the methods of democracy than through the methods of autocracy, but the former is right, just and true and must and will in the end succeed. To develop, man must be free, but to be free, he must develop in intelligence, beauty, truth, justice, worth. Democracy calls for organization and leadership but it is a different t3'pe from that of autocracy and must be directed by a different set of officers (servants) who have at heart the highest and best good of the whole people. Democ- racies act through majorities openly and honestly arrived at, in which legislation represents the united will and voice of all, and the execution the one or few to which that power is delegated. But what has all this to do with the reorganization of education as now constituted? My answer is everything. I am aware that I am a citizen of the most democratic country in the world and that my own immediate forefathers helped to make it so through the struggles of the revolution, yet I am also painfully aware that the educational system that has grown up in this country conforms more nearW to the autocratic philosophy of the educa- tion of Europe than the true democratic philosophy of education that should be granted to the people 80 Education, Democracy, the League of Nations and children of a democracy. I am keenly alive to the subtle influence of autocracy enthroned in high places, and know how detrimental it is to the indi- vidual's chance of advancement to raise his voice in protest, but the truer interests of children and hu- manity have an impelling force somewhat similar to the love of humanity that compelled our nobly demo- cratic heroes to cross the sea in defence of the weak and innocent. The autocracy in our educational system is well entrenched and will die hard. It can not all be overthrown at once. But the greatest danger to democracy in the reorganization of edu- cation will come through the deception and double dealing of the left-over autocrats in high places who in spite of their smooth phrases are unsympathetic. If the reorganization of education gives to all the people what they need, desire, and have a right to expect, it will be because the work is directed by intelligent, well educated, clean, honest, sympathetic leaders. No system can be so regulated that it will direct itself, and democracy is no exception ; neither can class autocracy be trusted to remain passive when its foundations are seen to be crum- bling. In the new order there must be a complete change in educational thought and practices, fitting them to the vital needs of humanity and the principles of democracy upon which the world is now entering. The changes will often be drastic, necessitating many The Reorganization of Education 81 sacrifices and frequent loss of position of the leaders of the old school, but it is all for the greater good of humanity. Education Avill become a personal matter, developing self-initiative and self-activity, enabling the individual to find himself, feel his own responsibility and worth, and to get control of his lower and baser emotions by means of the intelligent organization of his higher and better emotions. True teaching will not consist as now in a pouring in process and adapting the indvidual to a foreign ar- tificial standard, but it will consist in guiding the individual through his o^ti initiative to find himself, to see the beauty of God's kingdom of which he is a member, to come into possession of his highest possi- bilities, and to make his service sublime. Among the important fundamental changes of edu- cation Avhich the Avorld war has emphasized and made possible are the democratic principles long advocated by many of the best educators: that edu- cation should be extended with franchise, become uni- versal, made easy of access, alike in its fitness and equality of opportunity for all ; that it should be adapted to and become a living part of the individ- ual, built in but not on the initiative and push de- veloping from within ; that it should be according to nature, given in quantity and quality to meet the dynamic needs and spiritual hunger (increas- ingly stimulated) of the developing individual ; that it should tend always toward a better, truer, happier, 82 Education, Democracy/, the League of Nations and more useful individual; that it should tend to increase practical judgments and the sense of per- sonal responsibility, moral and intellectual worth; that it should stimulate the individual to become keenly alive to the part that belongs to him in altru- ism and true service in bettering the condition of his community and for the higher good of humanity. This enumeration does not include all the points that might be mentioned, but if the reader has caught the spirit of m}- thought he can add others if not better. Probably a still more fundamental change in edu- cation should be the genuine cleansing and purifying of society for the good of all, both as to body and mind. The general public was astonished to find through the army draft that thirty-five per cent of the male population were unfit for the battle of life on account of physical or mental weakness (many mistaken persons have advocated universal military training as a means of obviating some of these de- fects). Clean and moral health habits depend upon nature and nurture; the former (nature) can be modified but slightly and that through the lives of the parents, but the latter can be changed at will by taking advantage of nascent periods if begun early enough. Most if not all these evils have become deepl}' rooted in the nervous system before the mili- tary age. The menace to good liealth and better civilization are the perverse, morally weakening, The Reorganization of Education 83 health destroying, easy formmg, difficult overcoming habits due to alcohol, nicotine, opium, morphine, the social evil, and many others of life effect. All affect detrimentally parenthood and both the nature and nurture of the child, and should be completely eradi- cated from civilization root and branch. But spirit- ual honesty and uprightness of character are more to be desired in a people than the physical health habits. No teacher can afford to break faith with a student no matter how severe the provocation nor great the sacrifices to be rendered, and the same rule should hold true between superintendent and teacher or university chancellor and member of his faculty. A superior in rank can afford to be gen- erous and just but he can not afford to be dis- honest and unjust even should he temporarily gain thereby. The United States fought to free humanity from injustice and the evil of double dealing; will she now forget to right the wrongs committed in and through her name at home? The clinical psychologists who played such an im- portant part through the army personnel board in establishing quickly such an efficient democratic army, must again turn their attention to the public school system and other institutions of human wel- fare in which already their excellent service for good had been felt. The work of examining and diagnos- ing the mental and moral capabilities and possibili- ties of growing boys and girls and rendering de- 84 Education, Democracy, the League of Nations cisions that may fix for weal or woe their future, is so important and vital to humanity and education that no one should be permitted to assume the work of diagnostician before attaining the scholarship of at least a doctor's degree from one of the best institutions fitting for the work. The individual differences of children of the same age, as shown by the intelligence scale, vary from zero to one hundred; to educate all alike or to try to stand- ardize them to fit a common mould, as is now so often done, is the height of intellectual absurdity. There are, however, some great landmarks of standardiza- tion and unification in teaching that can and ought to be respected by all. To illustrate, the individual mind, as the universal mind, in developing passes through three important periods or levels, the emo- tional, the volitional, the intellectual, all of which must be studied, understood, and utilized in order to develop the highest t^^pe of manhood and woman- hood. Roughly speaking, the world's best work in the emotional field is performed by men and women be- tween the ages of fifteen and forty (the acme be- tween twentj^-five and thirty) ; in the volitional field, between the ages of twenty-five and fifty-five (the acme between thirty-five and forty) ; in the intellec- tual field, between the ages of fifty and eighty (the acme between sixt^- and seventy). Many of the The Reorganization of Education 85 best works in these fields have been produced by men and women still older than given above. I am speaking here of the normal healthy generic man of whom the new education and the cleaning up process of societ}^ will produce in largely increasing num- bers. It is due to faulty education and perverted health habits that so few of the people of the world are permitted to share in the highest and best field of human thought and action. These three divi- sions of mind are always present and at times more dominant, but it is the interaction, proper balance and right use of these forces that gives to the world the sane and cultured mind. Hence the balanced mind is always the sane and safe mind. The divine injunction to man to "be fruitful and multiply" is a part of nature's law written indelibly in rock, plant, animal, man; when ill-health, lack of opportunity, or mistaken philosophy deprives man from fulfilling the normal God-given function of life it brings in its wake physical and mental dis- turbances not only to the individual thus handi- capped but to all others who must depend upon him alone for guidance. I should rather that my children in gaining an education came into immediate contact of true, healthy fathers and mothers than of all others ; and yet, I appreciate the fact of the purity, sanity, and helpfulness of our non- parental teachers. There is a wholesomeness and 86 Education, Democracy, the League of Nations sweetness of character developed through the birth and care of children that can never be acquired in any other way. The first essential of democracy is the enlight- enment of the people; in fact it can not exist in a country wherein the intelligence is low and limited to the few, and the ignorance is great affecting the many. The cardinal virtues of democracy are law and order, individual responsibility, freedom to do right but not to do wrong, equality of opportunity, fair and open play, just and honest treatment. In such a condition of society there is no place nor desire for autocracy or anarchy. There will always be classes in the truest democracy but they will be the classes of true intelligence, genuine culture, and individual worth which will stimulate aspiration and be honored by all but not condemned. If the reor- ganization of education takes some such form as I have briefly outlined, democracy is safe, the nation's promises to humanity in part fulfilled, and lasting peace assured. II CHAPTER VI COMMUNITY AND EDUCATIONAL, WELFARE GET- TOGETHER CLUBS ^ The effect of the world war in arousing humanity to the sense of danger, personal responsibility, and individual possibilities, and the exceedingly fortunate outcome of the war to democracy and human prog- ress, have made possible certain important changes in education and social welfare which until now have hardly seemed possible. The democracy of the people has not changed nor become more universal today than just before the war, but it has been awakened and intensified, and through the results of the war it has discovered its strength when organized and united. As compared with autocracy it represented at least ninety per cent of the people before the war, and probably does not represent more than that per cent of the people now. In educa- tion, industry, government, and religion prior to the war it was all but impotent to put its ideas into practice on account of the subtle influence and en- trenched power of feudalistic autocracy. But with ' May 1, 1919. 87 88 Education, Democracy, the League of Nations imperialistic autocrac}^, at least for the present com- pletely overthrown, a democratic league of nations actually established, there is nothing now but igno- rance and criminal negligence that can prevent true democracy from coming into its own. It is difficult to overestimate the grave responsi- bility that has been placed upon all the people through the efforts and opportunities of democracy. The class autocracy with its intrigue and secret alli- ances which until now has played such an important roll in all education, is a survival of the dark ages or more primitive times with its ignorant and sub- servient people. It can not survive under open diplomacy, honest administration, and the demo- cratic "methods of education and human welfare. Democracy depends for its security on the founda- tion of right, justice, equality of opportunity, good will, and mutual co-operation; while autocracy de- pends for its success upon might, favoritism, secret diplomacy, intrigue, class organization and imperial- ism, and the selfish manipulation of the education of the people. The conception of the one is built on absolutism, the supreme will of the autocratic state, dynamic imperialism; the other on the con- sensus or supreme will of the people, the common creation and expression of all for the mutual benefit and personal welfare of all. The aims of these two philosophies, when thus isolated, are so disparate that they ofl^er no common ground nor basis for Educational Welfare Get-Together Clubs 89 compromise. It is either the one or the other, and yet, since in their origin they are but common and essential elements of every genus homo, one ought to find some neutral ground upon which the diver- gent interests can be united for the common good of all until we find a better way of educating the whole people. During the war we forgot that we were autocrats or democrats, militarists or pacifists, but united our efforts as loyal citizens all for the common weal of our beloved country. With the league of nations now established, wars of aggression forever over if humanity wills it so, ought we not to continue the new found strength in bettering the conditions of public welfare.'' We were able to bury our differ- ences quickly under war emergencies and unite our efforts in methods of destruction when we could see no other way to protect inviolate the principles we hold dear; can we not now bury the small dif- ferences that disturb us and unite our efforts in methods of construction for the betterment of hu- manit}'.? The leaders of yesterday who have re- ceived nearly all their education through autocratic methods of competition, class rivalries and favorit- isms can hardly be expected to play fair with the new education and its democratic tendencies. But they are greatly in the minority, usually have good intentions, are disturbed through seeing their former power slipping from them, and know of no other 90 Education, Democracy, the League of Nations way of directing and controlling the people but by class competition, secret organizations, and fa- voritism of the few at the expense of the many. Under open and honest administration their evil in- fluence will soon wane, their methods become more democratic, and their lives more helpful. The necessities of the world war with its accom- panying evils and lowering of the moral tone brought the people closer together and enabled them to see more clearly the strong and weak points in society, the community life, and the educational system. The strength, truth, and beauty of democracy, the weak- nesses, fallacies, and inhumanity of autocracy never appeared so clearly before ; the one resting for its solidarity on open diplomacy, right and justice as expressed through enlightened public opinion, and the inherent strength and purity of the masses, the other upon secret diplomacy, might made stronger through intrigue and inhuman practices, and the control and enslavement of the many by the chosen few. But as we look deeper into human nature we find both these elements represented in every soul; for a time the one is dominant, then the other, first the autocratic (selfish), then the democratic (altruis- tic), if we develop right. When democracy is strong in one he desires to live that he may help others to live, but when autocracy is strong in one he desires to live in the easiest way at the expense and through the toil of others. But since true democracy has Educational Welfare Get-Together Clubs 91 found lodgment in all and exists in such overwhelm- ing prominence, and since all are so much alike by nature and almost equally interested in bettering the condition of humanity, there ought to be found some common ground upon which to get together in altruistic efforts for the good of humanity. To one familiar with the work of scientific bodies and community welfare movements there must have come painful disappointments in seeing the great waste of time and money and the immense loss of vital energ}' through mistaken efforts of procedure, failure to comprehend the real problems, and to make the public see the truth which if seen would set them free and stimulate them to a better and truer life. For nearly a quarter of a century the United States has been passing through an education re- naissance of scientific awakening. The old auto- cratic imperialistic systems borrowed from Europe are falling into decay (notwithstanding the mis- taken effort of the aristocratic classes to keep them up), and the new scientific, co-operative, democratic systems indigenous to the country are being formed to take their places. Prior to the world war these educational changes were becoming especially marked tlirough scientific organizations, special research clubs, social and civic welfare societies, school and business surveys, etc., but the unusual requirements of tlic war have turned the attention of the general 92 Education, Democracy, the League of Nations public and the more enlightened masses to them in a way that bodes evil to the autocratic classes and encouragement to the democratic masses. During the war military autocracy with its selfishness and intrigue was taught the exceedingly important les- son that under sufficient provocation the peace lov- ing democracy of the United States could produce from its toiling masses an army of clean, honest, brave, efficient, and humane soldiers able to meet and withstand, man for man, the best soldiers of any military or imperialistic autocracy of the world. They all preferred not to fight (and some still feel that there might have been found a better way), but when they could see no other way to save humanity from enslavement and democracy from destruction, they accepted without murmur their government's call to enter, being in there was noth- ing else to do than to quit themselves like men until the work was finished. Think you that these men who had the courage to bare their breasts to the cannon's mouth for the sake of principle and their love of humanity, will now sit quietly by while the autocrats in education and the profiteers in finance are misappropriating the fcAV remaining loaves and fishes so justly won by themselves and democratic comrades .-^ If this immense moral and intellectual awakening of the common people is now utilized through honest, sympathetic, intelligent direction, mutual adjustment and co-operation through com- Educational Welfare Get-Together Clubs 93 munity get-together-clubs, which should be formed by the best citizens of every community, the re- sults to democracy and the whole people would be exceedingly gratifying. I am speaking to a body of scientists and teachers of social welfare and as you know true democracy can not exist without open diplomacy, square deal- ing, and universal enlightenment ; neither can au- tocracy thrive without secret diplomacy, suppression of truth, class favoritism and a subservient people. The United States is the only great nation that has ever sat at a peace table concluding the disputes of war in which it was vitally concerned with no secret treaties to defend and no other motives than the highest good of humanity. It is the beginning of a new era of idealism. Christian philosophy, and world democracy which, if we catch the spirit, is sure to carry us forward by leaps and bounds. Who is not proud of his country in its noble work at the peace table? Who would not rather be an humble servant of the nation permitted through God's grace to loose the shackles from suffering humanity and assist the toiling masses to come into their own, than to be the most favored citizen of the nation tied by secret diplomacy to demand as a reward of services Fiume or Shantung.'' What is the sacrifice of one's professional career or even of his life pro- viding it leads in a substantial way to the success of a democratic league of nations, international jus- 94 Education, Democracy, the League of Natio7is tice, permanent peace, equality of opportunity, and the genuine uplift of humanity? Here again in order to catch the spirit of the times, to discover the true relation of man to man in the world's work, to accomplish our full share in the regeneration of society, and to truly aid in bettering the world of tomorrow; the establishment of community and edu- cational welfare get-together-clubs will prove of great value. Encouraged as every unbiased citizen of the United States must be with the excellent accomplish- ments of the peace commissioners, the world is not yet safe for democracy; and the disgraceful, under- handed, political intrigue of the national security league and like organizations v/hen managed by patrioteers, or the "special interests," must make every decent citizen droop his head in shame. When the full reckoning is made, the war will have cost the people of the United .States a financial loss of fifty billion dollars or twenty per cent of the entire per capita wealth of the nation. If the burden was equally distributed over the whole people, as in fairness it should be, it would mean that every man, woman, and child was made twenty per cent poorer as the result of the war (that twenty per cent of all wealth had to be taken by the government to meet the just claims of the war). But many of you know how different and unfair to the masses the actual distribution has been. There have been many Educational Welfare Get-Togcther Clubs 95 profiteers who through camouflagmg, tax dodging, secret combines, and exorbitant prices have grown rich increasing their wealth many fold at the ex- pense of the bo3's at the front and the widows and orphans at home. Every individual who has the love of humanity at heart is encouraged for what the necessities of the war have done to hurry up prohibition. If it had only carried along with the suppression of alcohol the suppression of venereal diseases and the mental and moral weakening and health destroying nicotine and drug habits, it would have been worth to hu- manity many times its terrible cost. For some time yet the tobacco barons and their dupes will increase their wares and wealth at the expense of the ig- norant, deluded, and subservient members of society, but with scientific knowledge increasing and women voting there is coming a better day for our children and their beloved country. Here again through open diplomacy to get at the heart of things that affect human development for weal or woe, and to come to a true understanding of what is best for our children, community and educational welfare get- together-clubs are necessary. I am not adverse to the aristocrat if his aristocracy is based on purity of character, integrity, intelligence, culture, and worth. In that case I should like to be in his shoes. But I do not believe the tail should wag the dog nor that ten per cent of the student body of any insti- 96 Education, Democracy, the League of Nations tution, through secret organizations and personal favoritism, should be permitted to control and direct the entire institution. Through democratic get- together-clubs we might find that we were mistaken in getting at the real heart and thought of one an- other. In feelings and volitions we are much the same ; it is only in the development of the intellect that we differ. Through feelings man is brought in touch with others, but when he thinks he must think alone. Some time prior to the world war there grew up in our educational system many new fields of thought, among them child hygiene, mental measurements, and clinical psychology. These played an important role in establishing so quickly and efficiently the mighty democratic army, and went far toward de- stroying that mistaken propaganda that the people of a democracy cannot fight unless they maintain a large standing army ready in preparedness. The clinical psychologists have already been of immense value and help to the public school system, but they are already growing apart and neutralizing one another's endeavors. Every one is familiar with the weakening effect of the very desirable medical in- spection through the divergent and often antagonis- tic counsel of the experts ; also how the medical pro- fession has been broken up into antagonistic schools. The same difficulties, Avastes, and overlappings are to be found in nearly every movement for the better- Educational Welfare Get-Together Clubs 97 merit of society. As people become more expert they are almost sure to become narrow, hence the necessity of the broadening influence of get-together- societies wherein we become better acquainted with one another, discover our strong and weak points, and see how we can carry our good intentions and best thought to the real uplift of humanity. CHAPTER VH TO THE TEACHERS OF XEBRASKA ON THE NECESSITATE! CHANGES IN EDUCATION^ After a service of nearly a quarter of a century among you, with faith in the profession and the state, I extend to 3'ou personal greetings on the opportunity God has placed in our hands to arise and walk, yea, even run. I should like to speak to the genuine rank and file who have borne and must continue to bear the burden in the heat of the day. These are epoch making times. Be of good cheer, God is not mocked. "Whatsoever a man soweth that shall he also reap." "There is nothing hidden that shall not, in due season, be revealed." Open diplo- macy and honest dealing are now within our grasp. A new era of Christian democracy is dawning. Truth and right are dynamic attributes of the human soul ; they may be temporarily suppressed but never de- stroyed. They furnish the foundation for enlight- ened public opinion which neither the cruelty of war, might, intrigue, favoritism, nor the pangs of hunger can shake, coerce, or make afraid. To see the truth *May 10, 1919. 98 To the Teachers of Nebraska 99 is to appreciate it, and the world is awakening to the cause of its misery. The privileged classes and honest but favored few are beginning to realize their personal responsibility for the intense suffering and inhuman condition of society that have been per- mitted to exist unmolested. Am I my brother's keeper.'' We can not shirk nor avoid our full share of responsibility. Never before have the teachers of the country been furnished with such an excellent opportunity to reconstruct the educational system in the light of the best of all the ages and to sow the seeds of truth and righteousness into soil made fertile through suf- fering and disappointment. The hand of providence has furnished the right opportunity and is now pointing the true way to the emancipation and de- mocratization of humanity. It is fortunate indeed to be a trusted teacher in these times and permitted to share in the human emancipation and the scattering of truth to the children of men. To this generation has been entrusted the problem of reorganizing and righting the educational, political, industrial, social, and religious systems of the world, and upon the teachers and educators who deal with human char- acter in the making rests the responsibility more than upon any other class. With a democratic league of nations, open diplomacy, fair dealing, just and help- ful relations, and right education the problem is easy of solution, the world made safe for democracy, and 100 Education, Democracy, the League of Nations humanity given another chance to move forward. Will the teachers of the state, the nation, and the world catch the spirit of the age and show themselves worthy and equal to the emergency? There is no other calling in life so sacred and vital to human interests, so protective of moral character and free from unbalancing temptations, so open and suscep- tible to the teachings of democracy, and so quick to suffer through partisan politics, personal favorit- ism, and autocratic methods. The profession offers no place to the weakling, the moral coward, the selfish trimmer, the impure in thought, person or habit. It demands cleanness of body and mind, sin- cerity and honesty of purpose, keen intelligence and insatiate thirst for truth, deep love of children — all children — and humanity, the highest culture bred in the pure and simple life, hopeful altruism with a willingness to sacrifice self-interests for the good of others. In the break up and readjustment of education and society that is now upon us the teachers of the country should assume their proper share of the responsibility and take their legitimate places in shaping and directing public opinion. We are now called upon to give special study to the league of nations and its possibilities in uniting and democra- tizing the nations of the world, and to lend our aid in molding public opinion in behalf of the best form of an international league that can be procured. To the Teachers of Nebraska 101 Individuals and nations have grown far apart through false conditions of education. To bring them together and complete the great world changes that are now absolutely necessary', means severe crit- icism of the leaders, great personal sacrifice, it may be loss of property-, position, and even death. But it is the price that democracy must pay to remove the shackles from enslaved humanity. If the individual chosen by enraged autocracy' to pay the price is a true teacher, knows he is right, and that the end means greater happiness and comfort to humanity, he will not hesitate to make the sacri- fice though it may mean death. The teachers of the countr}^ are on record in support of the league of nations, so are the great religious bodies, the national organizations of industry and labor, the national organizations of farmers, the national and international federation of women, and all the com- mon people wherein expression has been made. The league is sure of ratification in the home of its birth unless partisanship seeking an issue defeats the clearl}^ expressed will of the people. If you have been following closely the party struggles of the peace congress you are aware of the great differences in viewpoint of the delegates and nations representing the entente powers. The democ- racy of the United States which is fathering the league of nations is ver}' different from the centuries- old imperialism of Europe. It must be remembered 102 Education, Democracy, the League of Nations that while military autocracy has been completely overthrown there still remains entrenched in power much of the former autocratic imperialism strength- ened by secret treaties and alliances. But fortu- nately eighty to ninety per cent of the peoples of all nations are honest, upright, and democratic in spirit. They need only encouragement and sympa- thetic guidance to unite in mutual co-operation of law enforcement, international justice, and right living. In all nations there are about three per cent of the people dyed-in-the-wool autocrats and seven per cent radical socialists (anarchists); not enough of either to do serious harm to democracy when alert and true. Unfortunately for education and society the small per cent of autocracy is nearly always found in the saddle and places of influence and special power. Since anarchy is the result of ig- norance, persecution, faulty education, and inhuman suppression it can not thrive in a true democracy nor long survive under humane treatment. Based on selfish emotions and personal interests, anarchy is apt to join with autocracy in times of emergency to destroy democracy. But in this age of civiliza- tion democracy is safe if guided by intelligence and honest and pure leaders. Among the many educational changes already in process is the General Education Bill now before the United States Congress and the people of the To the Teachers of Xebraska 103 country'. It is an effort on the part of leading educators to assist in the reorganization of educa- tion by uniting the many kindred forces, eliminating wastes through overlappings, and increasing effi- ciency through better utilization of expert knowl- edge. Some changes of the sort have long been desired and needed. Money spent on the education of the people if honestly and wisely distributed and intelligently used will be of untold advantage in advancing civilization. But here too no teacher can afford to remain indifferent to what the nation is about to do to better the condition of the schools. One thing, however, should stand out prominently in all our efforts to better the condition of the schools — increase their true democracy and keep them near to the heart of the common people, the backbone of civilization. A number of schoolmen have looked forward with interest for several 3^ears to the coming constitu- tional convention of Nebraska as an appropriate time to reconstruct the state school laws in harmony with modern thought and present needs. The school laws of this state as of many others have long been outgrown and in the way of future progress. For years education has suffered because of the crudity of the provisions by means of which it is carried on. Many educators have long hoped for a time when intelligence could be used to recodify and sim- 104 Education, Democracy, the League of Nations plif y the school laws of the state that mean so much to the better efficiency of the schools. For over two years the Department of Education of the Uni- versity of Nebraska with fifteen to twenty graduate students specially interested in the subject made an extended study of state school laws with special reference to the needs of Nebraska. It would be unfortunate if this valuable information so import- ant at this time should be lost to the state for want of opportunity to put it in action. True educators are rarely ever exploiters and would hesitate to push their claims for positions on important committees of law codifications. As teachers we owe to the profession every effort in our power to increase our knowledge and effi- ciency, to make our teaching better, our lives cleaner, our thoughts purer, and our interest in -human wel- fare deeper. For this there can be no fully com- pensating money reward, but there is the richer and sweeter reward of work well done, of faithful service truly rendered, and of an important trust success- fully fulfilled. If you believe in democracy you must believe in open diplomacy, equality of oppor- tunity, honest government, mutual co-operation, fair pla}^ and purity of life. In a democracy the people are supreme. Law as it represents the expressed will of the people becomes inviolate. There is no might however great or cruelly expressed that can with- stand the strength and subtle influence of opposing To the Teachers of Nebraska 105 public opinion if organized and intelligent. Secret diplomacy and autocracy in education must give way to a larger and truer democracy. Let the peo- ple rule. "And a little child shall lead them." PART II DEMOCRACY CHAPTER VIII PACIFISM VS. MILITARISM ^ There is and can be but one outcome to the world war, however long it lasts ; the destruction of mili- tarism and the establishment of a larger and truer democracy. Freedom is an inherent right of man; when he has it, he is apt to be a pacifist ; when he has it not, he soon becomes a militarist. The pacifists are always in the majority in every country; they are willing to share life's benefits, God's blessings ; the militarists believe • in the superior virtue of a chosen few, stress might, and endeavor to reap where they have not sown. Pacifism and militarism are the two extremes of the dualism of human nature. Just now these words are in ill repute and create bitter antagonisms. But since they represent in- herent qualities of human nature, are parts of our- selves, we can not get rid of them. These words are now going through the process of christening and will stand forth clearer in the end. The purging process is going on rapidly now in other fields of ^November 3, 1917. 109 110 Education, Democracy, the League of Nations human thought. Truth will not suffer in the end, but error will. Pacifism is the salt of the earth, representing the steady, quiet courage and patience of the people, militarism its leaven and moving spirit. Pacifism is not so unpopular as it seems. Through no fault of her own the United States has been drawn into the world war, not to crush any people, but to aid in extending liberty to all. Hence, for the present, the military arm of the government of necessity seems the more important. The true pacifists are good citizens all, and are in sympathetic touch with the democratic principles for which this country is known throughout the world. They now submit with good grace to the military dictatorship because they believe it is necessary to win the war, and that the end will mean greater pacifism and truer democracy. It is no disgrace that pacifism was successful in selecting such an able president, ^vith motives so high and human sympathies so deep. Upright, lib- erty-loving people need not worr}^ while he is at the helm of the ship of state. The end has better things in store than most people have yet been able to see — one of which is a deeper and truer Christianity, the spirit and not the form. However hounded now, the pacifists will not grow less nor fail to sup- port the president whom they admired before the war and admire more now since he has been conduct- ing the war so nearly in haiTnony with their wishes. Pacifism vs. Militarism 111 Their number is legion and is increasing at a rapid rate. The}' believe in law and order, fair pla}^ and human justice. Deeply patriotic, the}' have sense enough to speak when speech is fit, and to fight when it alone can win the cause. The bitter denun- ciation of these people does not injure their cause; it only drives out the weaklings and those who have entered for selfish purposes. In the present emer- gency all good citizens are, and should be, united with the single purpose of winning the war. Past differences should not be allowed to trouble us now, and the discussions of future policies should be avoided if they distract attention from the imme- diate needs of the war. It is difficult to distinguish between pacifism and democracy on the one hand, and between militarism and autocracy on the other. Pacifism like democracy indicates a belief in the common brotherhood of man, militarism like autocracy believes in a favored class, the rule of the many by the few. The methods of the former are open, frank, sincere; of the latter, deceitful, secret, misleading. The weapons of the one are right, reason, persuasion ; of the other, might, secret diplomacy, a word and a blow. Whatever the cause and origin of the present world war it is beginning to crystallize around two antagonizing principles or philosophies of govern- ment, democracy' and autocracy. Since the large majority of the peoples of all nations are demo- 112 Education, Democracy, the League of Nations cratic at heart, there can be but one endmg to the war, the triumph of democracy and the extension of pacifism, the defeat of autocracy and the de- stiniction of mihtarism. This war is not a war against peoples or nations ; it is a life-and-death struggle between two antago- nistic principles or philosophies of government. It is the purifying process of God: "Whom the Lord loveth he chasteneth." Through the advancement of civilization the world has grown too small for these two antagonistic principles to live and prosper side by side. To some of us it seems cruel that the purging process must be carried on through such drastic methods, but those in authority could see no other way and we are now with them. The president in his message seems to have caught the true vision, and is directing the peoples of the world toward a larger democracy. One must not forget that a democracy is at a disadvantage in fighting autocracy with the weapons of the latter, and no other weapon seemed to have weight. To the student of human life the constructive legislation by the government since we entered the war has been little short of miraculous. Mistakes have been made but the Avonder is that they have been so few. It does not seem appropriate at this time, when all classes should be united in the one sacred purpose of destroying militarism and perpetuating peace, to criticize the government or put barriers in its way Pacifism vs. Militarism 113 to success. I would not curtail free speech or intern an individual who was not a traitor at heart. This is a period of rapid adjustment to new conditions and the open expression of good men is a cathartic of great value to the government. Suppressed thought may become dangerous to a democracy. Self-consti- tuted censors prj'ing into the private life of their neighbors and giving for truth what is not truth are the most dangerous people of any nation. Our motto should be, Do everything you can to elevate and unite but nothing to lower and divide the people of the nation. We are passing through a struggle in which through necessity militarism has been given direc- tion of affairs. This is an unnatural condition for a democracy, but it will not last. It is only neces- sary to meet the emergency that could not be pre- vented. For the present then pacifism must submit to the direction of militarism. The mistakes will be many and often galling, but remember we are fight- ing for right against might, for a larger democracy and a truer pacifism. You will be maligned and unjustly criticised; be patient, ring true. Our philosophy is at stake and our faith is on trial. The noblest democracy in the world is passing through the fiery furnace. It will not fail. God will not forsake His children, nor allow them to suffer be- yond their power to endure. CHAPTER IX WHENCE AND WHITHER^ One hundred years ago the German people were the freest and most cosmopolitan nation on earth. Fifty years in perfecting their educational system based on feudalistic ideas of the worst type and the false philosophy, that the interest of the state is superior to the individual, has developed them into the most aggressively cruel and domineering nation of the world ; inherently and at heart the same great people, but culturally so different. How was such a complete change in the life and character of a worthy nation brought about.'' By accepting im- plicitly the mistaken autocratic philosophy of their renowned teachers ; by entrusting the direction of the whole system to a select ruling class ; making edu- cation the sine qua non of all political, social, and professional advancement ; forgetting the common brotherhood of man ; developing nationalism to the extreme ; denying to the masses the study and use of foreign languages, eliminating words of foreign ^January 5, 1918. 114 Whence and Whither 115 origin ; dictating from above what the commoner may study, think, and do ; creating belief and confidence in a superior class, and that God made some to rule and others to serve. History shows that among the most subtle and forceful arguments in perfecting this false philoso- phy were the following: "The chief end of educa- tion is to develop individual leadership" (forgetting that such leadership is only possible where there are also followers (subjects), that such a state repre- sents an autocracy, not a democracy) ; "for the com- mon people, one language only — native German, the only pure and self-sufficient language containing within itself the essence of all true culture" ; "Every- thing German and for the Germans," "Deutschland, Deutschland, iiber alles." Such a system is possible only in a country where military force has become the trusted weapon. It is the best philosophy that autocracy has given to the world. It is subtle, clannish, powerful in destruction, but weak in con- struction, and wholly wanting in all the elements that make for human betterment, human happiness, good will, freedom, equality, and justice. It required but three generations of Germans to bring about this complete transformation of a great people. Pity their children and help them to throw off the yoke of enslavement and the deadening in- fluence of the false philosophy of education. Given ideals, teachers, and healthy children, an educational 116 Education, Democracy, the League of Nations system may be made to change the entire condition of civilization within a few generations. Through fortunate circumstances, during the same one hundred years the United States has worked out a contrasting philosophy of government and social life, known as democracy ; the purest of its type that has 3'et been evolved. Again it is found to require about three generations before the spirit of the philosophy becomes the second nature of the individ- ual. These two philosophies of life have entered upon a mortal combat ; the one with its implements of might in perfect condition, the other with its imple- ments of right (human justice, fair play) only par- tially ready and not well organized. And still more unfortunate. Democracy has been compelled to meet Autocracy with the methods and armament of the latter, at least in so far as it can use them vvithout breaking faith with its expressed ideals of open diplomacy, fair play, and human justice. Is all the autocracy to be found in Germany, or all the democracy in America? By no means, though the ranting politician and patrioteer may lead many ignorant people to think so. It behooves everyone to examine with care his life and teachings to see that his influence is not being exerted against his deeper interests. Many of our prominent educators are voicing in their discussions the ver}^ phrases and" thought used so subtly' fifty years ago by Germany to build up the autocratic military system that has Whence and Whither 117 cost so much human suffering. In tmies Hke these democracy is safe onh' when its best and brainiest men are placed at the hehn. Ignorance can never breed truth though clothed with authorit3\ To the people of the United States there is and has been but one course in this war, — straight ahead with full steam on. We entered to make the world safe for democracy; we shall continue until our mission is fulfilled. There will be time enough to consider the conditions of peace when we get the matter of safety more in hand. Two-thirds, if not three-fourths, of the citizens of the United States are pacifists at heart and will continue to be or else surrender their democracy. But every true pacifist is back of the president in his righteous effort to free the world from entrenched militarism and burden- some autocracy, and his expressed purpose of mak- ing the world safe for democracy'. Fortunately for the country, the president has interpreted truly the heart of the nation in the messages he has given. Never has a country been more thoroughly united in the defense of a war which it praj^ed might not come to pass, and now it is offering no regrets. It has heard the call and is willing to pay the price. This unanimity of our people in the defense of a war for which they were unprepared and could not have been prepared without surrendering their de- mocracy, was not brought about nor furthered by the political demagoguery of the militarists against 118 Education, Democracy, the League of Nations the pacifists. Throughout the world pacifism is as truly behind democracy as militarism is behind au- tocracy. It can fight if it must, but would always rather find a better way. For the present mili- tarism and pacifism are united in a common cause — the overthrow of autocracy, the extension of democ- racy. Do not ask the pacifist to give up his philoso- phy, nor kick him while sharing faithfully the com- mon burden. In the winning of the war for a larger and truer democracy, we are neither mihtarists nor pacifists but common Americans all. True patriotism is not manifested by outward signs made for the occasion, on today and off to- morrow. The breweryman can show his patriotism by a button or the flag as well as I, but he cannot live my patriotism and continue his business. The profiteer can wear the red cross and go on with his rates of usury, but he cannot feel my patriotism without giving all to save the boys at the front. A respected citizen may wear the triangle or liberty bell, sacred through the shedding of blood to many of us, and continue without compunction the use of wasteful luxuries, weakening himself and the chil- dren of coming generations. But if he had been bap- tised with the patriotism that has fallen to me, he would give up all to win the war for a larger and truer democracy, and to bring the boys safe home again. The president does not, and the people need not. Whence and Whither 119 mistrust the genuineness of the pacifists in support of the war against autocracy and militarism. Their philosophy has been tested through a hundred years of trial and not found wanting. It is receiving now in this great world struggle its final christening, and will not fail nor grow less as the years go by. Columbia, O Columbia, My Columbia, Thy spirit live forever over land and sea. America, O America, My America, My hope, my trust, my all, I consecrate to thee. CHAPTER X THE NEED OF UNITED ACTION IN SUPPORT OF THE WAR^ As I see it, since the beginning of the world war in 1914, the thought of the United States, as well as that of the world, has been crystallizing around two diametrically opposing principles of government: autocracy and democracy, militarism and pacifism. In the United States the crystallization did not be- come pronounced until after we entered the war. But it was extremely fortunate for America and the democracy of the world that the pacifists of the United States won the presidential election, and placed at the head of the government in this crit- ical time one so thoroughly tried and one whose genuine democracy, love of personal liberty and human justice cannot be questioned. The slogan of the election, the virtue of the op- ponent, the harrowing closeness of the decision all stand forth as facts quite serious in the l^ountry's history. Where the German- American stood in that election is no longer a question. "You can fool some of the people part of the time but you can not fool all ^ April 25, 1918. 120 Need of United Action vn Support of War 121 the people all the time." Had the presidential elec- tion gone otherwise we would have entered the war just the same, if not sooner. But the opposition could not have counted on such united allegiance of the pacifists in the conduct of the war. The great moral issue which the keen vision of the president was able to see and crystallize in the slogan "Democracy against Autocracy" gave courage and renewed hope to all the liberty loving people of the earth. From that time to this there has not been a doubting Thomas among true democrats anywhere as to the final outcome of the war, however long it lasts. Intelligent men will never return to a lower philoso- phy when once they have seen a higher. No one questions the militarists' willingness to enter the war. But they cannot win this war alone. They need the united support of the pacifists of all lands if they are sincere and in earnest to make the world safe for democracy. Why the continued abuse of the pacifists when they have done and are doing so much to make the world safe for democracy ? What matters it if Secretary of War Baker is half socialist and half pacifist, as declared by U. S. Sena- tor Sherman, providing he gives the country such admirable service in winning the war? He has the brains and is using them to excellent advantage and the great satisfaction of the large majority of the people. It is very unfortunate, yes, damnable, when party politics are allowed to interfere with our 122 Education, Democracy, the League of Nations greatest efficiency in winning the war. Democracy is sure to win, but it would take less time and require less sacrifice of life and money if the people of the United States would forego their differences for the present and unite their interests in support of the president in bringing to a successful conclusion this most vital issue that has yet been met by the gov- ernment. I may be wrong, but I do not believe that alle- giance can be forced any more than can religion, lan- guage, and democracy, and persecution of people for honest scruples or faulty thinking produces ten ene- mies to one friend. Democracy cannot fight and win in the same cruel way as autocracy. Democracy even at war will insist on fair play and human justice. Intrigue and secret diplomacy may advan- tage autocracy but never democracy. Christian in- telligence is sure to represent the largest factor in winning the war for democracy. I am still of the opinion that the president was right in making a distinction between the German government and the German people. The world war is not a struggle against people or nations, but a life and death struggle between two antagonistic princi- ples of government which can not longer thrive to- gether. Autocracy can never be overthrown by subjects and slaves, but it will be overthrown by the united efforts of the children of liberty and the free peoples of the earth. In this struggle there is Need of United Action in Support of War 123 no compromise and no sacrifice that the Hberty loving citizen is not willing to make to extend free- dom and the privileges of individual initiative to all. If democracy wins, the autocracy of this country will be held in check and the democracies of all countries will take courage and breathe freer. Nine- tenths of the people of the world are opposed to au- tocracy, and with growing intelligence the people are sure to rule. In our democratic, cosmopolitan citizenship to stir up strife between different classes of citizens is suicidal to the best interest of democ- racy both here and abroad. The democracy of the United States is the stronger because within its citizenship it contains the best and most intelhgent of many peoples. "United we stand, divided we fall." CHAPTER XI THE TWO CONFLICTING PRINCIPLES OF EDUCATION AND GOVERNMENT^ Never before in the history of civilization have the two opposing principles of education and government — autocracy and democracy — been so clearly drawn as in the present world war, and the end means the pronounced success of the one or the other. It is war of conflicting philosophies, not of men, nor of nations. Austrians, Czecho-Slovaks, English, Germans, Russians, Turks and others are found fighting on either side. Being the first war of its kind, there were no landmarks nor precedents to guide human action. Its coming and universality were distinct surprises to all peoples. Because of these facts preparedness has meant less than in any preceding war. It is difficult to be prepared to meet the unexpected, except through that clean demo- cratic versatility and individual initiative which re- sult through the education and constructive activity of free men. From the earliest times, autocracy and democracy ^September 16, 1918. 124 Principles of Education and Government 125 have often met in deadly combat. But these con- flicts were generally local and internal, involving at most but a few nations. They were usually so planned and timed by autocracy — the instigator of all wars — as to bring but one result, the strengthen- ing of the few through the further weakening of the many. The common people of other nations saw and were disturbed at the suffering and subjuga- tion of their brethren, but usually found themselves impotent to aid or succor. Autocracy has never been in the majority in any country at any time and has scarcely ever been rep- resented by even a respectable minority, seldom more than one in twenty and usually not more than one in fifty of the population. How then has autocracy managed to keep control of democracy.'' Principally through the subtle direction of education, political, and social life. Those destined to lead and rule have had every opportunity and advantage of the best and broadest education while those destined to serve have been limited to the barest elements in the narrow lines of their immediate service. For this reason the ignorant peasantry and toilers of all lands are often found inadvertently weaving the very cords that are to bind themselves and children in perpetual serf- dom; note in this connection the pitiful situation in Russia, so near to universal freedom and yet so far ; a people of great inherent strength and wonder- ful human possibilities, naturally affectionate and 126 Education, Democracy, the League of J^ations trustful, made distrustful through long suffering and abuse, they need only intelligence and sympathetic guidance for the short period in which they are find- ing themselves to become a noble and mighty people in the family of nations. Never before has the fighting spirit of the world been so thoroughly aroused, nor autocracy so thor- oughly deceived in the latent strength and fighting capabilities of democracy when aroused and or- ganized through the righteousness of the cause. From the earliest times autocracy has loved and taught war. It has thrived by aggression and brig- andage — reaped where it did not sow. It knew its capabilities, prepared in secret for the conflict, formed secret alliances, sent its henchmen through- out the world to scatter its deceptive propaganda, to deceive the innocent and trustful people, to tie the hands and close the mouths of its subjects; but it failed to comprehend the rising spirit of democ- racy and to understand the meaning of the kind but earnest words of the president of the truest democ- racy. This failure to comprehend the quiet intelli- gence and latent strength of democracy must in the end spell death to its cause. The newness and greatness of the struggle now going on between autocracy and democracy involves difficulties, creates misunderstandings and calls forth inconsistencies which make one look with deeper con- cern to the philosoph}' of life. But the testing is Principles of Education and Government 127 sure to prove of value to education and human char- acter. It is a cruel way to teach truth and right, but there are people unable to be aroused b^^ any other method. Democracy has been long in finding itself. It has been patient and suffered much. But it is awakening. It has discovered its strength, and never again while the Christian civilization continues will autocracy he permitted to control and dominate democracy. But the peoples of the world do not need to become alarmed. The foundations of democracy rest on pacifism and the universal brotherhood of man. Democracy can never initiate an offensive war without surrendering its foundation principles and that it will never do. To humanity everywhere it comes as a friend, and not as a foe. It will sacri- fice to make men free, but not to enslave them. Its citizens have the courage of trusted free men engaged in a holy cause, supported by equally courageous loved ones waiting to take their places should they fall. They hate war and its cruelties, would sac- rifice much to avoid it, but when duty calls and there seems to be no other way, with a song on their lips and a prayer in their hearts they enter ready if need be to make the supreme sacrifice. Such men are invincible, and democracies possess them in abundance. The world has never before seen such an awaken- ing and alliances of Christian democracies as is now taking place. Taught and directed so long by 128 Education, Democracy, the League of Nations autocracies with entrenched mihtarism most men had come to feel that there was no other way. Many good citizens of this democratic country have advocated mihtarism and the necessity of building up a large standing army to protect the interest of the future United States ; criticising the government for the lack of preparedness at the very time the gov- ernment was showing such miraculous alertness in meeting the unexpected emergency that threatened the foundation of democracy as to astonish both friend and foe. But democracy is coming to its own and autocratic militarism with its intrigue and secret diplomacy is doomed. The world is indebted to the president of the United States for seeing and bringing into clear relief the real issue of the world war. From the time of his message crystallizing the issues of the war in the two opposing philosophies of education and government — autocracy and democracy — there has never been the least doubt in the minds of think- ing men and women as to the final outcome of the struggle; especially if democracy can be organ- ized and unified, and the president is succeeding in doing that. One can scarcely avoid thinking that God in his overruling providence has prepared civilization and is guiding humanity for this great and final death struggle of might against right. Having created man in His own image, a free moral agent ; endowed Principles of Education and Government 129 him with sufficient intelligence to work out liis own salvation ; supplied him with abundant life, food, and energy; instructed him to multiply and re- plenish the earth, and subdue it ; to have dominion over the fish of the sea, the fowls of the air, over the cattle and all the earth, and every creeping thing that creepeth upon the earth (but note, not over one another). He could go no farther in compelling man to function according to His will without destroy- ing the very foundation upon which His kingdom was built — individual freedom and human justice. This law represents the essence of all human progress and true education. History furnishes no other example of two op- posing leaders of men so admirably fitted by nature and nurture to lead the rival forces of autocracy and democracy in the first and final world struggle of the classes against the masses, as Wilhelm II, Emperor of Germany, and Woodrow Wilson, Presi- dent of the United States. Emperor Wilhelm II is two years, one month and a day younger than Pres- ident Wilson, and is the best educated, ablest and most revered autocratic king since the time of the CjEsars. He believes in the divine right of kings, the inherent superiority of the German people, that might is the true test of greatness, that some were born to rule and others to serve, that it is more hon- orable to live by wit than toil. But with all he is the most eflicient and skillful leader that could be found 130 Education, Democracy, the League of Nations in all the world to marshal the hosts of autocracy. If he fails the cause will be irretrievably lost. On the other hand, President Wilson is by nature and nurture a democrat of democrats, an excellent scholar, clear thinker, able statesman, accurate reader of men and interpreter of principles, pure of thought and action, deeply religious, kind and sympathetic, but keen in seeing and firm in righting injustice among men and nations. If democracy can not win with such a leader the cause would seem hopeless. It is the appropriateness of the two leaders for the work in hand that makes one feel that God in his mysterious way has prepared the time, the occasion, and the man for this greatest and we believe last war of nations, that man may truly turn his swords into plowshares, and that God's kingdom may come upon earth as in heaven. With the ideals of autocracy and democracy so distinctly drawn, one is apt to make grave mistakes in his reasoning if his intelligence is a little short. We are apt to think that autocracy and democracy are national characteristics when they are simply individual qualities of mind. Every individual is both an autocrat and a democrat. In our early selfish period of development we are all autocrats, in the later altruistic period of development we are all democrats unless we have been spoiled in the mak- ing and have become fixed in a lower level when we might have evolved into a higher. I believe you will Principles of Education and Government 131 find as many democrats in Germany proportionately as in America, and as many autocrats in America proportionately as in Germany. So far as my knowledge of European conditions goes I am con- vinced that social democracy is more pronounced in Europe than in America. But it has never had a chance to develop, is suppressed and held in sub- jection by hereditary autocratic rulers. When hard pressed autocracy will stoop to anything to gain its end. Should a strong and dangerous democrat arise he is purchased if corruptible and killed if not. But there is no difference in these respects in a German and a person of any other nationality. The language one speaks has nothing to do with his patriotism or righteousness. At bottom we are all one. The difference at the top is due to our educa- tion, habits, religion, and purity of thought and action. Should a German baby at birth be acciden- tally exchanged with a similar one from the United States, it would be impossible after ten or twenty years for the social expert to I'ight the mistake or pick from the crowd the one or the other. Hence the foolishness of calling each other names, and teaching our children songs of hate. We may be terribly cruel and perverse, testing the patience of good people, but we are God's children all and will find no difficulty in living together in happy relations when we use our intelligence and quit our mean- ness. 132 Education, Democracy, the League of Nations Whether one is an autocrat or a democrat does not depend on his nature but upon his education and his attitude toward the problems of Hfe. When or where this is not true it is the result of ignorance or fear of the consequences. All cowardice is not to be found ^vith the pacifists nor all braver}^ with the militarists. Autocracy is brave (?) while fight- ing a weaker foe, but cowardly when it meets a stronger. Democracy" possesses a different kind of courage. It is the Christian's courage of sincerity and belief in the righteousness of his fellowmen. It grows stronger as the cause becomes more difficult of attainment. It is true that there are nations autocratic in gov- ernment and others democratic. But in the former there will always be found a preponderance of demo- crats who would throw off" the 3'oke if the}' could and are continually crying, "Come over into Macedonia and help us"; while in the latter there is alwaj^s an annoying group of autocrats, patrioteers, capitalists and their dupes who thrive and fatten on the toil and life blood of their fellowmen, women and children. These can easily be distinguished in times like these b}' their wide-mouthed patriotism, intrigue and ef- forts to create discord among honest citizens. They have failed to catch the spirit of democracy and the secret of the three cardinal virtues of all true educa- tion — self-sustaining, self-directing, self-sacrificing individuals of whom there can never be too manv. Principles of Education and Government 133 Now that the issue is drawn and democrac}^ has accepted the challenge of autocracy to test the strength of the two philosophies by mortal combat, there is but one end possible, the success of the one or the other. Democrac}^ does not believe that might is right, and was loath to enter such a contest. But it could see no other way and live. If autocracy wins the war, militarism will continue in the saddle, not in the central powers only but in the entente as well. Autocracv can live in no other wav. If democracy wins the war all people who believe in personal lib- erty, justice and right can breathe free, for the Prince of Peace will again rule the world. You can determine for yourself upon which side is God. The militarists and autocratic braggarts who have gotten mixed with the entente powers have made it more difficult to obtain a desirable peace with the least loss of life, by instilling unnecessary fear in the minds of the social democrats of the central powers as to the dangerous consequences of their future existence in surrendering to the entente na- tions. But so long as the president of the United States has a hand in directing the peace that is to follow there will be no enslavement of any people, strong or weak. America entered the war to make the world safe for democracy, and it will prove true or die in the attempt. The beginning of the Christian era saw a conflict of these two ideals of education and government 134 Education, Democracy, the League of Nations quite similar to the one that is on now. The leader of democracy then endeavored to break up the na- tional spirit that had become so strong and deaden- ing to human progress, and to substitute for it the international brotherhood of men — "neither Jew nor Gentile, bond or free, rich or poor, but whosoever will." He hoped to bring the change about through men's love of right, and not by the method of might. He did not fail but seemed to have greater impelling power with the use of his weapons then than his children have had today. However, it was his struggle then that is saving democracy to the world today. The good and true never suffer in vain. Read again the New Testament to see how little the world has changed. The international spirit that is growing up through the sympathetic struggle of the entente powers will never die, and the promised league of nations will be one step more in the direc- tion of peraianent peace and good will to men. Education and religion are the two most vital factors in the future progress of democracy. With- out an intelligent and enlightened citizenship true democracy is impossible. The educational reorgan- ization of the countries after the war will depend for their success almost wholly upon the intelligence, purity and constructive energy of their teachers. CHAPTER XII A LETTER TO THE EDITOR OF "pERSOXNEL" AXD AN- OTHER IN REPLY TO THE CHANGE OF KINDER- GARTEN TO PLAY SCHOOL September 23, 1918. Editor of Personnel, Room 528, State, War and Navy Building, Washington, D. C. Dear Sir: I am pleased to know that the army personnel testing is to be used with the one hundred and twenty- five thousand young men now about to enter the United States Army. Already the work of the psy- chologists and Personnel Committees has been of im- mense value to the government in aiding the military officers in equipping so quickly such a large and ef- ficient army. No nation enters a war with the thought of losing, but only of winning. The serious- ness of the situation makes it essential to throw every ounce of energy into the balance that can be utilized for the purpose. Wlien democracy sees the need for action and is convinced of the righteous- 135 136 Education, Democracy, the League of Nations ness of the cause it becomes the most powerful hu- man agency in the world, and man for man is in- vincible. The self-confidence which is put into the men through the "Personnel Work," selecting each individual for the place in which he can serve his country best, is in itself of incalculable value in turn- ing out an efficient army. It may not yet be popular to say that the military weakness of the United States has proven to be its salvation, but it is true nevertheless. At the begin- ning of the war most of our military officers were trained men from West Point or Annapolis. The number was too small and too individualistic to have established any cut-and-dried system of military tac- tics. The foresight and keen wisdom of the presi- dent, at once crystallizing the world war under the two conflicting philosophies of education and gov- ernment — autocracy and democracy — made the win- ning of the war far easier to the Entente Powers, since it gave an intelligent basis for the morale of the democratic araiies. It was the only means to unite and bring into the fray the peaceful, liberty- loving people of the United States. Democrac}'^ "be- came aroused lest it might lose its freedom and become subject to autocracy. This furnished the oc- casion to turn the versatility and latent energy of our young men gained through constructive activity into the new channel of war and destruction. Real- izing their lack of preparedness for war, the serious- A Letter to the Editor of "Personnel" 137 ness of the situation, and the suffering of humanity, the}' entered the struggle as free men and became exceeding!}^ apt pupils in the newest principles of warfare. With excellent military teachers which we had and the cleanest and most capable men which we pos- sessed in abundance, the fact that we were not pre- pared furnished the opportunity- of becoming the latest and best prepared for the type of work that must be done. Had we possessed greater confidence in our preparedness and capability we would not have gone at the task as faithfully and thoughtfully as we did and the result might not have been as favor- able. With the union of the psychologists, Person- nel Committees and military officers, the new draft men, S. A. T. C.'s, that are now being educated will make even a better showing in army efficiency. The incentive gone, however, the morale of the men will quickly change. Very truly 3-ours, (Signed) G. W. A. Luckey The free initiative of a soldier trained in a democ- racy can always compete with a soldier trained in an autocracy, no matter how much longer the auto- cratic training may have been, but the thing that stands first in my judgment in the winning of a war is brain or intelligence well placed. — G. W. A. Luckcv. In Personnel. Published by the Adjutant 138 Education, Democracy, the League of Nations General Committee on Classification of Personnel in the Army, War and Navy Building, Washington, D. C, September 18th, 1918. PLAY SCHOOL INSTEAD OF KINDERGARTEN October 12, 1918. My dear Dean Luckey : I shall be glad to hear what you think of the suggestion which I have made with regard to the use of the name Play School instead of Kindergarten. It is not probable that the old name will be hence- forth internationally acceptable. This is an addi- tional reason why we should find a new name which better characterizes the spirit of the institution heretofore called Kindergarten. Do you have any other name to suggest? What are the good reasons, if any, for continuing the use of the old name.'' My objection to the name Kindergarten is not the result of a prejudice for all things German aroused by the war. I am, and long have been, opposed to giving a German name to a well estab- lished part of our school system which is founded upon a principle which is utterly foreign to the German idea of education, broadly speaking. None of the principal nations now at war has shown as little welcome to the "Kindergarten idea" as Ger- many. Play School instead of Kindergarten 139 Gymnasium is the name that best represents the German idea, and this is the name of the school which the Germans most prize and in which the foundations of her militarism have been laid. Dis- cipline and obedience to coimnand, not self-activity manifesting itself through play, are the controlling principles in German education, and this is particu- larly true of its earlier stages. Froebel himself found difficulty in finding a name for the school for 3'oung children as he thought it ought to be. The name which he gave to it seemed to be a happy inspiration and the world ^vill al- ways be glad that he did not adopt the name used at that time for the type of school for young children which immediately preceded the Kindergarten. It was called Kleinkinder-heschaftigungsanstalt, — a name well suited to characterize an establishment in which "occupations" played so large a part in keep- ing the children busy. The institution founded by Froebel carried over the idea of its predecessor, but much modified. The "occupations" were not to be directed by the teacher altogether, the teacher dic- tating each move, but were to be such as would set free the child's spontaneous activity in creating things out of materials placed before him. It was therefore a new educational movement which had for its motive growth through self-activity, hence de- velopment of initiative, freedom, and independence. Such a movement was therefore democratic in its 140 Education, Democracy, the League of Nations social and political outcomes, and this explains why the seed which Froebel planted bore so little fruit until transplanted to foreign soil, especially the United States. It is impossible to imagine Froebel as a part of, or in sympathy with, the Germany of to-day. Can anyone picture him who said so ten- derly, "Come, let us live with our children," marching through Belgium and being in any degree respon- sible for the fate that befell so many of her little ones? Why therefore should we continue to use a German name for an institution that is so violently in opposition to German militarism which now seeks to dominate the world? It would be better to say "Froebel School" in- stead of "Kindergarten," for his name will always be associated with the idea for which it stands, but this name is open to the objection that the kinder- garten of today has added features and is an im- provement over that of his time. It is true, how- ever, that the institution which he founded and which has been much modified rests upon the play motive. The play spirit is native. By means of play the child grows. Growth is the aim of all school life, and since it is promoted in childhood through the play spirit why not say Play School instead of Kindergarten? Other names have been suggested, but "Play School" is most in accord with the popular concep- tion of the controlling motive in the Kindergarten, Play School instead of Kindergarten 141 and since the value of play has become better appre- ciated and more dignified in these modern times, the name suggested will be neither misleading nor objec- tionable on other grounds. W. P. B. October 26, 1918. My dear Dean B. : Your letter requesting my judgment on the chang- ing of the name kindergarten to that of play school is at hand. I have read your argument for the change with special interest. On this subject I do not agree with your judgment and conclusion, but I admire the courage of one who would single-handed undertake a task more formidable than that of re- moving an autocratic kaiser from his throne. Before the beginning of the world war while a student in the universities of Germany I was grieved with the class distinctions and the autocratic educational system notwithstanding its many excellent qualities, but I did not have the courage then to try to knock them out, although frequently my blood was made to boil at the lot of the common people. It may have been due in part to the fine democratic treatment given to myself and family by the ruling autocracy of the country. I do not think they discovered nor fully realized that I was born and bred a commoner. There are growing up in our midst today many auto- cratic institutions like the Phi Delta Kappa, more 142 Education, Democracy, the League of Nations subtle and deadening in their influence against true democracy and education than any high school fra- ternity. Would it not be wiser and better to turn our batteries on these autocratic institutions first and leave the more democratic kindergartens for a little longer lease of life? When the beam is re- moved we can see better to remove the mote. Have you forgotten that, "In the beginning was the Word, and the Word was with God, and the Word was God"? In other words that language is inspired, the voice of God and not made by man alone. It is the earliest and most stable element of civilization. Political systems change but the lan- guage of childhood lives on forever. Such will surely be the case of Bohemia, Ukraine, Poland and other countries when free to develop from within accord- ing to nature. The name kindergarten is only Ger- man in origin. Through use it has become more English than German. It never was a bad word and has always stood for a God-given democratic in- stitution, too democratic to prosper in autocratic Germany. In 1851, the year preceding Froebel's death, the Prussian minister of education and re- ligion, von Raumer, issued a decree forbidding the establishment of kindergartens throughout the king- dom in these words: "Schools, therefore, which are directed on Froebel's or on analogous principles can not be tolerated." Autocracy does not hesitate to direct deity if on the wrong side, but democracy Play School instead of Kindergarten 143 seeks always to know His laws and to obey them. It was this ciniel reception of Froebel's life work at home which caused him to turn with a surviving hope to the new democracy- of the United States of Amer- ica as the countrj' best fitted by virtue of its spirit of freedom, love of truth, justice, Christianity, and pure family life, to receive and enlarge his educa- tional message and to profit by it. That vision was prophetic and is now being realized through the kin- dergarten. Froebel was an internationalist and lived and wrote for humanit3^ Hence in reading his life and teachings one forgets he was a German. Whatever liis nationality he was a democrat and a true brother of mine. The world would be happier and better if rejuvenated Germany should produce many more educators like Froebel. He was not alone in fol- lowing close to the footprints of the Master who took little children to his arms, and blessed them. Froebel said, "Come, let us live with our children," and that is what we are trying to do through the kindergarten. How much Froebel was indebted to the other great leaders like himself will never be known. He was quite familiar with the Schola Materni Grcmmii of the world renowned Christian educator Comenius, and was inspired by the demo- cratic teaching of his own and the children's friend Pcstalozzi, of whom he said :• "He set one's soul on fire for a higher and nobler life. . . ." He lived in 14-1 Education, Democracy, the League of Nations a period of educational classics and world renowned thinkers and writers. Of his teacher Pestalozzi, of whom it was said he had not read a book in thirty years, one could truly say in the words of Words- worth : One impulse from a vernal wood May teach you more of man, Of moral evil and of good. Than all the sages can. All these great educators lived close to nature and to truth, and we are safe in holding fast to the best they have given us through their struggles. There are tens of thousands of parents in this country today whose lives have been made sweeter and whose steps steadier on account of their early associations in the kindergartens of their communi- ties. What matters it what child of God gave to the world the name, providing the spirit of truth and righteousness reigns supreme? The term kinder- garten was used by my mother before I was born, and I have reason to believe that she died without suspecting its German origin. I had myself become quite familiar with the word and the institution that it represents before realizing that it was a German word. I think the same is true with the hundreds of other German wo^ds that you and I use every day without being conscious of their German origin. Play School instead of Kindergarten 145 To me they have become good English words and I should regret to be compelled to give them up. I ma}' be alone or in the minority but it always seems to me a wiser and better plan to enrich one's own language by incorporating in it the best and purest thought and expression of all peoples and languages. This to me is the true democracy for which our country stands exemplified. I am not afraid nor loath to accept the burdens and share in the re- wards of God's people anywhere whether Jew or Gentile. If God gives you a vision of a better in- stitution and word than kindergarten promulgate it by all means and I will be ready to back you, but until that time let us wait for His voice before de- spoiling our language of such a good and appro- priate word as kindergarten. Play school does not mean the same and would be very unfortunate as a substitute. I feel sure that all will appreciate to know how the educators of the country to whom you sent the questionnaire aligned themselves. Sincerely yours, G. W. A. LUCKEY CHAPTER XIII THE CITIZEN SOLDIEEY OF A DEMOCRACY ^ Truth and right are divine attributes of human nature that make for civilization. The sustaining power of both is so great that they act as a shield to those who put their trust in them. Neither the individual nor the nation can hope to rise in opposi- tion to their dynamic force. The common people of a democracy are so individualistic and independent that it requires great issues well put to unite them and bring forth their fighting morale. Open diplo- macy becomes absolutely essential to lead and keep up the morale of such a people. At every turn they must know what they are striving for and that the aim is right and the object worth the cost. It re- quires far more intelligence to successfully lead the soldiers of a democracy than those of an autocracy. To those who know him best General Pershing is the truest type of the democratic citizen soldier; clean, honest, able, self-sacrificing, discreet, modest, syin- pathetic, thoughtful of his men, adverse to human suffering, deeply interested in human welfare, ready ^October 7, 1918. 146 The Citizen Soldiery of a Democracy 147 to sen'e or lead according to the needs of the time, never happier than when in citizen's clothes engaged in constructive activity along Tvith his university col- leagues. When the world war is over, the weak-minded hys- teria passed, and the people able to think straight once more, a more critical study should be made of the methods of education, industry, commerce, gov- ernment, social life, and the leaders of thought and action ; that our children's children may not be com- pelled through false teaching to pass through an- other world conflict more terrible than the one from which we are just emerging. We can trust the citi- zen soldiery of a democracy, even if unprepared for war, to protect the people against any foe should the necessity again rise. God is teaching his cliil- dren that military unpreparedness is the salvation of democracy. Military autocracy may have learned the lesson also. AVhen our citizen soldiers return to their homes they will leave many of the young stalwart heroes behind. Innumerable homes will have their vacant chairs and wounds too deep to heal and memories too sacred to forget. Our brothers across the seas have suffered more, and deeper still must be the suffering and destitution of the children of the central powers. Love in its errands of mercy knows neither friend nor foe. Words are weak mes- sengers now, but the sympathetic touch of a hand or a life that is true may stimulate hope. The lessons 148 Education, Democracy, the League of Nations taught by aroused democracy have been very en- couraging to those who believe in truth and right, but they should not overlook the subtle, impelling power of the methods of autocracy when given to children in sugar-coated doses. The lesson taught by the clean, cool-headed, quiet courage of our sol- dier boys ought to encourage others to live clean and true. Wrongs committed against individuals, institu- tions, races, and nations should be righted in so far as that can be done without violating the highest justice; the intelligent use of academic freedom, free speech, liberty of conscience, and democratic foun- dations should be made secure. In educational in- stitutions the true foundation of democracy, wherein the subtle, deadening influence of autocratic methods has been shaping the policy, there should be a com- plete reorganization and a quick change to demo- cratic methods and leaders. No man should be per- mitted to lead the new democracy that is costing so much suffering to establish, unless he can show under the search-light of his compeers honesty, jus- tice, intelligence, foresight. It requires more than a college fratemitj^ pin to make a man and scholar, the wearing of a flag or class button to make a patriot, or the bestowal of an iron-cross to make a soldier. Reliance on these is a curse to democracy and true education. The success of democrac}' de- pends upon the energy, intelligence, alertness, open- Tlie Citizen Soldiery of a Democracy 149 mindedness, justice, and honesty of the common peo- ple and their leaders. When the war is over and we begin to search our lives to find what is true in them and worthy to be passed on to our children, there will be a shaking off from within of secret fraternity life, toadyism, intrigue, secret alliances, special privileges, and the holding of unearned rewards the purpose of all of which is to undermine the foundations of democracy and defeat the ends of true education and individual justice. It is the autocratic spirit of our natures inherited from our European ancestry compelled, through class distinctions, to submit to toadyism, and still to be found more prevalent in Europe than in America. The lessons of the war should enable the common people of all countries to rid themselves of this autocratic incubus, a relic of feudalism. But the overthrow of the secret and damaging influ- ences of autocracy will not be so easy as it may seem. The autocratic feeling is so strong in us all that a little flattery is almost sure to turn the head of an}^ but the strongest minds. We are so far re- moved from the subtle influences and so ignorant of the real conditions which caused the war that we do not sense the fact that a small group of German autocrats, not to exceed three per cent of the people of the nation, through the manipulation of the educational system brought on the world war, and through the aid of their dupes and unwilling 150 Education, Democracy, the League of Nations subjects came within an ace of winning and of dic- tating the terms of peace. Tliere is another fact equally important, which our people have not yet sensed, that the pacifists of the United States by their votes and loyal support of the president whom they had elected, in spite of the criticism and igno- miny heaped upon them, saved the day for the de- mocracies of the world. Will they now remain quiet while they see the autocrats, patrioteers, profiteers, and loud-mouthed politicians reaping unmolested the loaves and fishes.? Yet we all know how quickly the autocrat can be made to complain and cry "Wolf" by stripping him of his ill-gotten gain. The soldiers of military autocracy soon lose their morale no mat- ter how thorouglily prepared for war they may have been when they meet an equal or stronger foe. The true democrat would always rather be right and fail than wrong and succeed. In the former case he will have kept the faith and will not contaminate his children when taking them to his arms. Through the conduct of democracy and pacifism in this war the world has learned an important lesson that could probably have been taught in no other way, i. e. the autocratic harangue concerning the necessity of military preparedness in a true democ- racy is a will-o'-the-wisp or nightmare that can be placed along with other fool notions of demagogues and ignorant people into perpetual discard. The nation least prepared for war in a military sense was The Citizen Soldiery of a Democracy 151 destined to play the most important role in redeem- ing God's people from the eternal thralldom of mili- tary autocracy. Had the German Emperor kno^^Ti the latent power and fighting quality of democracy and pacifism Avhen once aroused by acts of injus- tice, he would have given greater weight to the kind but finn words of the president when he spoke, and in so doing might have saved his people from need- less suffering and misery. He knows it now as do all of his autocratic friends, but it is too late. The president conceived the strength of his peo- ple, appreciated the confidence placed in him, hoped that some intervening cause might prevent the neces- sity of the United States entering the war, but when he could see no other way to save democracy and justice to the peoples of the world he asked his people to enter the conflict. His strongest support in the election was that of the pacific common people. They had trusted him, and he had sufficient clearness of vision to see that he could trust them even though forcing them into a war in defense of a righteous cause. He was not mistaken in his people and the world has learned the new lesson that under certain circumstances pacifists may fight, and that a demo- cratic people opposed in principle to military pre- paredness may still give a good account of them- selves when the unexpected military emergency arises. But why are the raw soldiers of a democracy 152 Education, Democracy, the League of Nations abler man for man than the trained soldiers of an autocracy? First, they will not fight unless they be- lieve in the righteousness of the cause; so believing, they desire to wan and are willing to make the su- preme effort to win ; second, the comradeship between officers and men is closer, and the willingness to sac- rifice for the good of others is stronger; third, the education that comes through constructive activity^ develops faster and brings forth greater initiative (quite important in war) than the narrow training and drill in destructive processes, the latter can never be carried on by men with the same heart as the former; fourth, in a democracy there is less call for toadyism and time-serving and more genuine loy- alty and hopefulness which keeps up the soldier morale ; fifth, when the emergency arises the military methods of democracy are more intelligent and scien- tific and the people more united. Note in this connection the admirable work of the psychologists in conjunction with the Adjutant Gen- eral Committees on Classification of Personnel in the Army, wherein every man of the army after thorough examination and testing is recommended for promo- tion or demotion to the position he is best fitted to fill. What man in a democracy is not willing to take a secondary place when he knows his leader in the same cause truly ranks him in ability. No more truly democratic plan of creating an efficient army could be devised, and it can be done again better The Citizen Soldiery of a Democracy 153 should the emergenc}' ever arise. How utterl}' im- possible it would be to use such a system in selecting the officers and creating the army of an autocracy without relegating the weak autocrats to the rear and destroying the autocracy itself. The morale of an army that means so much to its success can never be developed to the highest degree nor maintained through autocratic methods, and unless democracy can be made to see ahead a worthy cause and a dan- gerous condition to human society that needs right- ing it can not be made to fight no matter how strong the urging. The method used by the psychologists in conjunc- tion with the Adjutant General Committees on Clas- sification of Personnel in the Army, or a somewhat similar one of selecting the right teacher for the right 'place would prove of immense value in our educational system over the present autocratic one of hit-or-miss, or the so prevalent practice of sel- fishly aiding the coarse-grained, half-educated auto- crats of one's clique to obtain the best paying, most responsible positions, to become the directors of fine- grained, well-educated, democratic teachers of far superior quality. The same psychological method or a somewhat similar one as now used by the psy- chological clinics of the better city school systems might be greatly extended and used with profit in adapting the education to tlic capacity and needs of the individual. 154 Education, Democracy, the League of Nations When the war is over, the nations free, and the world safe for democracy, we can turn our attention once more with added wisdom and courage to the wrongs in our educational, industrial, commercial, political, social, and religious systems that need righting before the world can be made truly safe for democracy and peace and righteousness reign su- preme. CHAPTER XIV IS DEMOCRACY SAFE? ^ United democracy is just emerging victorious from the greatest and most hotly contested war of the ages. Never before have the democracies of the world been so thoroughly united in spirit, nor re- mained so truly united until the end of the conflict. Even the autocratic minority of all countries, which until now has held control and dictated the policy, has been carried off" its feet and in the entente na- tions has united with democracy to overcome the greatest and most thoroughly prepared military autocracy of the world. In past conflicts it has been always one autocracy arrayed against another. Autocrac}^ ridiculed democracy because of its known love of pacifism, fair play, and the inherent rights of humanity, and thought it could not and would not fight. The autocracies of the central pow- ers, at least, are looking through different eyes now. But in the United States there were many autocrats made hysterical through fear that the truest de- mocracy of the world could not fight in its unpre- ^ November 1, 1918 155 156 Education, Democracy, the League of Nations pared state for war and that the Germans would catch them in spite of the protection afforded them through the peace-loving Democrats. They know better now. Another serious difficulty to their selfish hopes arose, should democracy when unprepared be read}' and able to meet any emergency that might arise affecting the welfare of humanity, it would be a death stroke to their cherished philosophy concerning the necessity of military preparedness for the safety of a democracy. Hence from the beginning of the war they have criticised the patriotism of all who did not agree with them, and have shown their own patriotism by criticising and maligning the president and commander-in-chief of the United States army, at a time when he was successfully leading the demo- cratic hosts of the world to the greatest and most honorably won victory in human history. Other na- tions have been drawn to his ideals, have trusted in his leadership, and have taken him at his word. If he does not ring true it will be because his hands are tied. Democracy has showii that under the right sort of leadership it can fight, and when internationally united can defend itself against any foe however great and well prepared. Never again will the united democracies of the world be called upon to face so great and confident a foe, but the more seri- ous dangers now are the little foxes that stealthily eat away the vine while the husbandman sleeps. Is Democracy Safe? 157 We must not conclude that some men are always autocrats while others are always democrats. It is not true. The man has never lived, barring Jesus, who has not at some period of his life been an auto- crat ; and no man should ever live who does not, at least in the later period of his life, become a true democrat (I am not using the word in a party sense). Autocracy is based on our selfish nature, democracy on our altruistic. One can not be a true democrat nor Christian without sacrifice, often the things held most dear, for the protection and wel- fare of others even though an enemy. "If thine enemy hunger, feed him." Through constructive service and the bearing of burdens of the weak man becomes strong and worthy the rewards of the just. But better still is the reward of him who aids the weak to become strong, the false to become true, the bound to become free, and the unjust to become just. Never before has democracy had such an excel- lent opportunity to show whether it will ring true in success. It has convinced the world that it can and will ring time in adversity. But its new found strength is approaching a severer testing. With its life long foe at its mercy, will it be true to its prom- ises and show mercy ; separating the innocent from the sins and just punishments of the guilty? If democracy represents a higher and truer philosophy than autocracy, it will show it now at the peace table 158 Education, Democracy, the League of Nations in giving to the world the first democratic peace with a democratic league of nations to share with one another in the responsibility of keeping the peace for our children's children. Autocracy has never shown itself worthy of trust when given the power and never will. It is never willing to give and take, nor share burdens and re- wards. It thrives best through might, secret diplo- macy, intrigue, and by taking undue advantage and enslaving the weak. One needs only to cite the blighted faith with Belgium, the broken promises and the inhuman treaty of Brest-Litovsk. Shall democ- racy, now in the midst of its successes won through great tribulation of its cosmopolitan people, repu- diate its sacred promises that had much to do in creating confidence in the cause, in winning the war and in turning the nations in hope and trust to the expressed purposes of this democratic coun- try.? If the peace congress is successful in establish- ing a democratic league of nations to do away with the necessity of armament and military preparedness of individual nations, and if the governments of the United States and other democratic nations ring true and fulfill their blood bought promises, the world is safe and the nations free to work out their own salvation according to the promises of democracy. Is Democracy Safe? CHAPTER XV CAN DEMOCRACY BE TKUSTED WITH POWER ? ^ The changes that are taking place in social and political life, in national and international relations, in education, industry, science and religion, are so complete and drastic that it behooves every intelli- gent citizen of whatever country to examine with care his philosophy of life to see that the truth is freed from dross and that his teachings are not mislead- ing those who put their trust in him. The world is entering a period of re-birth, of national and inter- national democracy and renaissance, of educational, commercial, and governmental re-organization. While the chaos is on only the wisest, truest, and most sympathetic leaders should be trusted with power; otherwise the new condition of society may be more disappointing than the one from which the world has just been freed. The true educatoi'^ is al- ways modest and never absolutely sure that he alone has the truth. He sees as through a glass darkly and is quick to remedy mistakes when new light dis- closes a better way. One of his cardinal virtues is : ^November 1, 1918 159 160 Education, Democracy, the League of Nations Never mislead and give for truth what is not truth. Autocracy which has dominated every educational, political, social, and religious system of the world for ages, some more than others, has suffered, through the union of democracies, a complete and irretrievable collapse. Three of the most noted auto- cratic monarchs of the world — Germany, Austria- Hungary, Russia — have gone or are going. What form of social and political life is to take the place of control of the autocracy dethroned.'' Shall ig- norance give us anarchy, a condition worse on the whole than the cruel and overbearing autocracy we could not stand .'^ Pure and unadulterated democracy has never be- fore been in the saddle. Can it withstand prosperity as it has withstood adversity.? God knows, and will keep and guide the ship through His infinite mercy, if it is headed right. The testing will be severe and try to the depths the souls of men. Democracy has never before been trusted with such absolute power. Will it ring true under the test.'' How chagrined some will be who have placed their trust in its guiding star, if it does not prove true under the severest testing. We must not overlook the fact that most of the entente powers are more autocratic in spirit and far less democratic in practice than the United States. There is great danger, unless the awakened democ- racies of all these powers stand together now, of the Can Democracy he Trusted with Power? 161 autocracy ^athin the fold assuming the reins and demanding an autocratic rather than a democratic peace. It is difficult for men and nations that have suffered so severely from the acts of an inhuman foe to be fair and just with that foe at their mercy. But all should remember '':hat it was united democ- racy through God's name that won the victory for human freedom and international justice and hold true to the tenets of democracy that the world may see and appreciate the difference between demo- cratic and autocratic peace. Even true democracy will be stern and exacting in dealing with such a wily foe, but it can not act from revenge nor be cruel and unjust without losing the confidence of those who have made its success possible. Can democracy be trusted with power.'' CHAPTER XVI INTELLIGENCE AND DEMOCRACY ^ The spread of intelligence and the extension of free education among the masses mean death to autocracy, but life to democracy. Secret diplomacy breeds mistrust and leads naturally to war. Open diplomacy breeds confidence and leads naturally to peace. True democracy despises war and courts peace, but it is safe only when directed by intelligent and enlightened citizenship free from guile. Igno- rance can not breed truth nor stimulate justice even though clothed with authority. Roughly speaking the evolution of political civilization has been from family through clan, tribe, race, nation, the union of nations, humanity. Each step in the process is more altruistic than the one preceding. True pa- triotism like true religion is progressive and grows richer as it evolves to a higher level. Nations are now passing from nationalism, the breeder of wars, to internationalism, the breeder of peace; but only in rare cases have individuals or groups of individ- uals reached the last and highest stage — humanity ^November 2, 1918. 162 Intelligence and Democracy 163 — in which war is impossible and permanent peace as- sured. The truest patriotism is spiritual, love of men and ideals rather than love of country and flag. Intelligence and democracy are closely interre- lated terms. The one can not exist in its truest form without the other. The growth of either strengthens the other. To become intelligent man must be free, but to maintain his freedom he must be intelligent. Democracy permits and encourages the true develop- ment of the individual from within out, as nature through the accumulation of the ages has provided and made easy. The active association of free peo- ples engaged in a common cause is the best and truest educational institution on earth and lays deep and secure the foundation of permanent peace, good will, and mutual helpfulness. Such association calls forth the best in man, makes clear the common broth- erhood of man, and creates friendships that never die. Just now with the world war virtually over, with the reconstruction period begun, and more than two million young Americans principally of college age about to be demobilized in the richly intellec- tual European countries, has there ever before been given to any country such a rich opportunity to de- mocratize the world by means of the education, de- velopment, and true culture of the people? The problem is so vast, so serious, and so far reaching to 164 Education, Democracy, the League of Nations human civilization, that the man who is worthy and capable to lead the movement is apt to stagger under the grave responsibilit}-, A combination of circum- stances has made possible to minds big enough and keen enough to see and appreciate it an experiment in practical education, international comity, and democratization of the people on a scale that can never be repeated. Pettiness or narrowness in the leaders, or inability to conceive and think in world thoughts, will spell death to the movement and lose forever a God-given opportunity. Will the countries concerned appreciate the opportunity^ and give the support and encouragement to make the project a complete success.'' Hundreds of thousands of our young Americans left their homes and colleges, under conditions which at best meant permanent sacrifice, on a mission of love for humanit}^ and a desire to prevent the de- struction of democracy. They are now with their mission in great measure fulfilled and probably soon to be free in the midst of the richest culture of Europe, if not of the world. Will the}" be permitted to fill their souls with the best and to hold fast to that which is good.'' They are among the institutions of learning that many of us have spent, and without regret, thousands of dollars to attend. We were seeking the best, and the best of ever}' nation is soul inspiring and elevating to all. These young college students from the United Intelligence and Democracy 165 States are our best ; among them are our sons. We were pained to send them forth even in defense of such a worthy cause. To many of us they repre- sented our all. We believed in their modestj^, integ- rity, and courage. They have strengthened that be- lief by their deeds and have caused others to see and believe in the democracy that could through its methods create and send forth such efficient heroes on such limited notice. The average American student is clean, honest, sympathetic, energetic, original, able, ^^-ith high ideals ; but he lacks the polish and culture of the older and more refined countries of Europe. The interchange of ideas and thoughts on such a large scale as is now possible with small effort would prove mutually beneficial to education in all coun- tries and aid in strengthening international rela- tions, human justice, and permanent peace. The nations of Europe are ready to open their institu- tions of learning on the most desirable terms, and to offer gladly their best to the young men who have aided them so generously in bringing about a better condition of society. Will the great English- speaking peoples of the United States and Great Britain — and their brave, generous, and far-seeing Allies — be able to see and to meet successfully this new and great opportunity of educating and democ- ratizing humanity .f* CHAPTER XVII AUTOCRACY AND DEMOCRACY IN EDUCATION ^ Some months ago an earnest graduate student who had spent nearly five years under the immediate instruction of his teacher, stopped suddenly in the midst of deep study, raised his eyes from the book he was reading and said in an emphatic though plain- tive voice : "I do not believe the truth of life is to be found in books, and my slavish adlierence thereto has forever crippled if not defeated my hunger and toil." Many have made similar discovery when too late to remedy the evil. The individual who discovers it soon enough and sees it clear enough is saved and may acquire the strength to save others. Some books do contain valuable truth and in a form that is easy to acquire and assimilate. But even the best of books contain but a modicum of truth and that covered often deep with error. Hence the student who has become a slave to books (other people's thinking) will never rise. Hidden deep in nature and the in- dividual is all the accumulated truth of the ages past and present waiting to be revealed. True edu- ^ November 6, 1918. 166 Autocracy and Democracy in Education 167 cation gives to every individual however modest the key that enables him to unlock and utilize through his own initiative these rich storehouses of God. The revolutionary changes of ideals and practices necessitated through the world war and its happy outcome to democracy, human freedom, and interna- tional comity and justice, assure, if not misdirected, a renaissance in education far more sweeping than any that have preceded. The changes are headed in the direction of evolution, not of devolution; of in- dividual and racial freedom, not of human enslave- ment ; of constructive, not destructive, activity ; of truth and right, not of hate and injustice. Every individual of whatever race or country may enter freely this democratic push for a better and higher life, but to do so he must leave all cliques and his selfish nature behind, give controlling voice to his altruistic nature and subject his autocratic to his democratic spirit. This requirement can be met and lived by all, but it will be far easier for the commoner than for the aristocrat ; for those who believe in democracy than those who believe in autocracy. Now is an appropriate time for everyone to deter- mine to which side he belongs and to which he is willing to stake the future. For the whole hundred years of its national exist- ence the United States has struggled with autocracy entrenched in places of authority and the increasing democracy of the people; with the autocratic meth- 168 Education, Democracy, the League of Nations ods of competition and favoritism in business, poli- tics, education, and even religion and the democratic methods of co-operation and mutual helpfulness. From the first the people of the United States have been concerned with two rather disparate ideas of government — pronounced individualism or greater socialism — national isolation, avoidance of entan- gling alliances on the one hand and a closer inter- national union and deeper sharing of the responsi- bilities and rewards of all on the other. To these disparate ideas may be attributed much of the hesi- tancy of the government to enter upon the world conflict. The decision finally being made to enter with the entente nations in the war of right against might and to share with the other more democratic nations in the effort to make the world safe for de- mocracy, there is now no return to the former policy of national isolation. Through the growth of science and education the world had become too small to permit of unbridled national competition and isola- tion. The world war has been sufficient to bring the people to the consciousness of this fact. Having helped to save the world to democracy the trust must be continued in order to keep the world safe for de- mocracy. Democracy has not yet reached its goal but it is now wathin its grasp and it can see the coming of the dawn. Unprepared it has met its mortal foe prepared cap-a-pie and won with considerable ease. Autocracy and Democracy in Education 169 Never again will it be possible for autocracy to be so thoroughly prepared for war, unless democracy should fall completely asleep, which will not happen in the lives of the children or grand-children of any- one now living, if ever. Through the world war just closing the United States has shown to the world the miracle of democratic strength when organized and united, indicating but one of two things : either that military unpreparedness is the salvation of democ- vsicy, or that the president of the United States and his advisors are geniuses and sages of the first order. Probably both elements had weight in the outcome. With such an example of the constructive strength and inherent fighting power of democracy when aroused and united in defense of the common broth- erhood of man, it is difficult to understand why any citizen w^th good intentions, however ignorant, should wish to favor autocracy, secret divisions of society, and the promulgation of future wars by ad- vocating continued armament and universal militarj^ preparedness. In the complex condition of human society, na- tional and international, whatever is not needful is wasteful ; whatever is not constructive is destructive ; whatever is not useful is burdensome ; whatever does not uplift or create, tears down and destroys. If the new found power of our country should tend, under an}' pretext, to foster autocratic militarism on the people of the United States of America, those 170 Education, Democracy, the League of Nations who believe in true democracy will go in the opposite direction with all the energy they can muster. Cer- tainly the folly of military autocracy endeavoring to rule the world by force has been presented to the world in as clear a light as any of God's commands are ever given to the children of men. One can rest assured that neither autocracy nor enlightened de- mocracy Avill ever forget the lesson. A democratic league of nations, all nations great and small on terms of comity and justice, is sure to come, making impossible the hope of gain through war and bring- ing into relief the true brotherhood of man. The beginnings of such a league have already been estab- lished and need only to be developed and perfected according to the plans of the president and other democratic statesmen. The league must be demo- cratic, open on equal terms to all nations great and small alike. Democracy is based on the theory of the individual as the unit of action, and not on the autocratic theory that a special class or an abstract state represents the unit of action. Hence a small state or nation may be just as efficient and impor- tant as a large one. To the international league of nations should be entrusted the necessary policing of the seas and the manning and controlling of the powerful strategical fortresses belonging to indi- vidual nations which otherwise would tend to en- gender mistrust and discord from within and in the end lead to division and war. If democracy is in Autocracy and Democracy in Education 171 earnest it will not stop short of international justice and fair play. If it fulfills its promises now, there will be no foe to punish and wars will cease from the earth. It will take time, for God*s mills grind slow, but they grind for all. During the past four years the world has been so disturbed and humanity so excited and agitated that it has been difficult for the coolest and most in- telligent citizens to keep the pent up emotions within bounds and reason. We are just begmning to see that the suffering through which the world has passed was due to birth-pains. Through this pro- longed struggle the old world has given birth to the new, but in doing so it sacrificed itself. Dominating autocracy through dying has given birth to democ- racy. Long may she live and prosper. But the suc- cess of the child though great will depend wholly on its education and nurtui'e. Who shall be the guides and mothers to this new off-spring that may mean so much to humanit3^'' God pity our children if the new democracy is to be managed and directed by the same autocratic self that so fatally reared and de- stroyed the old. If democracy is still in earnest it will be critical of its leaders. Such men as Presi- dent Wilson, Lloyd-George, Clemenceau, and the many others like them who have through their altru- ism and wisdom made democracy with its interna- tional flag and peace day possible will not be dis- carded when their first work is done. 172 Education, Democracy, the League of Nations We are nearing a period when the world caldron will be filled with liquid humanity in a state of flux and individualism never before equalled in the history of man. The nearest approach to it was during the democratic struggle and awakening in the time of Jesus of Nazareth. But that period was local and due to the birth of seers, while this one is universal and due to the birth or rediscovery of truth. Had the mothers and teachers in the time of Jesus and their descendants caught the spirit of his philosophy and lived it, the great war through which the world has just passed would have been utterly impossible as all the other wars that have been fought since the beginning of the Christian era. How long, oh how long, will Christian ministers and teachers of the people glory in war and defend it as right.? The early selfish and autocratic element in human nature obtained control and direction of democracy (the later altruistic and more intellectual side of hu- man nature) in that first great struggle for indi- vidual freedom and has managed somehow to keep control ever since until now. Shall this democratic rebirth of humanity be nurtured again by those in whom the selfish autocratic spirit is still dominant, or by those in whom the later and truer democratic spirit of their natures is already large and inured to sacrifices.'^ On the leaders of thought and action now and on the nature of the educational, political, social and religious reorganization that is about to Autocracy and Democracy in Education 173 take place depends the future success or failure of the democracy just born through such suffering but with such high hopes of a better, cleaner, truer humanity. Even the coming of a Master could not make the problem clearer, nor would the presence of such a life be more convincing to the uneducated people of the direction in which the truth and right are to be found. It is quite natural for one to think that since the advantages of democracy to human society have been presented to the world so clearly every autocrat, king, kaiser, and potentate with usurped power would return that power to the people where it naturally belongs ; that the autocrat of yesterday will become the democrat of tomorrow. But that is not true, though often through false promises autocracy be- comes trusted though deceptive and dangerous. Education is a slow and complex process. It be- gins vnih birth and ends with death. Through it the individual can be made over if the process begins soon enough and continues long enough and true enough. But like the eggs that have been scrambled and can never again be unscrambled, so the individ- ual who has been educated can never again be unedu- cated, nor educated to a new philosophy the first roots of which belong to an earlier period of human life. The individual educated as an autocrat will never be able to change his stripes in this world no matter what happens in the next. How truly and 174 Education, Democracy, the League of Nations severely humanity has suffered to brmg the present condition of democracy about. Will the autocracy within the fold give way, at least for the present, in order to allow democracy to get on its feet, establish deep and true the foundations, and fulfill without change the promises made to humanity? From the beginning of the feudal system if not from the beginning of time autocracy has been given a free hand to work out its own educational, social, and political systems. It developed in many respects the best and most efficient educational and govern- mental systems in the world. But it divided the peo- ple into antagonistic groups and favored classes — masters and subjects, thinkers and doers. Autoc- racy tried to rule the world by force, the commoner by the aristocrat, but it failed in the end absolutely. Will democracy that promises such relief to human suffering be given a fair trial.'' Even at best there are serious dangers just ahead. The changes that must take place in the reorganization of education, society, religion, and government are so drastic that they will bring shocks and surprises to all. Are we big enough, true enough, and intelligent enough to meet these necessary changes of true democracy, even though they be sacrifices, with the courage, strength, and optimism of true men.? If democracy ever suc- ceeds, and it will, it will be because the masses of the common people who believe in it and are to be benefited by it, will respect and protect its doc- Autocracy and Democracy in Education 175 trines and educate their children to love and obey its teachings. One of the dangers that appeals to one strongly at this time is the absence of any truly democratic educational system to be used as a guide to right action. In the past all educational systems have grown out of and been fashioned by the autocratic religious or political systems, and show clearly the ear marks of autocracy. The most democratic edu- cational system of any country, that of the United States, is by no means free from these dangerous autocratic traces and tendencies. As in the war, for a while at least, democracy will have to use in its education the outgrown and now broken machinery of autocracy. This is not alone true in education but in every line. Autocracy is accustomed to over- estimate self, to accept favors, and to assume to direct and control others ; while democracy is ac- customed to underestimate self, to direct and con- trol self, but to wish to guide and if possible help others. The machinery and philosophy of the one is so different from the machinery and philosophy of the other, that subjugation to the leaders and ma- chinery of the one must in time mean death to the other. Democracy will be able to overcome this hand- icap if all who believe in it will quit themselves like men, and those who do not believe in it will remain in the background until it ha« had its chance to make good. 176 Education, Democracy, the League of Xations Another very damaging influence is the bitter criticism of some of our most worthy public men and the loose and careless use of words. One of our prominent leaders who has been most open to criticism in this respect has never tired of criticising the president, though at the time the president was carrying on his country's share in the world war so successfully and admirably as to attract the sincere approval of all the democratic as well as most of the autocratic nations. Many of the same leader's invectives class the I. W. W.'s, socialists, anti- Americans, pro-Germans, anarchists, bolsheviki, pacifists, and many others in one group. It is true that no country or self respecting people can or will stand for lawlessness or the confiscation of property except through due process of law. I do not know the tenets of the bolsheviki and cannot speak for them but they certainly represent a large number of the people of the world and I cannot think that their philosophy is wholly bad. I am told that in Russia and in Germany they represent the soldiers and workers. Born and bred a commoner, it is not neces- sary for me to look down to see the toiling masses, my brothers, and I have faith in the genuine integ- rity, good sense, accurate judgment of the common people of every nation when given a fair chance to enlighten themselves on the needs of the hour and not forced by "the holier than thou" to think and act through iron cages. When it comes to the Autocracy and Democracy in Education ITT pacifists, a majority class of law abiding citizens greatly misrepresented, I am more familiar with their tenets and better able to speak of their philosophy. They are true democrats all. They believe in law and order, in national and international justice, in fair play, and that right and reason should take the place of might and war. They are certainly a desir- able class of citizens for any country. If we are really in earnest in desiring to exchange the methods of autocracy for those of democracy in education, religion, and government we must make a S3^mpathetic study of society in action and of all those isms and differences of men and phi- losophies in order to accomplish wisely and truly our full share of service to coming generations and to establish deep and secure the foundations of right- eousness for our children. Some who are familiar with German civilization would not be surprised to see coming from the wrecks of war a new democratic German civilization. If the people of Germany — social democrats, bolsheviki, or what not — create out of the wrecks of the world war a great German republic of law abiding people, including many autonomous states somewhat similar to the United States of America, their children will have gained more through losing the war than the children of many of the entente nations will have gained through winning. I have sufficient confidence in the intelligence of the social democrats and com- 178 Education, Democracy, the League of Nations mon people of Germany to believe that they will quickly rise again from the wreck and be a stronger, truer and better people than ever before. For one I am willing to give my prayers and lend my aid to bring such a result to pass. CHAPTER XVIII IS INTERNATIONALISM ESSENTIAL TO PERMANENT PEACE? ^ One may be mistaken but the study of the individ- ual and social evolution leads me to believe that man is by nature dualistic ; physical-psychical ; matter- spirit ; selfish-altruistic ; autocratic-democratic ; progressive-conservative; and the other contrasting qualities of human nature. At different times in the same individual and at most times in different indi- viduals the one quality leads, then the other, or there may be a give-and-take conflict between the two for ascendency. Hence we are wrong in assuming that some people are always autocrats while others are always democrats, yet through education one's habits and life may be dominated largely through one or the other of these contrasting elements. In adult life the average individual is more altruistic than selfish, more democratic than autocratic. What is true of individuals is equally true of communities and nations. At least nine-tenths of adult humanity are more altruistic than selfish, more democratic than ' November 28, 1918. 179 180 Education, Democracy, the League of Nations autocratic. But surprising as it may seem the one- tenth of civihzation of all countries has been per- mitted to rule and in some manner has managed to appropriate to themselves the most and best of the loaves and fishes. It is this unequal distribution of wealth, worth, and opportunit}- that produced the occasion of the world war. Autocracy in the form of imperialism had overstepped the bounds of for- bearance and democracy" united its forces and be- came at once invincible. Neither autocracy nor anarchy can thrive in the presence of united democ- racy. Law and order, justice and fair play are at- tributes of the human soul too deeply rooted to be overthrown b}' an}' force however great. But with victory assured the greatest danger to democracy is just ahead. The autocratic one-tenth of the vic- torious nations alwa^^s used to directing will desire to do so now, giving to the world an autocratic in- stead of a democratic peace. If this should occur the truly democratic people of all nations will rise in their might and demand a new deal. Man is so constituted by nature that he hesitates to move forward without clinging to and carrying with him all of his accumulated past. It takes cour- age to cut the tether that binds one to the past though outgrown, but human evolution must mean forward alwaj's, a pull or push up but never down. Every discovery of truth indicates that all humanity is one or alike hy nature and at base. All are Is Internationalism Essential to Peace? 181 touched by the same acts of mercy and human kmd- ness, all suffer alike through hunger and inhuman treatment. Education and culture make some keen- er and more responsive to pain and pleasure than others. The best of every individual, every com- munity, every race, every nation is divine and worthy of respect by all. Seeing, appreciating, and living true to the best in humanit}' is the essence of real culture. Nine-tenths of the people of every nation desire such a life and will make great sacrifices to attain it. Ignorance of the best way to the goal and the deception and perverse methods of the autocratic few tend to mislead and to bar the road to progress. At this moment how little effort and constructive intelligence would leaven the whole loaf and unite all humanity in one happy, helpful family. Through the establishment of a democratic league of nations and the international co-operation of all nations in preventing war and stimulating peace humanity would be able to move rapidly into a higher state of civilization and the world made safe for democracy. At the parting of the way between the methods of autocracy and those of democracy, it is but natural that those who have grown fat through dictating the policy and directing the activitj' of others will de- sire to keep control of the reins if it can be done, whatever the methods. Fortunately for all the com- mon people have developed a high degree of intelli- gence and patience. It stands to reason, if we are in 182 Education, Democracy, the League of Nations earnest in substituting the methods of democracy for those of autocracy, we should swap drivers as well as horses. Democracy is right, is desired and accepted by more than four-fifths of the people, and is sure to succeed with small effort if directed by sympathetic and intelligent leaders. The individual or nation that tends to thwart democracy now through autocratic methods wall be made to rue it later. The common people of all countries have suf- fered too severely through the efforts of the war to ever forget the causes that promulgated it and the methods that brought deliverance. For over two thousand years nationalism has been in the saddle, accepted as the highest form of pa- triotism and political philosophy. In its fixed and autocratic form it is unchristian, unprogressive whatever the promises. At the beginning of the Christian era there was a pronounced effort to move forward in human evolution to internationalism. The Jews blocked it by clinging to nationalism. One na- tion may be so situated as to block it now. Nearly four hundred years after the beginning of the Chris- tian era there was another strong effort made toward internationalism (universalism), one religion, one language, one church. This was an autocratic ef- fort in, through, and by the Church which did not catch the spirit of the Master and consequently failed. Other spasmodic efforts toward internation- alism have been made, but the world has never been Is Internationalism Essential to Peace? 183 so ready to take that step successfully as now. Just a little more tinist and confidence in one an- other now will put us across with flying colors, and how thankful our children will be when they see what we have done for them. Several national flags now in confidence intertwine, but the world is looking for an international flag that will represent the best in all, right, freedom, justice, brotherhood. With the birth of this flag should come the birth of an inter- national, democratic league of nations, and a com- mon liberty day commemorating with thanksgiving the establishment of world peace and democracy. To this end all armaments and strategical fortresses not necessary to domestic police duty should be placed under the control and direction of the international league of nations as guarantee of faith in democracy and the league, and as a means of better protection against future wars, should some autocratic or dis- gruntled nation undertake to substitute might for right. In my judgment the only hope of permanent peace rests upon the foundation of internationalism and the establishment of a democratic league of nations, great and small, with special privileges to none and equal opportunity to all. Had the war gone differ- ently autocracy would never have submitted to such a proposition, but God willed it otherwise; democ- racy has won. Will it now be permitted to give to the world a true example of democratic peace based 184 Education, Democracy, the League of Nations on the Godhood in man and nations? Such a peace can come onl}^ through co-operation, trust and sacri- fice. The past is outgrown. Don't look back but for- ward. The devil is behind, God is ahead. The hearts of suffering humanit}^ are at the peace table. They do not seek revenge nor even just compensa- tion for all the cruel wrongs, but only that the world may now be made trul}'^ safe for democracy and that their children may be permitted to live in peace and to serve God after the dictates of their own conscience as free men. CHAPTER XIX THE MASSES AGAINST THE CLASSES ^ The never-ending conflict of the masses against the classes is as old as humanity itself. Overlooking the one very important artificial influence of primo- geniture, it is due to the inherent nature of man. It can be assuaged but never destroyed. Man is born a member of the masses but through education and experience he soon becomes a member of the classes. Thrice blessed is he if he forgets not his origin. He begins life as a single cell scarcely more impor- tant than a protozoan. Soon the single cell has multiplied into at least four hundred billion cells clustered into organized groups of similarl}^ mis- sioned cells each retaining its individuality though acting always in complete harmony with the unity of its group (the special organ). In brief, we have here the fundamentals of the laws of life, individ- uality, society, and human existence. The philos- ophy of life built upon and true to these external foundations can not fail. But man is more than matter (nature), he is also ^November 16, 191S. 185 186 Education, Democracy, the League of Nations spirit (divine). When this dual nature (physical- psychical) of man begins I know not. I only know that it is always present in every child that I have been permitted to study and teach. The physical in man links him to plant and animal nature but the spiritual in man links him to God, the creator and preserver of all that is good and true. When man truly senses this fact and shapes his life in harmony with it the antagonisms now so marked between the masses and the classes will die for want of fuel to keep up the fire. The differences between the masses and the classes will always continue as a vital force, if properly guided making for civilization. Each cell, as each special organism of the human bodj', must possess the individual will to live and likewise the corporate or collective will to live as a conditioning part of the whole (the body). It is this duality and strug- gle for mastery of the individual self over the col- lective self and vice versa of the cells and organisms of the body that furnish to man the spiritual es- sence of all his weal and woe. Thus beginning life as one of the masses, the individual through intelli- gent organization, adjustment, self-direction, and the formation of right social habits soon becomes one of the favored classes. His ability and worth is shown best through the wisdom manifested in guid- ing, protecting, controlling, and subjugating self, and through the strength thus gained to become a The Masses Against the Classes 187 guide and protector to others. He that is greatest among you let him become the servant of all, not the master nor dictator of all. The divine injunction was to conquer nature and to subject the lower to the higher self, but not to subjugate one another nor one class or race by another. Clearly seeing this would remove the possibility of one class or nation lording it over another. If man protects and nourishes his body with the same thoughtful care given to the child entrusted to him, it will become one of the truest and most ac- curate instruments in the discovery of truth- that has ever been devised. So delicate and accurate is the complex machinery of the human nervous system under favorable conditions that it can be trusted to prognosticate coming events with surprising accur- acy. Even when weakened and abused through the use of alcohol, nicotine, opium and other poisonous drugs, it can still be educated and trusted to accom- plish a surprising degree of skill, accuracy, initiative, and foresight. The death dealing narcotics have not been forced on the masses wholly from without through the greed of the soulless merchants of the classes. But the damning influence on the individual and offspring is no less marked whatever the deception and inherent stupidity that cause the foul and enslaving prac- tice. The masses are beginning to see more clearly the fetters that bind and keep themselves and chil- 188 Education, Democracy, the League of Nations dren in their present undesirable condition. Seeing, they will understand that God has placed in their own hands the instruments that are to sever the fet- ters and to free themselves and children from per- petual bondage. The habits of serfdom, whether to self or others, are hard to shake off and require a high degree of courage, but that courage will come with the new hope and through it will come a cleaner, truer, and better civilization to take the place of the discarded old. The masses of today will become the better classes of tomorrow, but they will never forget nor despise their origin and the conditions that gave them birth. In this connection what cor- porate wisdom has just been shown by the Chinese government in buying from the greedy foreign mer- chants fourteen million dollars' worth of opium to be used as fuel in a bonfire rather than to have it used to contaminate the lives of her people. The United States is not the only nation that is ready to sac- rifice for the conservation of her people. With the reunited world that must follow quickly the terrible destruction of war if civilization is to continue and prosper, there will be many more surprising sacrifices of humanity for the good of all. The social student is compelled to turn to the masses to find the source of all human truth and greatness. Here they are found in their simplest, truest, and most natural forms. Here too are found the heart and the soul of the nation in their freest The Masses Against the Classes 189 and purest forms. Safe indeed is the nation that puts its trust in the common people. True demo- cratic education tends to give wings to these latent powers and truths found in the children of the masses and through the enlightenment to scatter sunshine, kindness, beauty, and happiness to all the people of the nation. This may be a dream but other dreams have come true. In a true democracy the masses will always lead and control if enlightened. But in- telligence will never submit to ignorant rule, nor right to the rule of might and wrong. Such condi- tions make autocrats and intriguers of us all. We are so constituted by nature that we will meet the appeal of the commoner or the meek though required to go two-thirds of the way, but we will not give an inch to the demands of the autocrat, though it costs all, unless we are able to see that by so doing we can lessen the suffering of the innocent and worthy. It is said that God in his wisdom created the masses, endowing them with all the necessary ele- ments to human happiness ; but that man, sometimes possessed of the devil, created the classes and started them on the road to perdition. It is the product of man, the classes, that has caused the disturbances, divisions, and sufferings of humanity; while under right education the reverse might easily have been true. God and our parents alone are responsible for our natures, black or white ; but we ourselves, through the education we receive, the environment 190 Education, Democracy, the League of Nations we select, and the companions we adopt, are respon- sible for our nurture and character. Man's love of freedom and self-direction is but the out-cropping of the feeling of individual responsibility. It is not nature but education and nurture that separate the masses into the classes. If the educa- tion and nurture take place in accordance with the natural laws of human development from within out, stimulated by the inherent hunger for and push toward a better and truer life, the antagonisms be- tween the masses and the classes soon fade, the re- generated classes appear in a different and better light and become the worthy aspiration of every nor- mal child. Under a united democratic system of edu- cation and government shared by all alike, male and female, according to ability and worth, the masses will quickly develop into the classes, while other and better masses will be created to take their places. Such a state of society would make war impossible and would enable all to see and appreciate the fath- erhood of God and the brotherhood of man. It is the inherent right of the individual to share in such a condition of society, and to co-operate in the welfare of himself and of others. In so doing he pleases God and lifts himself from a lower to a higher level. Since the deepest and richest truth of every individual comes from within, he will be the first to discover it and shape his life by it, providing he is free, well nourished, and properly environed. The Masses Against the Classes 191 Though the masses represent the source of truth and power, the raw material of mankmd ; the classes represent the finished product. Sometimes the raw material is more desired and needed; but if the fin- ished product is not more valuable than when in the rough, it is because it was spoiled in the making. In any civilization, whether the classes are more desir- able than the masses depends wholly on the educa- tion and Christian democracy of the classes. Like the raw material to the manufacturer the masses are the essentials of any cirilization. It is a part of the divine plan of the universe to present to the children of men the raw material of men and nature in lavish abundance for ever}' need ; to endow these children with sufficient brains and ingenuity to fashion this material into more desirable products ; and it has of- fered as a reward, that through this honest toil and service in bettering the conditions of others less favored, man should become more God-like and be blessed of the Father. Everyone must be painfully aware of the fact that no man is infallible nor able to see the whole truth however carefully and religiously he may shape his life. The judgment of many minds is alwaj^s safer and to be preferred to that of one mind however well trained. For this reason alone autocracy whether embodied in the individual or the class becomes such a hindrance to progress and is so strongly resented bv democracv. Yet everv community rn any size is 192 Education, Democracy, the League of Nations burdened with its cynic and disbeliever of God and all things most worthy and true in human develop- ment ; its autocratic critics and political dema- gogues who do not hesitate to deceive the ignorant though trustful people for selfish gain ; by nature one of the masses, by nurture one of the classes, but false to both and the God that gave them life. But like all ignorant and deluded classes when organized in support of a false principle, they are far less dan- gerous and contaminating to society when free than when bound. There is an inherent sanity in the com- mon people that prevents them from being led far astray however sugar-coated and fascinating the false doctrine may be made. The civilization of humanity has come to the part- ing of the way. The past has been disappointing and outgrown. From this angle it seems to have been due to an oversupply of selfishness and autocracy, man's inhumanity to man. There are but two roads, the one upon which we have been traveling and its op- posite known as the road of democracy, freedom, lib- erty, and brotherhood. The world can not stop ; to hesitate or falter means death. We can not return. We must go forward. But which road shall we take, the one made familiar to some through autocratic power and voluptuous pleasure, to others by suffer- ing too deep for utterance? God's hand is just ahead beckoning us to take the new path and walk with him. Shall we drop our differences, bury the past, The Masses Against the Classes 193 unite our energies for a better future and unhesitat- ingly follow the hand of the Master wherever it leads ? The decision is a serious one, and must be one of heart as well as of head. The flesh-pots will have to be left behind. It is a decision that can be made and lived by all our children of whatever race or clime. Jesus of Nazareth has shown the way, which means internationalism, the union of nations in a democratic league of nations to stimulate and pro- tect the worthy interests of all. I wish I might have been able to present the truth in a clearer way; probably you can. If so, by all means speak now. The world may never have an- other such a chance to right itself. AVhat is the sacrifice of a life when compared with the human suffering that may be prevented by the right decision now,'' I have tried to show as clearly as I know how the folly of bitter class distinctions of the children of the same great family; that the elements which make up the masses and the classes are to be found latent in every individual; that man does not need to look out to see the highest truths of humanity and social life, but within ; that out of the individual self comes the classes (autocracy), out of the col- lective self the masses (democracy); that both are equally essential in the making of a man ; that a proper balance between the two, including the vari- ous organs and functions of the body and the com- plete control and direction of the lower self and 194 Education, Democracy, the League of Nations emotions by the higher, are essential to the truest manhood; that most of the divisions and misunder- standings of men are due to ill-health and faultj' nourishment, the result of ignorance, carelessness, and abuse of the body through perverted habits of eating and drinking ; that the happiest condition and the highest worth of man result through the proper development, use, and balance of all the organs and functions of the bod}' including the feelings and emotions, the volitions, and the intelligence ; that the best in humanity is quickened and vitalized through kindness and good will but can not be called forth by force and dictation from without. Under natural conditions of society and human development, such as I have tried to outline, the masses will be found necessary and indispensable to the classes and the classes representing the best in man as vitally important to the life and progress of the masses. Neither can be eliminated without the destruction of all; living and working together in right, just, and helpful relations, they represent the human family at its best. But civilization is now halting at the parting of the waj'^ to the promised land. The new way is not the old way; the change is drastic. It means the breaking of home ties and other sacrifices, but unless we are painfully mistaken it is God's way, is right, and must succeed. The few who are too old and too fixed to change their stripes will have to give way. The ignorant and The Masses Against the Classes 195 false will soon lose their convincing power, and the world will move on toward a higher and better civili- zation blessed and supported by the willing hands of all God's people. CHAPTER XX THE CO-OPERATION OF BRITAIN AND AMERICA To the Editor of The Child: ^ Although the first round, at least, of the world war is over, it is still difficult for one to keep his poise and to think clearly on any subject without being disturbed and influenced by some phases of the con- flict. Notwithstanding the utter folly and inhu- manity of war, including the brutal and needless suf- fering entailed, there has come out of our recent struggle, or is likely to follow, some good. Among the important changes taking place and the worthy ideas brought home to humanity ma}' be mentioned the following: the closer union of nations in the world's work, especially the great English-speaking nations ; the tendency of peoples to unite on a lan- guage and racial rather than a territorial basis ; the strengthening of belief in the necessity of inter- national organization with the formation of a demo- ' A monthly medico-educational magazine devoted to child welfare, edited by T. N. Kelynack, M.D., London, England. The article, which was written December, 1918, appeared in the February number, 1919. 196 The Co-operation of Britain and America 197 cratic league of nations, based on justice, freedom, service, with equal share in responsibilities and re- wards ; the moral and intellectual awakening to the fact that the most efficient manhood of an}' country results through clean and proper habits of living and right education ; the discover^' of the usefulness of military preparedness to success in war ; the rec- ognition of the fact that democracy unprepared is more capable in war, when properh^ directed, than military autocracy even when completely' prepared; the controlling forces in winning a war are not to be sought merely in armaments and drilled soldiers, but in the service of clean, able, energetic, versatile, lib- erty loving people with a sure belief in the justness of their cause; and finally, as sometimes expressed, en- lightened public opinion, brains well placed, and democratic methods that tend to bring out individual initiative. These are b}' no means all the important changes that have been stressed by the war and to some they may not seem the more important. But it is not my purpose to discuss the war, the most serious con- sequences of which are soon to be considered at the peace table. The war was fought and won to make the world safe for democrac}', to overcome the might and methods of autocracy, and to extend freedom, liberty, justice to all peoples. Through the war the democracies of the world have taken the first step in the organization of a complete brotherhood of na- 198 Education, Democracy, the League of Nations tions to keep the world safe for democracy. The nations have sent to the peace congress their most trusted leaders to perfect the process and to estab- lish such international relations as will enable the nations to live together in peace and harmony. We believe the peace delegates will ring true to democ- racy and the deeper interests of humanity and are willing for the present to leave the decision to them. If the closer union of the English-speaking people becomes permanent, what a happy condition that will be for future generations. In union there is strength and when one begins to look for the best in others the supply is seldom exhausted. The best of every people and nation is worthy of all and should be encouraged. Along with our local and national lit- erature should spring up a common and interna- tional literature, magazines covering the common- alities in human nature and development that have universal interest. But little change would be neces- sary in many of the better magazines and educa- tional journals of today. Another change in education that is sure to be quite noticeable is the change in the philosophy and methods of autocracy to those of democracy. The aim of the former is to make a citizen, of the latter to develop a man ; the one would pour in, the other create and express; the one would set up an objec- tion standard or ideal to which the individual is to be fashioned, the other would discover the nature and The Co-operation of Britain and America 199 inherent capabilities of the individual to be educated, would encourage him through his own effort and initiative to make the most and best of his capabil- ities, and would stimulate him to live clean and true that his life might prove a blessing to himself and others. Autocracy, feeling its superiority, would thrive at the expense of others, democracy, recogniz- ing only the superiority of worth, desires to share according to ability both the burdens and the re- wards. Nearly all educational systems have been created upon the autocratic idea of an inferior and a supe- rior class: father, child; king, subject; teacher, taught ; pastor, parishioners. This attitude has been a bar to progress. Since the child is a later product of civilization it should and usually does contain more elements of worth than the parent unless evolu- tion means devolution. If the reconstruction of edu- cation necessitated by the world war takes place in accordance with the demands of true democracy, as one might reasonably expect, there will be many sur- prises but a happier, better, and more efficient civilization. The scientist turns in his study to nature, but the physician and educator turn again and again to a deeper and more accurate study of the child in whose accumulated inheritance is to be found all the human truth of the ages. Little by little the students of human nature explore and map these hidden vistas of 200 Education, Democracy, the League of Nations truth. "The Child," with its many excellent contrib- utors, is accomplishing a great service in bringing together American and British educationists and workers for child welfare. But few of even the best of our scholars and teachers yet realize the richness of the field which awaits exploration. As our studies proceed further we shall all come to appreciate the force of the truth: "A little child shall lead them." When the ph3^sician, the psycho-educational clini- cian, the social student, and the teacher turn their united effort in bettering the health, mind, and life of the child, and through it coming generations, we shall find that the boundary lines and class and racial distinctions that now divide us will become less prom- inent, while in their stead there will appear the truer and deeper interests of a common humanity. Health and growth are normal attributes of every child ; if not present the condition must be due to a violation of the laws of nature or nurture. The former can not be changed except through the slow processes of evolution and inheritance, but, phj^sically at least, the latter depends upon and can be greatly modified by a right combination and use of the four great es- sentials of health and growth: food, air, sunshine, cleanliness. On deeper study of the individual it will be found that the psychic life (spiritual health and growth) depends on the same or quite similar essen- tials; that the inherent push and unassisted nature The Co-operation of Britain and America 201 of ever}' one tend to make of him a self-sustaining, self-directing, self-sacrificing individual. When edu- cation is made to assist nature in its push and strug- gle for a better life the results will be surprisingly gratifj'ing. The methods of autocracy in shaping civilization have alwa3^s stressed human differences and external forms, but to succeed the methods of democracy must stress the likeness and commonalities of men, espe- cially the inherent love of libert}', truth, beauty, righteousness. When one seeks for the good and true in others he finds a richer field than when he seeks for evil. How trivial now, through the lapse of a hun- dred j^ears, appear the causes that separated the English-speaking nations, and how much more sen- sible to our children will appear the reasons for the reunion of these great nations. Germany itself is only one step further removed ; in language, in thought, in literature, in action we have more in com- mon than we have that is different. The war is over forever if we will it so, and from the ruins may arise cleaner, stronger, wiser, truer, happier, and more ef- ficient peoples and nations. Trust and confidence be- gets trust and confidence. Power carries with it great responsibilities, "for with what measure ye mete, it shall be measured to 3'ou again." The in- terchange of the best thoughts and deeds of all peo- ples and nations is elevating and inspiring and should be, and will be, encouraged bj' all democratic people. 202 Education, Democracy, the League of Nations The individual, or nation, who in the love of truth and right and the spirit of the Master moves for- ward with courage in the service of mankind can not fail nor be destroyed. PART III THE ^LEAGUE OF NATIONS \ CHAPTER XXI THE FOURTEEN POINTS OF PRESIDENT WILSOn's PEACE TERMS ^ In presenting to the world these fourteen pomts of his peace program, the president said: "All the peoples of the world are in effect in this interest, and for our own part we see very clearly that unless jus- tice be done to others it will not be done to us." . . . and again, "The program of the world's peace is our program ; and that program, the only possible program, as we see it, is this" : THE FOURTEEN POINTS 1. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall pro- ceed always frankly and in the public view. 2. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part ' January 6, 1918. 205 206 Education, Democracy, the League of Nations hy international action for the enforcement of inter- national covenants. 3. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its mainte- nance. 4. Adequate guarantees given and taken that na- tional armaments will be reduced to the lowest points consistent with domestic safety. 5. A free, open-minded and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. 6. The evacuation of all Russian territory' and such a settlement of all questions affecting Russia as will secure the best and freest co-operation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political de- velopment and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia bv her sister nations in the months The Fourteen Points 20T to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy. T. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the na- tions in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validit\^ of international law is forever impaired. 8. All French territory should be freed and the invaded portions restored, and the wrong done to France bj'^ Prussia in 1871 in the matter of Alsace- Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. 9. A readjustment of the frontiers of Ital}^ should be effected along clearl}' recognizable lines of na- tionality. 10. The peoples of Austria-Hungar}', whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity of autonomous development. 11. Rumania, Serbia and Montenegro should be 208 Education, Democracy, the League of Nations evacuated ; occupied territories restored ; Serbia ac- corded free and secure access to the sea ; and the relations of the several Balkan states to one another determined by friendly counsel along historically es- tablished lines of allegiance and nationality' ; and in- ternational guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into. 12. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of auton- omous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. 13. An independent Polish state should be erected which should include the territories inhabited by in- disputabl}^ Polish populations, which should be guar- anteed by international covenant. 14. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independ- ence and territorial integrity to great and small states alike. The Fourteen Points 209 These points came in an exceedingly discouraging period of the war, were quickly published throughout the world, creating confidence in the nation's high motives and genuinely altruistic purposes, tending to hearten humanity everywhere. The president had expressed in very terse language the true American spirit through which his own people were most truly united in the prosecution of the war, the entente na- tions encouraged to greater endeavor, and the enemy countries weakened in morale and made less potent. The document was heralded everywhere as one of the greatest state papers of all times. On and through it the war was fought and won. Again these points were considered as furnishing the basis of the armistice. To repudiate them now should be be- neath the dignity of any self-respecting nation. Those who know the president and the spirit of the nation he represents do not anticipate any violation of these sacred promises no matter what the cost, THE FIVE POINTS In his speech of September 27, 1918, President Wilson gave utterance to five additional points bear- ing on the conditions of peace, as follows : First, the impartial justice meted out must in- volve no discrimination between those to whom we wish to be just and those to whom we do not wish to be just. It must be a justice that plays no favorites 210 Education, Democracy, the League of Nations and knows no standard but the equal rights of the several peoples concerned. Second, no special or separate interest of any single nation or any group of nations can be made the basis of any part of the settlement which is not consistent with the common interest of all. Third, there can be no league or alliances or spe- cial covenants and understandings within the gen- eral and common famil}^ of the League of Nations. Fourth, and more specificall}', there can be no special, selfish economic combinations within the League and no emploj^ment of any form of economic boycott or exclusion except as the power of eco- nomic penalty by exclusion from the markets of the world may be vested in the League of Nations itfelf as a means of discipline and control. Fifth, all international agreements and treaties of every kind must be made known in their entirety to the rest of the world. On November 5, 1918, President Wilson gave voice to the Memorandum of Allied Governments as follows : The Allied Governments have given careful con- sideration to the correspondence which has passed be- tween the President of the United States and the German Government. Subject to the qualifications which follow, the}' declare their willingness to make peace with the Government of Germany on the terms The Fourteen Points 211 of peace laid down in the President's address to Congress of January 8, 1918, and the principles of settlement enunciated in his subsequent addresses. They must point out, however, that Clause 2, re- lating to what is usually described as the freedom of the seas, is open to various interpretations, some of which they could not accept. They must, therefore, reserve to themselves com- plete freedom on this subject when they enter the Peace Conference. Further, in the conditions of peace laid down in his address to Congress of January 8, 1918, the President declared that the invaded territories must be restored, as well as evacuated and freed. The Allied Governments feel that no doubt ought to be allowed to exist as to what this provision implies. By it they understand that compensation will be made by Germany for all damage done to the civil- ian population of the Allies and their property by the aggression of Germany by land, by sea and from the air. These principles thus clearly stated and acquies- cently, at least, agreed to by all furnished the foundation ior the armistice and the basis of world peace. If not attained at this time they will be later. Democracy can not prosper nor continue to exist half free and half slave. CHAPTER XXII THE PROPOSED LEAGUE OF XATIOXS ^ A LEAGUE of nations is a natural and an essential step in the further evolution of man. Civilization has alread}^ reached the end of human progress based upon the present organization of nationalism and destructive competition. If human development is not to stop short in its progress, mark time, or degenerate the governments and controlling forces of man must be reorganized to give place to and make use of the best in internationalism, cooperation, and the universal brotherhood of man. It has been clearly shown by the world war that man can not advance in opposition to aroused public opinion, and that neither the individual nor the nation can be trusted to treat a fallen foe fairly, honestly, and justly when given the power. To make it possible for any one to really live and prac- tice justice and true democracy there must be given to the woi'ld an international tribunal or higher court of review, a federation or democratic league of nations, to intelligently oversee human action and to » December 20, 1918. 212 The Proposed League of Xations 213 shape public opinion in the direction of truth, honest}^ righteousness. Humanit}^ will respond quickly to the best in civilization if given a fair chance. To stimulate the best in man through wise legis- lation, one must be a student of human nature and understand the essential processes of individual de- velopment. In order to better the condition of man it is essential to know man, that one may aid and not hinder progress. It may not be wholh' necessary in working out the problem to assume a creator or "divinity that shapes man's ends," but to most peo- ple the problem becomes easier of solution by ac- cepting such a premise. In any case the forces of nature must be discovered, understood, and utilized to stimulate man's best and truest development. The essence of human development, as well as God's plan of the universe, rests upon the inde- structible foundation of the moral and intellectual responsibilit}' of the individual. To expand man must be free, but to be free he must expand (de- velop). There is no place in the kingdom for igno- rance, dishonest}', lawlessness, disorder. The ships of state are now headed forward. There is room on board for all headed in the same direction, including the necessary baggage and equipment. But false and dangerous people and baggage must be left be- hind or taken with caution and under proper limi- tations. The course alone is new but the ships 214; Education, Democracy, the League of Nations and crew have been tested, and the passengers have united in the spirit of service, helpfulness, and brotherly kindness. If one doubts the success of the voyage of the democratic league of nations, he needs simply to await the issue to be convinced. The league of nations may not start now but it will start some time and when it does democracy is safe and permanent peace assured. Important as the federation of nations has become to the future progress of humanity, much depends upon the type and nature of the organization. Un- less it is made to harmonize with the best and truest in human development, is absolutely democratic, and is sufficiently pliable to allow intelligent expansion and free expression of individuals and nations, it is doomed to failure. I have unbounded confidence in the saving influence of a democratic league of na- tions, but not in a hegemony or autocratic league of nations, nor the so-named balance of power, and I doubt the advisability of a league of nations to enforce peace. Though any extensive union of na- tions ^ill have a salutary effect. In feehng and volition men differ but little. It is through the development of the intellect that they grow apart and pass from childhood to manhood. One needs only to look deep into the eyes of another to see his own true self reflected back to him. Both the evil and the good are there waiting to be stimu- lated and drawn forth. Not onlv the look but the The Proposed League of Nations 215 spirit back of the look will be met in kind and returned with interest. Every man represents in his own organism the entire universe in miniature. To direct and control self wisely furnishes the best foundation for guiding and directing others. Since the commonalit}' of interests in all is so marked, the vital needs so uniform, the hopes and aspira- tions so similar, is it not possible and advisable to pool the issues, to share the sacrifices and re- wards, and to bequeath to our children the good we have won through such severe suffering? Does it not seem wiser to the leaders of humanity now, since God in His mercy has favored them with the chance, to legislate for the benefit of coming generations than to try to get even with the former cruel and misguided enemies suffering from a lost cause, and whose children are forever doomed to poverty with- out our help? God through His children will re- view every act of the world's peace congress now in session and will not fail to ratif3' and enforce it providing it is clearly and honestly based on truth, international comity, individual justice, fair play, good will, and affords equal opportunity to all to share in the sacrifices and rewards according to intelligence and worth. Man proposes but God dis- poses. Nothing will ever remain settled that is not settled right. Man's nature, as also his existence, is due to a happy combination of individualism and socialism 216 Education, Democracy, the League of Nations (collectivism). The proper combination and balance of these two disparate and contrasting elements of the human organism indicate the intelligence and social worth of the individual. This dualism runs throughout human life and must be reckoned with in every organization affecting the condition of man. The human body is composed or built up of many members or oi'gans functioning both as separate units and as conditioning parts of a larger whole. Thinking is in the main an individual function, feel- ing a collective function. Every separate organ however weak must be protected in its functioning or the whole machiner}' will be thrown out of gear and made useless. Too pronounced individualism would enable the stronger members to sap and under- mine the weaker, while over-collectivism would lead to confusion, disorder, anarch}', and final destruc- tion. Human intelligence is based on the under- standing, proper balancing, and wisely directing of these two essential but disparate forces of human nature. For this reason the truly great mind is the well-poised and evenlj'-balanced mind. In every type of human emergency the cool-headed, well- balanced individual is the sane and safe individual. What is true of individuals when acting separately and alone, is equally true of classes, societies, and nations when acting alone or in groups. The proper balance of these two essential forces must always be maintained for healthy action whether in the indi- The Proposed League of Nations 217 vidual, the nation, or the league of nations, and they can be maintained by every free individual through the strength from within so far as his own personality is concerned, but his social or corporate existence is a different matter and needs a different treatment. In order to maintain the right relation or balance of these natural and essential forces acting within the individual, man has found it neces- sary through experience to erect an ideal or stand- ard of action from which he will not allow himself to deviate unless compelled through excessive force. Through the aid of such an ideal or standard of action he is enabled to maintain the right poise or balance of these conditioning forces of human nature to develop the healthiest mind and body. But in his social or corporate existence he does not have such complete control of these two opposing forces — indi- vidualism, socialism — and needs the help and guiding influence of the ideal or standard set up by the social, political, or religious group of which he is a member, representing the combined experience of the best in all. Within the class or nation this ideal becomes the controlling ideal of the class or nation. But to recognize and give meaning to the universal brotherhood of man there must be erected a common ideal or standard of right action that can be univer- sally applied, and when applied will encourage inter- national comity, good will, personal responsibility, and mutual liclpfulncss of all normal and right- 218 Education, Democracy, the League of Nations minded individuals however situated. Such a plan is now foreshadowed in the proposed democratic league of nations, and unless the peace delegates fail to conceive the latent demands of democracy and fall disappointingly short of their sacred mission, they will establish a democratic league of nations on like terms to all and fulfil the spirit of every promise upon which the war was fought and won. If this is now fulfilled in the democratic spirit in which it is begun it will tend to unite peoples of the world in mutual cooperation to allay the restlessness of hu- manity due to former ill-treatment and autocratic injustice. The propo'sed league of nations is no utopia nor visionary dream. It is simply an intelligent and necessary movement forward in human evolution, a common sense adjustment of society on a larger scale for its own benefit. The outcome of the world war has made the step possible and even necessary if the world is to be made safe for democracy and per- manent peace assured. This the greatest of all wars has clearly shown that no individual, nor clique, nor favored class, nor nation, nor combined group of nations however strong and favored can hope to rule by force and police the rest of the world and get by with it; and it was further shown that the most powerful democratic nations were impotent to protect and save themselves without union of in- terests and the practical application of true democ- The Proposed League of Nations 219 racj' and internationalism. Though history is full of convincing lessons, 3'et it would seem that this lesson alone should be sufficient to convince every intelligent person of whatever country of the neces- sity of a truly democratic league of nations to keep the peace, provided our children are to be and to remain free. The peoples of the world combined and made helpful through a democratic league of nations can and will successfully police themselves and be happier and more prosperous in doing so. We may boast of might now, but it did not look so favorable ten months ago. If we fail to give God the glory and pla}' fair now that we have the opportunity and temporary confidence of the peo- ple, there may come a time in the not distant future when we or coming generations shall pay dearW for the victory won. "With what measure ye mete, it shall be measured to }■ ou again" ; and usually with compound interest. Autocracy has never been able to learn and appreciate this eternal truth, but it is to be hoped that democracy through its continuous struggles has discovered it. War is never right, and at best is an uncertain gamble with human lives and property at stake. It is the organized effort of the people of one country to destro}' or appropriate by deception and force the wealth, labor, and lives of another. Even now every nation is denying responsibility of starting the world war and looking earnestly for the culprit. If 220 Education, Democracy, the League of Nations aggressive war had any justification there would not be such strenuous denial of having had anything to do with starting this greatest of all wars. If war and might as instruments of torture in disci- plining society were ever right (which I do not believe) it must have been in a brutal state of civili- zation far lower than that which exists in any coun- try today. Yet in the present divided state of society and nations it is necessary to have set up a common standard or guiding principle of inter- national relations, to be found in a democratic league of nations, to unite human interests and to enable all to share in the responsibility of keeping the peace and bettering the condition of humanity- It is within the power of the peace commission to create a league of nations, to fulfil the promises that brought victory to democracy, to make wars wholly unprofitable and impossible, to make peace per- manent and democracy safe. The democracies of the world are still hopeful. As already indicated much depends upon the na- ture and spirit of the league. If it is to be uni- versally helpful and lasting, it must be democratic ; conform to the natural evolution of man ; stimulate and call forth the best in human nature; tend to unite peoples and nations in bonds of sympathy and mutual helpfulness ; reward worth and appeal to one's sense of personal responsibility; be capable The Proposed League of Nations 221 of extending freedom under law, justice, fair play, and equality of opportunity and service ; and it must be sufficiently plastic to allow for improvement and changes for the better. It should be headed for- ward and planned for the future. Roughly speaking the order of social and politi- cal evolution has been from family through clan, tribe, race, nation, the union of nations, humanity. With nations the highest unit reached is nationalism, but it is not necessary for man to stop in his evolu- tion at that point. The world is now ready to take the next step — provision for right international re- lations (internationalism) — and humanity is backing the peace congress with prayers that the step may be taken now. The peoples of the world are divided into three classes : at least eighty per cent, and probably more nearly ninety, of all humanity are democratic at heart ; about three per cent have been and are domi- nated by autocrac3% are autocrats at heart ; and probably not to exceed seven per cent are extreme socialists tending toward anarchy and lawlessness. It stands to reason that in legislating for the ad- vancement of humanity the ninety per cent which represent the stable soul of all countries, and not the three or seven per cent, should be given first consideration. The latter, in so far as they are disturbers of the peace and of progress, should be 222 Education, Democracy, the League of Nations placed under proper limitations that their children may come to take their rightful places in the eleva- tion of humanity'. It is not surprising to the student of social life that the three per cent (sometimes combined with the seven per cent) have been able to control and direct the affairs of nations for such an indefinite period; even at times dreaming of world power and conquest ; forgetting that the individual or nation that rises by the sword shall as surely fall by the sword. The means through which the autocratic few gained and kept control of the toiling masses have been deception, false promises, intrigue, secret alliances, inhuman treatment and flattery, wars of conquest, pillage, and the manipulation of the edu- cation of the people. In a milder form the auto- cratic spirit has been kept up by adroitl}' arraigning one class against another, creating divisions in so- ciety where none naturally exist, and by controlling party elections through deception and false promises. These difficulties to wholesome action of the peo- ple must be clearly understood hj the peace dele- gates in order to legislate wisely to bring out the best in humanity. Fortunatel}^ for the people of all countries and their children, the president of the United States has caught the true vision of human progress, is able, experienced, close to nature and the common people, with no ulterior motive than the highest good of humanity, intent on making the earth The Proposed League of Nations 223 a fit abode for men "too proud to fight," and on removing the necessity of any one being compelled to continue his brute nature in order to live and be free. It has been said of George Washington : "First in war, first in peace, first in the hearts of his coun- trymen." In after years, maj' it not be said of Woodrow Wilson: Last in war, first in penna- nent peace, first in the hearts of humanity? Other nations have designated many of their ablest and most experienced counselors to rep- resent them at the peace table. All have seen and many have felt the cruelty and utter folly of war, and the necessity of permanent peace for the continued evolution of man. The methods of autocracy have been clearly shown to. be false, inhuman, and destructive of the best human so- ciety. The only promise of salvation is through democracy and a democratic league of nations built on the foundation of the individual as the unit and the state as a combination of individuals for their own advancement. God through the intelligence and suffering of his people has provided the occasion and is pointing the way. Most of the delegates are about to perform their last great service for hu- manity. On this sacred occasion will they forget self and fulfil worthih^ and magnanimously the confidence of the people that has been placed in them? It is true that several of the entente powers were nearer the field of carnage and suffered more, but 224 Education, Democracy, the League of Nations the United States was near enough and true enough to enter the conflict in time to change the tide and to save the world for democracy. Its people de- spise war, or gain won through war, and love peace. It entered the conflict with no sinister motive nor wish for gain. The president and the united people back of him representing the most democratic nation on earth entered the conflict reluctantly with the sole purpose, as expressed so clearly in the war mes- sages, of making the world safe for democracy and the earth a free and fit abiding place for upright people. No one at this date can foresee what the peace congress has in store for humanity, but every intelligent American who is in touch with his coun- try's traditions knows that every United States delegate to the peace congress would prefer to give his life and all he holds dear than to return with a single promise, through which the war was won, left unfulfilled through his dereliction of duty. But there may be danger of disappointment through anticipating too much of the peace con- gress. Men do not see alike, and the members of the peace congress are not diff^erent from thousands and even millions of good men and women left be- hind. Some would have selected differently if not as wisely. The delegates can not please all, probably not even completely a minority, but that matters little if they have acted wisely, honestly, sincerely Tlie Proposed League of Nations 225 and have given the world the best that could be offered at the time. Through the ages every nation has developed a spirit and character of its own, strong points and weak points. These have been developed mostly through autocratic methods. They must be reckoned with at a time when the world is changing its allegiance from the standards of autocracy to those of democracy. For instance, the league of nations must be formed out of peoples and nations as they now exist. One can not create righteousness nor change character by legislation, but they can make it easier to do right. Clearly as the world has shown itself ready for the step, one may rest assured that the league of nations' idea does not look so simple to the peace delegates as to many farther removed. But if hu- manity is in earnest with its clearly expressed desire for a league of nations it must come; in fact it is already here in the close union and international relation of Great Britain, France, Italy, and the United States in their effort to win the war and save democracy to the world. Build on that a demo- cratic league of nations — great and small — open on similar terms to all who desire to enter and share in the responsibility and rewards, and the interna- tional child, the latest and best product of humanity, will be bom under favorable conditions. The chief purpose of the league of nations must be to make it 226 Education, Democracy, the League of Nations harder for nations in their international relations to do wrong and easier to do right ; to help all and not to hinder any nation or upright people. Great intelligence must be used in setting up this new machinery of democracy, that it does not injure more than benefit some of the less democratic coun- tries. In time all countries must change their old worn-out machinery to meet the new conditions, au- tocracy give place to democracy; but the change will be more lasting and cause less suffering if it takes place as a growth from within rather than to be forced on from without. To illustrate, through experience and necessity the soul of Great Britain is on the sea, as that of Russia is on the land. Each has developed strength in the direction of its greatest need. To deny them the use of these powers of self- protection without substituting others as safe and desirable for the protection of their needs and in- terests, would be wrong and subversive of the chief purposes of the league of nations. But with the league of nations established and in working order, to delegate to one nation or group of nations special responsibilities and police powers not shared by all members of the league in common would be un- democratic, unjust, and alike subversive of the funda- mental principles of the league. There can be no favored classes within the league if it is to succeed. Every nation read}' honestlj- to assume its share of responsibility and sei^^'ice is worthy of membership The Proposed League of Nations 227 in the league and entitled to the best international protection the league can offer. The league can not be judged correctly by the mistakes and experiences of the past. It is to be a new and better organiza- tion of men, a truh' democratic organization for the good of all, formed by the best and most enlightened representatives of all nations. Civilization and the world order have been built up largely through the methods of autocracy, selfish- ness, and nationalism. Through tribulation and suf- fering the world has come to believe in the merits of a more elevating philosophy — democracy, altru- ism., internationalism. But the change necessary to be made in the world order is too complete and drastic to be made quickly. Most nations will be compelled for a time at least to use the old ma- chinery until they can create and familiarize them- selves with the new, but if they are faithful and sin- cere in their efforts their children and coming gener- ations will sing their praise. The league of nations must be formed to take care of the international interests of the people and nations as they are, and not as they ought to be. Gradually all will see the advantage of granting complete self-determination to all segregated people, and of placing in control and direction of the cooper- ative league strategical fortresses, armies and navies not needed for domestic use and protection. Any nation should be permitted to go alone if it so 228 Education, Democracy, the League of Nations desires, but it would be futile and exceedingl}' dan- gerous for any nation either within or without the league to wage war on another against the wishes of the international league. Every nation should be free to join or withdraw from the league, provided only that it keeps its foreign and domestic relations free from guile and meets its just obligations while in the league. The peoples of the world have become so closeW knit together through agriculture, industry, science, literature, art, religion, social, political and com- mercial intercourse that it is difficult to injure one people or nation without indirectly disturbing all, nor to benefit a nation without indirectly benefiting all. Having spent some time as a student in the heart of France and a longer time in the Universi- ties of Germany, I have never forgotten the friend- ships formed and never will. It is not necessary to lose interest in one's own people and institutions to take on new friends and new interests, but he will find it harder to wish ill of those whom he knows and understands. The associations and inter-com- munications brought about through a democratic league of nations will be wholesome and stimulating to civilization. It is easy to misjudge, but mj^ experience leads me to feel that in spirit France is more imperialistic than Germany, though in practice, at least for the past fifty \'ears, the reverse has been true. Should The Proposed League of Xations 229 the common people — social democrats — that now seem to be in control in Germany continue to rule, and the other nations give them a fair chance, they will in time redeem the cruel blot of the junkers and become one of the most democratic and tinisted members of the league of nations. America has not forgotten the open friendship of France in its struggle for independence and never will. As now constituted all nations are made up of bad and good people, but the good are so overwhelmingly in the majority that they ought to be able to take care of the rest. It is true that the league of nations will benefit some countries more than others ; in fact many coun- tries can no longer prosper and maintain an inde- pendent existence without it. No countrj^ can be really harmed by it providing it becomes a truly democratic league of nations. No autocratic people or nations would be willing to enter the league, and if in they would find the league an uncomfortable place unless they changed their methods. In my opinion of all nations the United States of America would be required to sacrifice most and receive least from entrance into such a league, and probably Great Britain would come next. But the genuine democracy and peace proclivities of the people of these countries make them willing to pay the price and to join with other like-minded peoples in a co-operative effort to make the world safe for democ- \ 230 Education, Democracy, the League of Nations racy and peace and good will among the nations permanent. Since the birth of the nation the people of the United States have been known throughout the world for their democracy, hatred of war and international strife, genuine love of liberty, religious freedom, justice, fair play, and international comity. Isolated from great autocratic nations, so situated by nature as to be able to stand alone in self-defense, if any single nation can, they have been able to work out their democratic ideals without fear or favor.' The nation's cosmopolitan people made up of the most democratic people of nearly every nation on earth — our people whatever their former nationality and allegiance — can not be induced whatever the provocation to start an offensive war, but the world has vividly before it now an object lesson showing what this peaceful, law-abiding, liberty-loving people may be induced to do when the principles and ideals which they hold dear seem in danger of de- struction. It is never safe to judge from a party election the heart of a people ; too many and variant princi- ples are usually involved; neither is it wise to judge from a few ranting politicians hunting for an issue what the people are ready for and desire. President Wilson in his love for humanity and permanent peace is not different in his desires than the millions of men and women left behind who can and will follow him with their praj^ers. Familiar and sympa- The Proposed League of Nations 231 thetic with his country's traditions, believing in the spirit and efficacy of the ^Monroe doctrine as a partial solution of international comity, he would extend that doctrine to include the whole world and establish a cooperative league of nations to have charge of its right and just enforcement. In this he is supported by an overwhelming majority of his people, probably by every democratic member of the peace congress, and by the democracies and toiling masses of every nation ; all of whom believe that it is possible at this stage of civilization to do away with war between nations and establish per- manent peace. When it comes to concretely outlining the plan for a democratic league of nations which will stand the test of time, it is more difficult and men will differ. But it matters less concerning the details than the spirit. If the delegates are sincere in giving to humanity what it desires, is ready for, and deserves, they can be trusted as to intelligence. Some five years ago I had occasion to propose a plan of a democratic league of nations which I hoped might, in connection with the Bryan peace treaties, prevent the world conflict which then seemed inevitable. But the world was not then ready to be convinced of the absolute folly of war and the suffering of the weak and innocent that it invariably entails. During the long war I have been less able to think straight than before, hence I can not do better than insert 232 Education, Democracy, the League of Nations here the former plan. It is proposed as a provisional plan for a democratic league of nations, to be modi- fied from time to time as greater wisdom and ex- perience show the need. As I see it, at least for the present, the league should be concei'ned only with problems affecting international comity, right rela- tions of nations in their intercommunication and practices. It should have the final say on all wars between nations, and no immediate concern with the domestic relations of any country unless its prac- tices become a nuisance to civilized society and in- jurious to the people of other nations. Its chief purpose should be to stimulate and encourage all peoples to live true, just, and right in their interna- tional relations, to deter them from evil, to protect the good and limit the destructive influence of the bad. The upkeep of the league should be pro rated to all nations according to population, wealth, abil- ity, and benefit. THE PLAN FOE THE PROPOSED DEMOCRATIC LEAGUE OF XATIOXS For the present at least, to continue until the league is thoroughly established and in perfect work- ing order, there should be created — probably from sympathetic members of the present peace congress — a superior executive, managing cabinet to co-ordi- The Proposed League of Nations 233 nate the work of the different branches and the va- rious functions of the league and to assist in their execution. It might be found later that the su- perior cabinet for the coordination of functions, overseeing and directing the various interests of the league, had developed permanent value. But the chief duties and principal interests of the league fall naturally under three distinct heads or branches : an international legislative branch ; an international judiciary; and an international execu- tive and police force. The legislative branch, as the name implies, should have for its function the codification of interna- tional law, the needed modifications of old laws, and the enacting of new laws as changed conditions of international relations, life, and society make neces- sary. The need for such a branch is increasing daily. The function of the judicial branch should be to interpret international law, render judicial decisions, and administer international law as relating to civil and criminal justice. Such a tribunal or interna- tional court of justice is sadly needed and would go far toward making war unnecessary. The executive branch, in addition to the superior co-ordinating, managing, and directing cabinet al- ready mentioned, should have for its chief function the co-operative policing of international affairs 234 Education, Democracy, the League of Nations (control of all armies and navies in so far as such organizations are necessary to the welfare of hu- manity), and the direct execution of international law as promulgated by the legislature (international congress) and interpreted by the judiciary (inter- national tribunal or court) and the further orders of the superior cabinet, to the direction of which it should be subject. To quote bi'iefly from the article of former years alreadj' mentioned: "The powers of the present international peace tribunal (now better represented in the present peace congress) should be enlarged to give place to at least three departments : an executive department ; a judicial department ; and a legislative department, the latter to be composed of not more than four delegates from any one nation belonging to the con- federacy, their purpose being to legislate on con- ditions touching international affairs. The judicial department might be composed of a single delegate or judge from each nation, to have for its function the judication of international controversies. Na- tions in dispute might appeal at once to this highest court of justice, or try first to settle their disputes by diplomacy and arbitration. The decisions of the international peace court (league of nations) should be executed by a special body of men selected and delegated for that purpose ; an international police force supported by the nations constituting it; con- The Proposed League of Nations 235 sisting probably of a single minister, with neces- sary assistants and equipments from each nation rep- resenting the confederacy (league of nations).' "The international confederacy or family of na- tions should be open on equal terms to every inde- pendent nation that wishes to join, t4ie chief test being the nation's willingness to support and abide by the rules and decisions of the international tri- bunal (league of nations). There should be granted to every nation the freedom to withdraw from the union, on due notice, when it so desires. This demo- cratic principle of free initiative on the part of na- tions belonging to the union is essential and will strengthen the faith and confidence of all in the sin- cerity of the league. The confederacy should be con- cerned only with international affairs, and should not interfere with the internal affairs of individual states and nations. By example and encouragement of the right, it would tend to do away with auto- cratic rule and give a larger share of local autonomy to the states within the nations, but that is not its object." "The chief purposes of such a league of nations are : to do avray with war by making it unnecessary and unprofitable ; to relieve the nations of the neces- sity of maintaining large armies and navies — prime instigators of wars and an unnecessary burden on the people ; to prevent the changing of international boundaries, except for the best of reasons, and the subjugation of peoples by force: to promote human 236 Education, Democracy, the League of Nations happiness and human welfare ; to give to all mankind greater freedom and increased opportunity of self- government; to encourage international trade and interstate comity; to build up and keep open, alike to all, the great arteries and highways of commerce ; to substitute reason for force and to make possible a higher expression of the brotherhood of man." Had some such plan of a league of nations been established five years ago and the world war pre- vented, it would have saved not less than twenty- four million lives — eight million of whom were killed in battle, and if the weakened condition of human- ity, because of the war may account for the ter- rible inroads of the Spanish influenza, at least twelve million more lives must be added, — and over two hundred billion dollars of property earned through years of toil. Now that we can begin to think straight once more, what has been gained of any value to humanity that could not have been gained a thousand times better through peaceful methods? Two wrongs do not make a right, but it is dilBcult for human nature to bear patiently the demagogism of the war-crazed politicians, or to treat justly the nations that blocked the Bryan peace treaties which would have prevented the war with its untold misery. Who would not be willing to sac- rifice all to make it possible for coming generations The Proposed League of Xations 237 to live in peace and harmony without finding it necessary to repeat the maudlin and inhuman car- nage through which the world has just passed? The difference in education and social control of the methods of autocracy from which the world is emerging to those of democracy upon which the world seems to be entering is the difference between hell and heaven. Humanity is now so situated and enlightened that it can have its choice ; nine-tenths of the people desire the latter. Which shall it be.'' To recapitulate: I have tried to show that the onl}' road to permanent peace and international justice passes through an international tribunal or league of nations built upon the truly democratic and humane principles that have played such an im- portant role in the world war. That a democratic league of nations is a biologi- cal necessity to man's further evolution. That through the terribleness of the world war and the final happy outcome the necessity of such a league for the future protection of humanity is made apparent. That the world is now ready and the time oppor- tune for the formation of such a league. That individual nations, or concert of nations acting as a balance of power, have been found im- potent to prevent war and to maintain peace and justice. 238 Education, Democracy, the League of Nations That the methods of autocracy are false, untrust- worthy, brutal, and destructive of human develop- ment. That enlightened democracy has become conscious of its power, is right, just, capable of preventing wars, perpetuating peace, and stimulating humanity to its highest endeavor. That a democratic league of nations if formed would be found wholly practicable, is desirable and capable of meeting in an admirable way the de- mands and needs of human progress. That less depends upon the special form of the league than upon its spirit, plasticity and adaptabil- ity to future improvement. That the beginnings of such an international league have already been established in the demo- cratic union of Great Britain, France, Italy, the United States and others in prosecuting the inter- ests of the world war, and needs onl}^ to be further advanced by the present peace congress. That for the present, at least, the democratic league of nations might well consist of four divi- sions or separate departments as follows : a superior adjusting, coordinating, directing cabinet or execu- tive council (probably to be created out of the present peace congress) ; a legislative department or international congress; a judicial department or international court of justice; and an executive de- partment or international police force. The Proposed League of Nations 239 It is believed by a large majority of the people of all countries that such a league would make war impossible, international peace secure and perma- nent, lend itself to human progress, tend to elevate humanity; that it is right, just, humane, desirable, and should be established. I CHAPTER XXIII THE CAPITAL OF THE LEAGUE OF XATIOXS ^ Now that some form of a league of nations is assured, one is justified in raising the question as to the future abiding place of the league. It is still too early to know whether it shall be a truly demo- cratic league of nations, and upon that depends somewhat the most fitting abiding place. It is a democratic league of nations that the plain people of every country are now demanding, and they are desperately in earnest. If the peace congress fails to fulfil this legitimate demand of democratic hu- manity great political upheavals are sure to follow. The world war has convinced the common people of every nation that the methods of autocracy are false, deceptive, and absolutely' impotent in the presence of united democracy. They know that autocracy with its unjust and cruel methods of favoring the few at the expense of the many, the strong at the expense of the weak, has been com- pletely overthrown as a dictatorial power and the ^January 27, 1919. Published first some time before the location of the Capital. 240 The Capital of the League of Nations 241 world made read}' for the new order of democracy. The}^ at least for the most part, have confidence in the ability, integrity, and democracy of their peace delegates whom they trust as agents or servants and not as masters. They are keeping the home fires burning, but they have suffered long and cruelly, and are not in a proper mood to be seriously disappointed. Fully eighty per cent of normal, healthy, well- developed people of every community are thoroughly united in opposition to war, in love of peace, liberty, justice, and in the belief that the time is ripe for a complete movement forward to a closer union of nations in sharing responsibilities and rewards. An- other ten per cent of the people, shorter in intelli- gence and faulty in vision, known through their continual barking and vacillating character, can be trusted to be always found in the front seats of the band wagon when they know the direction of the band. But the remaining ten per cent of the people is a different proposition, less intelligent on the whole than the first but more intelligent than the second group. They are subtle enemies all of democ- racy and of everj'thing that strengthens belief in the common brotherhood of man. As my data shows they are divided into two classes in the proportion of about three to seven, with but little in common except their enormous egotism and inordinate desire to take advantage of and enslave others. The three 242 Education, Democracy, the League of Nations per cent have been born and bred as autocrats trained to perfection in the methods of competition and deception ; the others are radicals of a different sort. Ignorant of human nature, they would take over or annihilate the weapons of autocrac}' (which means virtually all the tangible accumulations of civilization, the good with the bad) and make the earth a possible abiding place for only members of their class. Most people indicate great surprise when the}^ first realize how small the third group of society, as given above, reall}' is ; a single bell-sheep is sufficient to lead a great flock where the picking is good and the coast is clear. How much noise and human disturbance this undemocratic division of societ}'^ has made and is still making. But it has reached its end of directing influence, and the moaning and loud breathing are simply the closing efforts of the death struggle. A new era is here, the Prince of Peace has come, democracy is in the saddle and has a firm hold on the reins ; soon we can look one another straight in the ej'es and speak from the heart with- out fear of intrigue or being misunderstood. Just now autocracy is doing its best to prevent the formation of a democratic league of nations, the only hope of successful democracy and of permanent peace, but it will not succeed. Its sudden conver- sion to the danger of democratic alliances and the importance of a hegemony of strong nations to look The Capital of the League of Nations 243 after the interests of the weak will fool but few of the plain people. They forget in their reasoning the voice of history : that it was Froebel, a German, who said, "Come let us live with our children" ; that it was Jesus, a Jew, who took little children into his arms and blessed them and said, "Of such is the kingdom of God" ; that it was Socrates, a Greek, who gave to the world a new method of teaching'and said, "Know thyself," "Think whole thoughts," for then only can one see truth and practice virtue ; that it was Confucius, a Chinese, who said, "Now, filial piety is the root of all virtue, and the stem out of which grows all moral teaching," building on this the foun- dations of a great and lasting people; that it was Prince Phtah-hotep, an Egyptian of some five thou- sand years ago, who said, "The obedient son shall grow old and obtain favor," and again, "Thou wast put to school and whilst thou wast being taught letters thy mother came punctually to thy master, bringing thee the bread and drink of her house. Thou art now come to man's estate ; thou art married and hast a house; but never do thou forget the painful labor which thy mother endured, nor all the salutary care she has taken of thee. Take heed lest she have cause to complain of thee, for fear that she should raise her hands to God, and He should listen to her prayer." So one might continue indefi- nitely with these beautiful thoughts and deeds taken at random from the world's history of great teachers. 244 Education, Democracy, the League of Nations Every nation has produced its quota, some more and richer than others, but all an inspiring amount when free to work out their truest selves. My native tongue is English as spoken in America but as I go over the beautiful gems of literature to be found in all languages I regret that I can not speak and write in them all. Despise not your mother tongue whatever' it may be but make it the richest and sweetest language of all. But what has all this to do with the capital of the league of nations.'' It at least indicates the com- plexity of the problem which the peace delegates are called upon to solve. The}' have intelligence and some expert knowledge ; as yet they hold the con- fidence of the democratic eighty per cent left at home, but they need ever}- assistance that truth and honesty of purpose can furnish. It is the first time in the ages that democracy has had complete con- trol of the reins of government in a free field, backed and supported by three-fourths of all the people of the earth. Under such favorable circumstances it would seem almost impossible to make a mistake or fail; but lest we forget, many of the peace dele- gates have been trained in the schools of autocracy (probably still believe in autocracy) and are adept in pitting and trading one special interest against another, and themselves appropriating the rake-off. In this they will be abetted by the autocrats at home who see their methods of deception and secret alii- The Capital of the League of Nations 245 ances falling into innoxious desuetude and desire to find some means of recovery. If the members of the peace congress are made to see clearly the problem, the solution will not be so difficult as it at first seemed. It is simply the world missionary spirit being organized into a democratic league of nations (all nations) and made more ef- fective in its helpfulness and service; "but he that is greatest among 3'ou, let him become the servant of all." It is the democratic people of the world organizing and erecting themselves into an interna- tional tribunal for protecting their interests, keep- ing the peace, promulgating the good, preventing the evil and destructive forces of human progress ; a tribunal in which all are to share equally according to intelligence and worth. Does it seem too good to be true.'' When we catch the spirit that is now unit- ing the interests of humanity and creating the plans for a new earth, we will enter upon the selection of a home for the league of nations in a more altruistic spirit. When the time comes many cities will doubtless be able to present excellent reasons why their people should be permitted to equip and house the new democratic league of nations. These claims will doubtless be weighed with care. As is well known every good individual enhances the value of all property in his neighborhood, as likewise the bad in- dividual reduces all property values in his neigh- M6 Education, Democracy, the League of Nations borhood. As with individuals so with nations, and since the league of nations will always be represented by the best people of every nation its housing will be a great asset to any city. As it seems to me the five cities that possess the strongest claims in order of merit are Constantinople, London, Paris, New York, The Hague; some might have substituted Rome, Geneva, or Brussels. The excellent claims of Geneva are apt to receive special weight on account of the democracy and well known peace record of that city, and the well conducted neutrality of Switzerland during the war. To enter with any de- gree of fullness upon the merits of these different cities would lead me beyond the purposes of this article. The city which is to become the capital of the international league should be convenient of access from all directions, and large enough to accommo- date the whole international tribunal without crowd- ing, and the many international tourists that are apt from time to time to seek inspiration and education in the presence and the councils of the league. The people of the city should be in hearty sympathy with the purposes of the league and speak the language of the league or be quick to acquire it. (Since Eng- lish has become the leading language of democracy it is apt to become the language of the league of nations unless some one should determine to force upon the league only English.) The city should be The Capital of the League of Nations 24-7 beautiful or easy to be made beautiful. It should contain excellent schools, churches, and social insti- tutions, or have- the ready making of these. Since it is to house a cosmopolitan people it is all the better should its citizens already be made up -of a cosmopolitan people representing man}^ races and climes. It should be a healthy city and easy to be made and kept clean. It should lend itself to rapid improvement in education and ideals. Its people should be sufficiently plastic, at least within a few generations, to respond to the highest teach- ings of the democratic league of nations in their midst. This is to be the inspirational city of the world, oiir city no matter what nation is favored with its presence. It should be situated near the heart of humanit}^ where its services are most needed and disturbances most likely to arise. Other things being equal, it would strengthen the work of the league to be sovereign in the otherwise free city of the capital of the world. You may wish to add other requirements but these seem to me to represent the more important essentials. The Hague is already knowTi throughout the entire world for The Hague Tribunal or interna- tional court of arbitration and its international peace conferences. It is the home of the peace pal- ace donated to the interests of humanity by that prince of peace, Andrew Carnegie, who has discov- ered not only how to make money but how to use it 248 Education, Democracy, the League of Nations to better the conditions of mankind. The people of Holland through a wise school system are probably the best linguists in the world. My experience leads me to feel that the ordinary citizens of The Hague speak Dutch, German, French, and English with about equal fluency. Their educational leaders must have early seen the fallacy of attract- ing others to their system by forcing upon them the use of the Dutch language only. Their literary in- telligence and commercial sagacity enable them to see the advantage of gathering and using the best of all people. New York is the chief city of the nation that is destined by God's grace to give most and receive least from the league of nations. Next to London it possesses more of the substantial claims for hous- ing the league of nations than any other city. It is easy of access and the metropolis of the most stable and democratic people in the world fashioned from the mixing and mingling of the best of all peoples and races. It represents the heart of the people known throughout the world for their missionary spirit and democratic principles ; a people that detest war and love peace, but may be induced to fight under sufficient provocation. The city that repre- sents a country deeply interested in the success of the league of nations, would feel honored to become the capital of the league, but would quickly surren- The Capital of the League of Nations 249 der its claims to others for the greater benefit of the league. Who has ever lived and studied in Paris without falling in love with the city and its versatile, opti- mistic people? In the Latin quarters of the Sor- bonne are to be found some of the best specimens of humanity in the world, yes, and perhaps the filthiest and worst, but that is equally true of any large cit}'. One can always find in abundance what he is looking for. The traveler that is clean will have no difficulty in remaining clean in the heart of Paris, and he will find no dearth of sympathetic companionship. When it comes to beauty, culture, art, and the finer things of civilization Paris has all other cities excelled. It would make an enjoyable permanent home for the world's peace congress, London is the chief city of the universe, the cen- ter of democracy, possesses more of the virtues of the capital of the league of nations than any other city. Its language is the language that sooner or later will become the language of the league. Its children are scattered throughout the world and by joining hands can encircle the globe. Its people have democracy and the missionar}^ spirit writ large. Next to the United States, Great Britain with her strong navy and excellent fortresses has more to lose and less to gain in becoming a member of a democratic league of nations than any other 250 Education, Democracy, the League of Xations country, but like the United States she believes in the efficacy of a league of nations in establishing per- manent peace and is willing to make the sacrifice and self-surrender for the assured promise of better government and a healthier, happier people. If not now, soon she will see the necessity of turning over to the control and administration of the international league, along with other nations, all armaments, strategical fortresses, international railways and waterways not necessary for domestic purposes. But the league true to human nature will never abuse the generosity of any people that comes from the self-surrender of power and advantage. London with its excellent arteries of communication, trade, and commerce, and its eyes piercing the ends of the earth, would make an excellent home for the league of nations. What of Constantinople, the city of history, of churches, of religion, of architecture, of luxury and poverty, of autocracy and serfdom.? Since 1453 it has been the proud capital of the Ottoman empire, the most cruel, autocratic, and favorably situated government on earth. The religious philosophy of its people rests on death and destruction, the en- slavement of the many by the chosen few. The ancient Byzantium city, founded in 667 B. C. by emi- grants from Megara, made over and erected into New Rome, the capital of the Roman Empire and the Christian civilization, bv Constantine I., Flaverius The Capital of the League of Nations 251 Valerius Aurelius, "The Great," 330 A. D. ; standing at the gateway between the Occident and the Orient, it has gathered to its folds people of all races and has become the melting pot of the extremes of philosophy, government, science, art, religion, and education. For centuries its government has repre- sented the extremes of military autocracy and re- ligious fanaticism. Had military autocracy won in the world war the very trace of democracy, human freedom, and religious liberty would have been cur- tailed more than ever if not blotted from its midst, but God in his mercy willed it otherwise, and the new democracy in His name should assume the responsi- bility for its future government without hesitancy or cavil. It is not what Constantinople is nor has been that makes it specially fitting to become the capital of the league of nations and of the world, but its future possibilities under right action and the ser- vice it maj^ yet render to the world through the wise management of the democratic league of nations. More than of any other city it may be said to be the heart of the religious world — God's earthly abiding place — the meeting of East and West. It houses a motley people representing nearly every race, most of whom have never had a chance. For democracy to permit the most autocratic government in the world to continue to control and rule such a pivotal and important city for the use and success of the league of nations is unthinkable. But since a small 252 Education, Democracy, the League of Nations majority of the people are Turks it would not be democratic nor fair to turn over the trusteeship to other than the league. The exigency of war has made the Dardanelles free, the interests of humanity, and the vital needs of united democracy and the league of nations de- mand that it shall continue free to the legitimate commerce of the world, including Constantinople and contiguous territory. After regrettable suffering of our democratic heroes, God has placed in the hands of the united democracies of the world this pivotal city and strait, under conditions so favorable to the successful management by the league of na- tions for the permanent good of all that it seems impossible to fail. Like the lost colonies it should be granted self-determination under right action or at once internationalized, not for exploitation but for human stimulation and a fair chance among sympathetic men. But in the case of Constantinople God himself has already inteilnationalized it by giving to no nation a superior claim, and has offered it free for a practical experiment in the govern- ment that ought to be, to the newly constituted league of nations. The actual experience under the above conditions is all that is necessary to convince the honest doubter ; the autocratic carper will not be convinced. Such an experiment of sovereignty of a free city by the duly constituted league of nations would The Capital of the League of Nations 253 furnish an example of what to expect from the trusteeship of the internationalized colonies, and would go far toward removing the crazy hobgoblin of the danger to civilization of the spreading of the so-named yellow peril. "A man's a man for all of that, and all of that." "There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female; for all are one in Christ Jesus." Do you believe in the fatherhood of God and the common brotherhood of man? Then live it, and help others to live it. The league of nations pos- sesses no power, nor will, except the power delegated to it from the toiling masses at home. If it abuses that power it will lose it, but if it wisely uses that power for the good of all it will be granted more power, and the mutual benefit will make permanent the peace of the world. To me the most difficult question that confronts the peace congress or the league of nations when once established is the proper disposition to be made of the former German colonies, and other peo- ples and territories made free through the conse- quences of war. Since the former autocratic German government with its junker class has been completely destroyed and is now non-existent as a directing force, it becomes impossible to return the colonies to the guardianship of their former exploiters. The new social democracy of Germany which bids fair in time to become one of the most trusted members of 254 Education, Democracy, the League of Nations the democratic league of nations, is yet untried in governmental practices, and needs time and en- couragement in the fundamentals of education and government at home before undertaking the greater burden of supervising the education and development of a less favored people. In time this trusteeship and tutelage of their former colonies might well be granted to the nation, unless the process of inter- nationalization by the league of nations has, in the meantime, found a better way to assist backward people to a higher and more efficient civilization. If the former subject peoples and territories made free through the consequences of war are now to be granted and permitted to retain their freedom and self-determination they need the sympathetic guid- ance, protection, and tutelage of the league of na- tions until the}' become thoroughly established and ready and able to stand alone and maintain their independence. Not earlier than five 3'ears nor later than ten the league of nations should be required to review in the light of the intervening time the peace treaty, the constitution of the league, and the seat or capital of the league to correct any injustice that may have been made, to propose such amend- ments to the constitution that mav have been dis- covered through practice to be wise and just, and to' give other cities the opportunity to make bids for housing the league should the first city selected prove less desirable. This democratic principle of The Capital of the League of Nations 255 free election and majority rule under proper limi- tations will assure to the league permanance and the good will of the masses. The man who ten years ago might have prophesied that the German military autocracy, including the junkers and pan-Germanists, were doomed to de- struction, and that their proud members in 1919 Avould be seeking holes like hunted foxes, would have been considered unbalanced and a fit subject for the lunatic asylum. He who five years ago might have prophesied that in 1920 the United States of America would be bone dry, freed from the curse of all intoxicants, saving to the weak and deluded con- sumers two billion five hundred million dollars an- nually, besides giving to all better health and greater efficiency, would have been looked upon as a fanatic and visionary dreamer. Who would have thought that China, that great, patient, and much exploited nation, would have been read}' in 1919 to rise in her might to put down that greatest curse of her people, opium; and 3'et the unexpected has happened; the world does move and the direction is forward. INIay the time not be near at hand when God's children working in conjunction with the true phj'sicians and psychological clinics will arise in their purity and strength to rid the world of the blighting contam- inating influence of venereal diseases, and the moral deadening and undermining heart and health de- stroyer of children, nicotine, the evil effects of which 256 Education, Democracy, the League of Nations follow closely upon that of booze, besides entailing upon the consumers in the United States alone a financial loss of one billion eight hundred million dollars annually? What an uplift to humanity if all this money was given to the league of nations to be used in the education of the people or to pre- vent mothers and children from starving. If one nation cleans up the others will have to follow or lose irredeemably the race and struggle through the personal handicap. A democratic league of nations made up of the best citizens, suitably environed, with sufficient delegated power, acting through open di- plomacy, giving voice and encouragement to the normal, healthy eighty per cent of the world's civili- zation and discouragement to the abnormal, un- healthy ten or twenty per cent who have lost the way and would lead all to destruction, will enable united democracy to fulfill every promise on which the war was fought and won, to make future wars impossible, to destroy militarism and the corrupting influence of military preparedness, to make international jus- tice and permanent peace secure, and to stimulate humanity to live truly and act wisely. If I am not mistaken I am voicing the thought and hope of eighty per cent of the best people of the United States, if not of the world. CHAPTER XXIV THE ORIGINAL COXSTITUTION OF THE LEAGUE OF NATIONS^ Because of its immense importance to humanity we herewith submit the tentative draft of the Con- stitution of the League of Nations as presented by the special commission to the plenary council of the World Peace Congress, February 14, 1919. The report (constitution), as here given, represents the unanimous report (agreement) of the fourteen na- tions concerned in its preparation. It also received the tentative approval of the plenary session of the World Peace Congress and it is without question the greatest and best covenant for weal and human progress ever established by men in the history of the world. In presenting the report the following well-known statesmen spoke in words of praise and commendation of the covenant : President Woodrow Wilson, the United States ; Lord Robert Cecil, Eng- land ; Vittorio Orlando, Italy ; Leon Bourgeois, France ; E. Venizelos, Greece ; Baron Makino, Ja- pan ; V. K. Wellington Choo, China ; William Hughes, Australia. 'February 17, 191 9. 257 258 Education, Democracy, the League of Nations As clearly indicated the report represents only the original tentative draft of the Constitution of the League of Nations and is subject to alterations, amendments, and new provisions in the interest of humanity. But in its present or slightly improved form it is a remarkable and unsurpassed document of democratic statesmanship, and will stand as a lasting monument of the inherent justice and good sense of the leaders of this generation. For this reason alone the covenant, even in the first draft, deserves the close inspection, study, and criticism of good citizens everywhere. CONSTITUTIOX OF THE LEAGUE OF NATIONS Preamble — In order to promote international co- operation and to secure international peace and security by the acceptance of obligations not to resort to war, by the prescription of open, just and honorable relations between nations, by the firm establishment of the understandings of international law as the actual rule of conduct among govern- ments, and by the maintenance of justice and a scrupulous respect for all treaty obligations in the dealings of organized people with one another, the powers signatory to this covenant adopt this consti- tution of the League of Nations : Original Constitution of League of Nations 259 ARTICLE I The action of the high contracting parties under the terms of this covenant shall be effected through the instrumentality of a meeting of a body of dele- gates representing the high contracting parties, of meetings at more frequent intervals of an executive council, and of a permanent international secretariat to be established at the seat of the League. ARTICLE II Meetings of the body of delegates shall be held at stated intervals and from time to time as occasion may require for the purpose of dealing with matters within the sphere of action of the League. ]Meet- ings of the body of delegates shall be held at the seat of the League or at such other places as may be found convenient and shall consist of represen- tatives of the high contracting parties. Each of the high contracting parties shall have one vote, but may have not more than three representatives. ARTICLE in The executive council shall consist of representa- tives of the United States of America, the British Empire, France, Italy, and Japan, together with 260 Education, Democracy, the League of Nations representatives of four other States, members of the League. The selection of these four States shall be made by the body of delegates on such principles and in such manner as thej' think fit. Pending the ap- pointment of these representatives of the other States, representatives of (blank left for names) shall be members of the executive council. Meetings of the council shall be held from time to time as occasion may require and at least once a year at whatever place maj'^ be decided on, or failing any such decision, at the seat of the League, and any matter within the sphere of action of the League or affecting the peace of the world may be dealt with at such meetings. Invitations shall be sent to any power to attend a meeting of the council at which such matters di- rectly affecting its interests are to be discussed and no decision taken at any meeting will be binding on such powers unless so invited. ARTICLE IV All matters of procedure at meetings of the body of delegates or the executive council, including the appointment of committees to investigate particular matters, shall be regulated by the body of delegates or the executive council and may be decided by a majority of the States represented at the meeting. The first meeting of the body of delegates and Original Constitution of League of Nations 261 the executive council shall be summoned by the Presi- dent of the United States of America. ARTICLE V The permanent secretariat of the League shall be established at (blank), which shall constitute the seat of the League. The secretariat shall comprise such secretaries and staff as may be required, under the general direction and control of a secretar}" gen- eral of the League, who shall be chosen by the execu- tive council ; the secretariat shall be appointed by the secretary general subject to confirmation by the executive council. The secretary general shall act in that capacity at all meetings of the body of delegates or of the executive council. The expenses of the secretariat shall be borne by the States members of the League in accordance with the apportionment of the expenses of the Interna- tional Bureau of the Universal Postal L^nion. ARTICLE VI Representatives of the high contracting parties and officials of the League when engaged in the busi- ness of the League shall enjoy diplomatic privileges and immunities and the buildings occupied by the League or its officials or by representatives attend- 262 Education, Democracy, the League of Nations ing its meetings shall enjo}- the benefits of extraterri- toriality. AETicLE vn Admission to the League of States not signatories to the covenant and not named in the protocol here- to as States to be invited to adhere to the covenant, requires the assent of not less than two-thirds of the States represented in the body of delegates and shall be limited to fully self-governing countries, including dominions and colonies. No State shall be admitted to the League unless it is able to give effective guarantees of its sincere intention to observe its international obligations and unless it shall conform to such principles as may be prescribed by the League in regard to its naval and military forces and armaments. ARTICLE vin The high contracting parties recognize the prin- ciple that the maintenance of peace will require the reduction of national armaments to the lowest point consistent with national safety and the enforcement by common action of international obligations, hav- ing special regard to the geographical situation and circumstances of each State ; and the executive coun- cil shall formulate plans for effecting such reduction. Original Constitution of League of Nations 263 The executive council shall also determine for the consideration and action of the several governments what military equipment and armament is fair and reasonable in proportion to the scale of forces laid down in the program of disarmament ; and these limits, when adopted, shall not be exceeded without the permission of the executive council. The high contracting parties agree that the manu- facture by private enterprise of munitions and im- plements of war lends itself to grave objections and directs the executive council to advise how the evil effects attendant upon such manufacture can be pre- vented, due regard being had to the necessities of those countries which are not able to manufacture for themselves the munitions and implements of war necessary for their safety. The high contracting parties undertake in no way to conceal from each other the condition of such of their industries as are capable of being adapted to warlike pui*poses or the scale of their armaments, and agree that there shall be full and frank interchange of information as to their mili- tary and naval programs. ARTICLE IX A permanent commission shall be constituted to advise the League on the execution of the provisions 264* Education, Democracy, the League of Nations of Article VIII, and on military and naval questions generally. ARTICLE X The high contracting parties shall undertake to respect and preserve as against external aggression the territorial integrity and existing political inde- pendence of all States members of the League. In case of any such aggression, or in case of any threat or danger of such aggression, the executive council shall advise upon the means by which the obligation shall be fulfilled. ARTICLE XI Any war or threat of war, whether immediately affecting any of the high contracting parties or not, is hereby declared a matter of concern to the League and the high contracting parties reserve the right to take any action that may be deemed wise and effec- tual to safeguard the peace of nations. It is hereby also declared and agreed to be the friendly right of each of the high contracting parties to draw the attention of the body of delegates or of the executive council to any circumstances affect- ing international intercourse which threatens to dis- turb international peace or the good understanding between nations upon which peace depends. Original Constitution of League of Nations 265 ARTICLE xn The high contracting parties agree that should disputes arise between them which cannot be adjusted by the ordinary processes of diplomacy, they will in no case resort to war without previously sub- mitting the questions and matters involved either to arbitration or to inquir}^ by the executive council and until three months after the award by the arbi- trators or a recommendation b}^ the executive coun- cil, and that they will not even then resort to war as against a member of the League which complies with the award of the arbitrators or the recom- mendation of the executive council. In any case under this article the award of the arbitrators shall be made ^^-ithin a reasonable time and the recommendation of the executive council shall be made within six months after the submission of the dispute. ARTICLE XIII The high contracting parties agree that whenever any dispute or difficulty shall arise between them which they recognize to be suitable for submission to arbitration and which cannot be satisfactorily settled by diplomacy, they will submit the whole mat- ter to arbitration. For this purpose the court of arbitration to which the case is referred shall be the court agreed on by the parties or stipulated 266 Education, Democracy, the League of Nations in any convention existing between them. The high contracting parties agree that they will carry out in full good faith any award that may be rendered. In the event of any failure to carry out the award, the executive council shall propose what steps can best be taken to give effect thereto. ARTICLE XIV The executive council shall formulate plans for the establishment of a permanent court of interna- tional justice and this court shall, when established, ■ be competent to hear and determine any matter which the parties recognized as suitable for submis- sion to it for arbitration under the foregoing article. ARTICLE XV If there should arise between States members of the League any dispute likely to lead to rupture, which is not submitted to arbitration as above, the high contracting parties agree that they will refer the matter to the executive council; either party to the dispute may give notice of the existing of the dispute to the secretary general, who will make all necessary arrangements for a full investigation and consideration thereof. For this purpose the parties agree to communicate to the secretary general, as promptly as possible, statements of their case with Original Constituiion of League of Nations 267 all the relevant facts and papers, and the executive council may forthwith direct the publication thereof. Where the efforts of the council lead to the settle- ment of the dispute a statement shall be published indicating the nature of the dispute and the terms of settlement together with such explanations as may be appropriate. If the dispute has not been settled, a report by the council shall be published, setting forth with all necessary facts and explanations the recommendation which the council thinks just and pi'oper for the settlement of the dispute. If the report is unanimously agreed to b}' the mem- bers of the council other than the parties to the dispute, the high contracting parties agree that they will not go to war with any party which com- plies with the recommendations and that if any party shall refuse so to comply the council shall propose measures necessary to give effect to the recommendations. If no such unanimous report can be made it shall be the duty of the majority and the privilege of the minority to issue statements indicat- ing what they believe to be the facts and containing the reasons which they consider to be just and proper. The executive council may in any case under this article refer the dispute to the body of delegates. The dispute shall be so referred at the request of either party to the dispute, provided that such re- quest must be made within fourteen days after the 268 Education, Democracy, the League of Nations submission of the dispute. In a case referred to the body of delegates all the provisions of this article and of Article XII, relating to the action and powers of the executive council, shall apply to the action and powers of the body of delegates. ARTICLE XVI Should any of the high contracting parties break or disregard its covenants under Article XII it shall thereby ipso facto be deemed to have committed an act of war against all the other members of the League, which hereby undertakes immediately to subject it to the severance of all trade or financial relations, the prohibition of all intercourse between their nationals and the nationals of the covenant- breaking State, and the prevention of all financial, commercial or personal intercourse between the na- tionals of the covenant-breaking State and the na- tionals of any other State, whether a member of the League or not. It shall be the duty of the executive council in such case to recommend what effective military or naval force the members of the League shall sever- ally contribute to the armed I'^orces to be used to protect the covenants of the League. The high contracting parties agree, further, that they will mutually support one another in the finan- cial and economic measures which may be taken Original Constitution of League of Nations 269 under this article in order to minimize the loss and inconvenience resulting from the above measures, and that they will mutually support one another in re- sisting any special measures aimed at one of their number by the covenant-breaking State, and that they will afford passage through their territory to the forces of any of the high contracting parties who are co-operating to protect the covenants of the League. ARTICLE xvn In the event of disputes between one State a mem- ber of the League and another State which is not a member of the League, or between States not mem- bers of the League, the high contracting parties agree that the State or States not members of the League shall be invited to accept the obligations of membership in the League for the purpose of such dispute, upon such conditions as the executive council may deem just, and upon acceptance of any such invitation the above provisions shall be applied, with such modifications as may be deemed necessary by the League. L^pon such invitation being given, the executive council shall immediately institute an inquiry into the circumstances and merits of the dispute and recommend such action as may seem best and most effectual in the circumstances. In the event of a power so invited refusing to 270 Education, Democracy, the League of Nations accept the obligations of membership in the League for the purposes of the League, which in the case of a State a member of the League would constitute a breach of Article XII, the provisions of Article XVI shall be applicable as against the State taking such action. If both parties to the dispute when so invited re- fuse to accept the obligations of membership in the League for the purpose of such dispute, the executive council may take such action and make such recommendations as will prevent hostilities and will result in the settlement of the dispute. ARTICLE XVIII The high contracting parties agree that the League shall be intrusted with general supervision of the trade in arms and ammunition with the coun- tries in which the control of this traffic is necessary in the common interest. AETICLE XIX To those colonies and territories which as a con- sequence of the late war have ceased to be under the sovereignty of the States which formerly' governed them and which are inhabited by peoples not yet able to stand by themselves under the strenuous conditions of the modem world there should be Original Constitution of League of Nations 271 applied the principle that the well being and de- velopment of such peoples form a sacred trust of civilization and that securities for the performance of this trust should be embodied in the constitution of the League. The best method of giving practical effect to this principle is that the tutelage of such peoples should be entrusted to advanced nations who by reason of their resources, their experience or their geographi- cal position, can best undertake this responsibility, and that this tutelage should be exercised b}" them as mandatories on behalf of the League. The character of the mandates must differ accord- ing to the stage of the development of the people, the geographical situation of the territory, its economic conditions and other similar circumstances. Certain communities formerly belonging to the Turkish Empire have reached a stage of develop- ment where their existence as independent nations can be provisionally recognized subject to the render- ing of administrative advice and assistance b}' a mandatory power until such time as they are able to stand alone. The wishes of these communities must be a principal consideration in the selection of the mandatory power. Other peoples, especially those of Central Africa, are at such a stage that the mandatory must be responsible for the administration of the territory, subject to conditions which will guarantee freedom 272 Education, Democracy, the League of Xations of conscience or religion, subject only to the main- tenance of public order and morals, the prohibition of abuses, such as the slave trade, the arms traffic, and the liquor traffic, and the prevention of the establishment of fortifications or military naval bases and of military trainina; of the natives for other than police purposes and the defense of terri- tory, and will also secure equal opportunities for the trade and commerce of other members of the League. There are territories, such as Southwest Africa and certain of the South Pacific Isles, which, owing to the sparseness of their population, or their small size, or their remoteness from the centers of civiliza- tion, or their geographical contiguity to the man- datory States and other circumstances, can be best administered under the laws of the mandatory States as integral portions thereof, subject to the safe- guards above mentioned, in the interests of the in- digenous population. In every case of mandate, the mandatory State shall render to the League an annual report in ref- erence to the territory committed to its charge. The degree of authority, control or administration to be exercised by the mandatory State shall if not previously agreed upon by the high contracting parties in each case be explicitly defined by the executive council in a special act or charter. The high contracting parties further agree to Original Constitution of League of Nations 2T3 establish at the seat of the League a mandator}^ com- mission to receive and examine the annual reports of the mandatory powers and to assist the League in insuring the observance of the terms of all man- dates. ARTICLE XX The high contracting parties will endeavor to secure and maintain fair and humane conditions of labor for men, women and children both in their own countries and in all countries to which their com- mercial and industrial relations extend, and to that end agree to establish as part of the organization of the League a permanent bureau of labor. ARTICLE XXI The high contracting parties agree that provision shall be made through the instrumentalit}' of the League to secure and maintain freedom of transit and equitable treatment for the commerce of all State members of the League, having in mind, among other things, special arrangements with regard to the necessities of the regions devastated during the war of 1914-1918. ARTICLE XXII The high contracting parties agree to place under the control of the League all international bureaus 274 Education, Democracy, the League of Nations general treaties if the parties to such treaties con- sent. Furthermore, they agree that such interna- tional bureaus to be constituted in future shall be placed under control of the League. ARTICLE xxni The high contracting parties agree that every treaty or international engagement entered into hereafter by any State member of the League shall be forthwith registered with the secretarj^ general and as soon as possible published by him, and that no such treat}' or international engagement shall be binding until so registered. ARTICLE XXIV It shall be the right of the body of delegates from time to time to advise the reconsideration b}^ State members of the League of Treaties which have be- come inapplicable, and of international conditions of which the continuance may endanger the peace of the world. ARTICLE XXV The high contracting parties severally agree that the present covenant is accepted as abrogating all obligations inter se which are inconsistent with the terms thereof, and solemnly engage that they will not hereafter enter into any engagement inconsistent with the terms thereof. In case an}' of the powers Original Constitution of League of Nations 275 signatory hereto or subsequently admitted to the League shall, before becoming a party to this cove- nant, have undertaken any obligations which are inconsistent with the terms of this covenant, it shall be the duty of such power to take immediate steps to procure its release from such obligations. ARTICLE XXVI Amendments to this covenant will take eifect when ratified by the States whose representatives com- pose the executive council and by three-fourths of the States whose representatives compose the body of delegates. CHAPTER XXV THE nation's attitude ON THE LEAGUE OF NATIONS^ It is difficult to realize and appreciate the im- mensity of the value in bettering the conditions of humanity that the world's peace congress has al- ready been able to accomplish. No sacrifice would have been considered too great to have brought into being this international covenant of consecrated wills looking to the permanent peace of the world. The tentative draft of the league of nations is all that could have been expected, more than many of its sanguine friends had hoped. As the league of nations grows and becomes perfected it will be seen and acknowledged to be the greatest and noblest piece of democratic statesmanship that the world has seen. Nations not yet in the league may soon be in, assist in perfecting its constitution and lend their great help and push in making it a final and permanent success. As peoples and nations we have grown far apart through development, but since originally made of the same clay there is nothing but our wills to prevent our getting together 1 February 17, 1919. 276 Natioyi's Attitude on the League of Xations 277 again. With the league of nations established and soon to be perfected future wars of aggression have been made utterly impossible. The thing most essential now to all nations is the arousing of public interest and intelligence in be- half of the league of nations. When the commission returns to revise and complete the constitution of the league it should be with the added information and knowledge of the best citizens of all countries. One cannot but admire the attitude of ex-President Taft, who as president of the American League to Enforce Peace has given unstintingly of time and money to bring about a league of nations. Though the constitution of the league of nations in its pres- ent form does not go as far as he had desired and advocated, he has accepted it as one of the world's greatest state papers and is now earnestly pushing the indorsement of it before his fellow countrj'men. There are many reasons why Congress and the many state legislatures now in session should add their indorsements to the constitution of the league of nations, with such recommendations as might serv'e to strengthen the revised constitution. This democratic league of nations is a new step in gov- ernment. There are no precedents. Hence it re- quires both intelligence and courage to take the step, but it cannot fail to succeed and already the move- ment has gone far enough to increase the courage of manv fonmer doubters. No nation can be in- 278 Education, Democracy, the League of Nations duced to go to war when it can see nothing in the outcome but loss and degradation, and that is to be the absolute fate of any or every nation that op- poses its will against the united wills of the league of nations. In the new order self-determination will be a basic principle, but the unquestioned freedom of the individual and of the nation is the freedom to do right and not the freedom to do wrong. Professor Larnaude, dean of the Paris law faculty, is quoted as saying that "with the new development in aerial warfare Germany might prepare secretly sufficient air forces to destroy Paris in one day." But with the league of nations in working order, should Germany or any other nation be foolish enough to make the venture, the following day she would be blotted from the face of the earth. When one realizes how much France has suffered in the last fifty years through war crazed Europe he is not surprised that she fears even the protection and guarantees of a league of nations unless backed by a sufficiently large international army. But with the league of nations as already constituted every nation that wants to do right and live in peace is safe. Just now there are two humanistic, democratic ideas deeply rooted in the heart of the country that are being misinterpreted and abused through igno- rance and the wanton deception of the autocrats — Americanization and the Monroe doctrine. Surely Nation'' s Attitude on the League of Nations 2T9 Americanization does not mean an effort to dis- unite our democratic people and erect instead class and party spirit. Not infrequently Americanization is represented as antagonistic to internationaliza- tion, whereas the very essence of Americanism is internationalism. No other country in the world is able to give so much of its true spirit to the league of nations as the United States. Its citi- zens are made up from the best of all countries, made better by the union. The league of nations will demand some sacrifices of special privileges and favors, but they are only such as this democratic country has long been ready to surrender to the supervision and direction of a democratic league of nations of which the United States is to be an honor- able and influential member. The citizens of the United States are but parts of humanity, the brotherhood of man, and they ask for no favors that they are not willing to grant to others or share with all. The very nature of our cosmopolitan peo- ple makes us international in spirit if we are true to our own people, and that we can now bring all nations to the best in our democratic ideals through the league of nations is a happy ending of the first and last world war. Concerning the meaning of the Monroe doctrine there have been many interpretations. Presidents have differed in expressing the aim and purport. But nearly all agree that the spirit was one of dis- 280 Education, Democracy, the League of Nations interested service and protection of weak nations against foreign aggression and the violation of the principle of self-determination. The league of na- tions but strengthens this conception of the Mon- roe doctrine by relieving the United States of the whole burden of protecting the American continent from the usurpation of foreign nations. With the league of nations in working order such usurpation would be impossible and what matters it who carries the club. Through the league of nations the jMon- roe doctrine will, in time, be extended to include other continents and become the world doctrine. It would be exceedingly unfortunate to the United States and the world to have the nation that led all others in the establishment of the league of nations lose its place of prominence and influence in that body through criticism and lack of support of the co-ordinate branch of the ratif^ung power of its own people. It does not seem that such an outcome is possible, and yet the folly and rancor of partisan- ship have been known to do some utterly absurd things. The citizens of this country would resent such action bitterly and it is not likel}'^ to occur. The league of nations is now all but established and will continue to grow and to direct interna- tional affairs whether the United States enters the league or not, though all must admit the vital im- portance of the United States to the success of the league. No nation is strong enough alone or with Nation's Attitude on the League of Nations 281 others to oppose the combined will of the league, and such a truly democratic country as the United States would not wish to do so. As the constitution of the league now stands the United States is one of the five great powers to be given a permanent place on the executive council. Should she fail to enter the league and assume her full share of re- sponsibility her place would be quickly granted to, and be assumed by, another great nation and the work of the league proceed without insurmountable difficulty. The spirit of the United States will be with the league whether she is in or out. This is the time for honest and intelligent criti- cism of the league. It will be found easier to make desirable changes in the constitution now than later. Until now the ruling classes of all nations have been so walled-in, isolated, and independent in their national desires that it becomes necessary for all to make sacrifices of special interests and give up some independence of action in order to become use- ful members of the league of nations and to guar- antee to all protection from wars of aggression, in- ternational comity, and permanent peace. The changes to be made in the map of the world by the peace congress should be subject to review and change later by the league of nations. Unless this is made possible it will make tlie mistakes of the peace congress peraianent and injure the future suc- cess of the democratic league of nations. There 282 Education, Democracy, the League of Nations are many honest doubters now, but after ten years of successful operation of the league of nations all will be convinced of its virtue, and wonder how it was possible for humanity to reach such a high degree of civilization without the mutual cooperation and stimulating influence made possible through a democratic league of nations. CHAPTER XXVI CRITICISM OF THE LEAGUE OF NATIONS^ The league of nations as now established by the world peace congress is but a natural step in human evolution, and cannot be prevented without the de- struction of civilization itself. Many statesmen and students of human nature have long foreseen the necessity of a league of nations to keep the peace of the world and to supervise the administration of international justice. The growth of science, in- dustry, art, literature, agriculture, trade and com- merce has reduced the size of the earth and knit humanity together so it is no longer possible for any nation to live alone or within itself. If the league of nations as now constituted had existed in 1914 the terrible world war with its eternal wake of misery would have been absolutely impossible. How ignorant or pen^erse must be the senator who for party advantage or selfish reason would betray the trust confided in him and endeavor to defeat the league of nations won through such bitter and gra- cious suffering of his own people. ^ March 3, 1919. 283 284 Education, Democracy, the League of Nations Our bo3^s uncomplainingly gave their lives and the nation was united in the effort to destroy mili- tary autocracy and to make the world safe for democracy; with a democratic league of nations in working order international justice is assured, de- mocracy safe, war of aggression made impossible, peace made permanent and the promises of the United States completely fulfilled. My experience shows that at least four-fifths of the people of the United States are with the president in his advocacy of the league of nations and are greatly disap- pointed with those senators who for selfish reasons would hamstring the league. The balance of power idea and hegemony of nations are wrong, unfair, autocratic, and cannot exist without instigating con- tinued warfare. The peoples of the world are united in their opposition to war. This is especially true of the toiling masses who are made to bear the brunt of the war and the hunger of the reconstruc- tion period, and will not be satisfied with any form of peace that does not insure its permanence. If the league of nations is made a part of the peace treat}^ it will insure a democratic peace — a peace of justice — which all the better people of the world are now demanding. If the league of nations is not made a part of the peace treaty, as now advised by the round robin letter of misguided senators, the peace treaty that must be accepted until it is broken by the next war will be an autocratic peace — a dictated Criticism of the League of Nations 285 peace — which cannot be lasting. With democracy now in the saddle such a condition of peace hardly seems possible but autocracy in high places is sure to die hard and save to itself as much of special priv- ilege and advantage as possible. Like the boys who went to the front, democracy must be patient with its new found power, turning neither to the right nor to the left, but facing always forward. The highest interests of humanity are at stake and the missionary spirit and true democracy of the nation are on trial. The Monroe doctrine promulgated in this country 100 years ago was the beginning of a league of na- tions on a limited scale, a missionary effort on the part of this great democratic country to aid in pro- tecting weaker nations from the unjust aggression of the stronger. Our forefathers would have been happy to have realized that the altruistic, demo- cratic doctrine which they promulgated for the bet- ter protection of the struggling republics of the American continent would in the course of 100 years become the world doctrine guaranteed through a democratic league of nations. The people of the United States should now be thankful that the world has caught the spirit of the Monroe doctrine and is turning to and adopting its democratic philosophy of international justice, self-determination and good will. Shame on the autocrat and disgruntled senator who interposes his selfish interests against the presi- dent and the world peace congress earnestly striving 286 Education, Democracy, the League of Nations to get together in some form of a league of nations, that will prevent future wars, strengthen internation- al justice, create international amity and good will, and make secure just and lasting peace. The league of nations calls for no surrender of national sov- ereignty unless such sovereignty interferes with the execution of international justice and right, or en- courages brigandage, outlawry and injustice. Honest and intelligent criticism of the league of nations at this time is exceedingly wholesome and de- sirable. The idea has already gone far enough and become clear enough to the majority of humanity to insure its permanency in the future policy of the world. But the particular form of the league will have much to do with its success and the happiness of the peoples who must live and serve under it. Hence every intelligent citizen of whatever countr}'^ should lend his aid and wisdom in an honest endeavor to bring about the most perfect form of a league of nations. Men and women who lack vision and are unable to think in world thoughts should reserve their criticism until the new machinery has been put in per- fect running order ; then will be time enough to criti- cise and rejoice with humanity that the world has been made truly safe for democracy. The constitution of the league of nations must be sufficiently elastic to allow for improvement and fu- ture growth. There are man}' desirable features that ought to be made a part of the constitution which Criticism of the League of Xatiojis 28T can hardly be incorporated at this time. Sooner or later the league of nations will be given control and direction of all international waterwa3-s and rail- roads, strategical fortresses and armaments not nec- essar}" for domestic and internal control. It must, also, give place to at least three distinct branches in addition to the superior executive branch, as fol- lows : An international legislative department ; an international judiciary; an international executive department, including the international police force and the superior executive council. Many other pro- visions are necessarj' to perfect the league but these may not all come at once nor even during the pres- ent generation. Few if any nations will care to bear the whole burden of international police duty when there is nothing to be gained by it, and when there is a still more responsible body — the league of nations — able and willing to assume the responsi- bility and share the burden in the interest of all. The covenant of the league of nations as now es- tablished is merely a tentative draft that will and must be greatly modified before its final adoption, but even then it will be left open to future modifica- tion as greater intelligence and truer democracy show the need. While the league of nations is a bio- logical necessity, if humanity is to prosper and civili- zation to advance, yet it can not be established nor advanced in opposition to public opinion. Never before has the world turned with such faith and con- 288 Education, Democracy, the League of Nations fidence in the genuine democracy of the United States, and not^^ithstanding the disappointing criti- cism of the league bj men in high places, it will not turn in vain. The United States will ring true to her promises, keep the faith of her democracy, and bear without cavil her share of the world's burden. Every- thing that tends to better the condition of humanity, lighten the burdens of the weak and toiling, and relieve the suffering of women and children, finds a sympathetic cord that will continue to grow and remain close to the heart of the people. With the increase of intelligence and genuine democracy will occur the increase of faith and confidence in the democratic league of nations as the only possible road to international justice, personal freedom, and permanent peace. CHAPTER XXVII DEMOCRACY AXD THE LEAGUE OF NATIONS ^ To one unfamiliar with the sanity, honesty, intel- ligence, and trustworthiness of the common people or working classes the unanimity of the voice for the league of nations somewhat similar to the covenant approved by the plenary council February 14th, 1919, is surprising. The people have grown tired of wars with their favoritism to the special classes and their cruel and inhuman treatment of the masses. They are beginning to see that the autocratic and imperialistic methods of competition and commercial rivalry breed war and deception, while the demo- cratic methods of co-operation and mutual helpful- ness breed peace, justice, fairness. Nine-tenths of humanity prefer the latter, believe in law and or- der, a democratic league of nations, the reorganiza- tion of society through peaceful methods, and are ready to make great personal sacrifices in order to fulfill these desires and aims. The further evolution of man has become impos- sible without the international union of interests 'Lincoln, Nebraska, March -28, 1919. 289 290 Education, Democracy, the League of Nations now made possible through a league of nations, and the complete reorganization of education, industry, commerce, and the social, political, and religious life according to the fundamental principles of democ- racy and individual and national co-operation as against those of autocracy, competition, and double dealing. This necessity of the democratic reor- ganization of human society is no longer a mere theory of the idealist, but the change will be far more difficult of accomplishment than is j^et per- ceived by any except the most cultured minds. The problem is so vast and vital to future humanity that those who do not have a clear, accurate, and unsel- fish vision of the needs and essentials should give way to those who have and trust in the honor and vir- tue of their chosen leaders of the peace congress until they have had time to act. Here is the weakness of autocracy, so long used to dictating and taking undue advantage of every opportunity for selfish gain : the war for democracy over, it does not see why it can not fix the conditions of peace so as to gain as usual the principal loaves and fishes and to save to the world its autocratic methods of competition, personal advantage, and deceit. Democrac}" after its awakening and struggle is not likely to fall asleep on guard, but if it does it will hear from the people at home who may create disturbances never seen be- fore, reaching in some instances to revolutions. But it hardly seems possible that a league of nations and Democracy and the League of Xatiotis 291 democratic peace will be denied the cry of the com- mon people and democratic hosts at home. One finds that most people who have given the mat- ter careful thought are in sympathy with the plan of the president and the covenant of the league of na- tions as now established. But they realize the dan- ger of an autocratic rather than a democratic league and believe that now is the time for frank, open, sympathetic discussion of the organization and con- stitution of the league. Partisan and unjust criti- cism of the league will be resented. Most people realize that the peace delegates are in a situation to act far more intelligently concerning the vital needs of the league and what can and can not be inserted than those of equal intelligence at home. Surely the peace delegates appreciate the dangers as keenly as others. It should be the desire of all to help but not to hinder the coming era of peace, co-operation, and world democrac}-. For one I fail to see either the wisdom or the justice of raising the question of the Monroe doc- trine or of inserting a clause bearing on it in the league. The United States certainly does not ask for favors or special privileges that she would not be willing in turn to grant to others. How might the same privilege work if granted to Japan over China, or if the big stick were put in the hands of an}^ other one nation to keep the peace and protect the inter- ests of others? If I understand correctly the mean- 292 Education, Democracy, the League of Nations ing and purpose of the Monroe doctrine, the league of nations when once formed — as it is sure to be in time — will become responsible for its future execu- tion, relieving the United States from assuming the whole burden of the thankless task of protecting herself and the other American republics from for- eign invasion and aggression. If there were no league of nations established to guarantee the spirit of the Monroe doctrine and make it the world doctrine, it would have been advisable, at least in the near future, to have placed the execution and direction of the Monroe doctrine into the hands of the Pan- American congress or league. Most of the American republics prefer to have the Monroe doctrine and their national independence guaranteed b}^ the league of nations than by the United States alone, and they are right in their judgment. Since it is a thankless and unappreciated job, never intended for selfish gain, why should this democratic nation hesitate to permit the league of nations organized for the better protection of all to assume at least in part the bur- den so generously borne for nearly a hundred 3'ears ? The change will in no way weaken true democracy nor the sovereignty of the nation. The United States entered the war to protect and extend democ- racy; to destroy military autocracy and wars of aggression; to establish international justice, re- spect for law and order, square dealing, and perma- nent peace. The work is not yet finished nor the aim Democracy and the League of Xafions 293 fulfilled, nevertheless, the nation with many others is still on the job and destined to remain so until every promise that helped to win the war has been redeemed; the worthy aspiration of humanity at- tained; the world made safe for democracy, wherein intelligence and worth shall be favored ; the innocent permitted to go free but the guilty to be justly pun- ished. This is the problem that united democracy has undertaken to solve and the interests of the peo- ple will keep the world in disappointing agitation un- til the correct solution is found. CHAPTER XXVIII DEMOCRACY AXD THE LEAGUE OF XATIOXS^ (Continued) For more than a hundred years the United States has been the leading representative of democracy in the world. It is to this nation more than to any other that the birth of the league of nations is due. The league as now being ratified by European na- tions is strictly a democratic doctrine and represents the longing and true spirit of nine-tenths of the peo- ple of the world. Should the country of its birth show lack of confidence in the admirable service of its peace delegates and fail to ratify without disturb- ing reservation the treaty and league, it would be a tragedy to the nation and humanity comparable only to the death of Christ. Such a result hardly seems possible to emanate from the trusted rulers of this democratic country. Never before in the history of the world has such a worthy, democratic covenant been presented for ratification, and never before has there been such an excellent opportunity for all the nations of the world to unite in healthful co-opera- • September 8, 1919. 294 Democracy and the League of Nations 295 tion, international justice, permanent peace, and good will. Democracy won the war and showed great inherent strength when aroused and united, but it is now passing through a severer testing, that of the tired soldier on guard duty after the first battle is won. The treaty and league of nations have now pro- gressed far enough to be permanently established, shaping future M'orld policies without the further as- sistance of the United States; but how much more desirable for the world and all parties concerned if the United States that has already sacrificed so much for the league of nations, better government, and truer human relations, should assume its true share of responsibility in international affairs. The world war and the hopes created through the four- teen points and other expressions of policy have turned the attention of the suppressed peoples of all nations to the democracy, love of liberty, personal justice, and altruistic spirit of the people of the United States. Shall they seek in vain? For centuries the peoples of the world have been ruled by small minorities, the autocratic few. This is undemocratic and can only succeed where the masses are kept in ignorance, falsely educated, or held in submission through might and military force. With the league of nations established throughout the world, armaments, except for domestic police, will soon be of the past. Not the ten per cent as 296 Education, Democracy, the League of Nations now but all the people of the nation will come in for their appropriate share of responsibility and reward in their countr^-'s struggles and development. WHiether the minority that dictates and controls con- sists of the autocratic three per cent or the radical socialistic (bolshevik) seven per cent of the people matters but little to the democratic masses. In either case such a government is false, destructive of the best interests of humanity, unbearable, antagonistic to civilization, and can only be maintained through military force. Democracy has its weaknesses. The larger and more complex the nation the more difficult to give voice to the individual in the affairs of the nation, or to give true expression of the group intelligence of the nation on any particular subject. In a de- mocracy in which a large per cent of the people are ignorant or in which the citizenship varies greatl}^ in intelligence a majority may mean but little in prognosticating the true wish of the people. A few demagogues by means of skillful oratory, control of the press, and by secret manipulation of special in- terests are frequently able to carry an important election causing the people to vote away their free- dom, riveting the chains that are to hold them in perpetual bondage. With the league of nations ratified the good people of all countries will be able to turn their attention to perfecting the form of gov- ernment and the democracy- of the people upon which Democracy and the League of Xatio?7s 297 the league is based. Already many of the new de- mocracies are substituting for majority representa- tion, proportional representation, which is much more democratic and wholesome. As suggested by certain critics, the United States might repudiate its promises to the entente powers, refuse to ratify the treaty and league, make a sep- arate treaty with Germany under great humiliation, take over the Prussian military system, create a might}' standing army, cut loose from the trade, co- operation, and uplift of the nations of the world, paddle its own canoe and maintain its independence and isolation at whatever cost ; but such a condition is inconceivable to an}' intelligent citizen who has carefully read the alternative to such a course as expressed in the treat}' and league of nations, prob- ably not meeting completely the wishes of anyone but nevertheless one of the most important documents for human weal that has ever been devised by man. With the partisan criticism developed against the league of nations it behooves every intelligent patrio- tic citizen to study with care the treaty and cove- nant and then become active in shaping public opin- ion in this crucial period of our nation's history. CHAPTER XXIX THE REVISED COVEXAXT OF THE LEAGUE OF NATIONS, AS ADOPTED BY THE PLENARY SESSION OF THE world's peace congress, PARIS, APRIL 28, 1919 PREAMBLE In order to promote international co-operation and to achieve international peace and security, by the acceptance of obligations not to resort to war, by the prescription of open, just and honorable rela- tions between nations, by the firm establishment of the, understandings of international law as to actual rule of conduct among Governments, and by the maintenance of justice and a scrupulous respect for all treaty obligations in the dealings of organized peoples with one another, the high contracting par- ties agree to this covenant of the league of nations. ARTICLE I The original members of the league of nations shall be those of the signatories which are named in the annex to this covenant and also such of those other states named in the annex as shall accede with- 298 Revised Covenant of League of Nations 299 out reservation to this covenant. Such accessions shall be effected by a declaration deposited with the Secretariat within two months of the coming into force of the covenant. Notice thereof shall be sent to all other members of the league. Any fully self-governing state, dominion or colony not named in the annex may become a member of the league if its admission is agreed to by two-thirds of the assembly, provided that it shall give effective guarantees of its sincere intention to observe its in- ternational obligations and shall accept such regula- tions as ma}' be prescribed b}" the league in regard to its military and naval forces and armaments. Any member of the league may, after two years' notice of its intention so to do, withdraw from the league, provided that all its international obliga- tions and all its obligations under this covenant shall have been fulfilled at the time of its withdrawal. ARTICLE n The action of the league under this covenant shall be effected through the instrumentality of an As- sembly and of a Council, with a permanent Secre- tariat. ARTICLE ni The Assembly shall consist of representatives of the members of the league. The Assemblv shall meet at stated inten'als, and 300 Education, Democracy, the League of Nations from time to time as occasion may require, at the seat of the league, or at such other place as may be decided upon. The Assembly may deal at its meetings with any matter within the sphere of action of the league or affecting the peace of the world. At meetings of the Assembly each member of the league shall have one vote, and may have not more than three representatives. ARTICLE IV The Council shall consist of representatives of the United States of America, of the British Empire, of France, of Italy, and of Japan, together with rep- resentatives of four other members of the league. These four members of the league shall be selected by the Assembly from time to time in its discretion. Until the appointment of the representatives of the four members of the league first selected by the As- sembly, representatives of Belgium, Brazil, Greece and Spain shall be members of the Council. With the approval of the majonty of the Assem- bly, the Council may name additional members of the league, whose representatives shall always be mem- bers of the Council ; the Council with like approval may increase the number of members of the league to be selected by the Assembly for representation on the Council. Revised Covenant of League of Nations 301 The Council shall meet from time to time as occa- sion may require, and at least once a year, at the seat of the league, or at such other place as may be decided upon. The Council may deal at its meetings with any matter within the sphere of action of the league or affecting the peace of the world. Any member of the league not represented on the Council shall be invited to send a representative to sit as a member at any meeting of the Council during the consideration of matters specially affecting the interests of that member of the league. At meetings of the Council, each member of the league represented on the Council shall have one vote, and may have not more than one representa- tive. ARTICLE v Except where otherwise expressly provided in this covenant, or by the terms of this treaty, decisions at any meeting of the Assembly or of the Council shall require the agreement of all the members of the league represented at the meeting. All matters of procedure at meetings of the As- sembly or the Council, the appointment of commit- tees to investigate particular matters, shall be regu- lated by the Assembly or by the Council and may be decided by a majority of the members of the league represented at the meeting. 302 Education, Democracy, the League of Nations The first meeting of the Assembly and the first meeting of the Council shall be summoned by the President of the United States of America. AETICLE VI The permanent Secretariat shall be established at the seat of the league. The Secretariat shall com- prise a Secretary' General and such secretaries and staff as may be required. The first Secretary General shall be the person named in the annex; thereafter the Secretary Gen- eral shall be appointed by the Council with the ap- proval of the majority of the Assembly. The secretaries and the staff of the Secretariat shall be appointed by the Secretar}'^ General with the approval of the Council. The Secretary General shall act in that capacity at all meetings of the Assembly and of the Council. The expenses of the Secretariat shall be bonie by the members of the league in accordance with the apportionment of the expenses of the International Bureau of the Universal Postal Union. ARTICLE VII The seat of the league is established at Geneva. The Council may at any time decide that the seat of the league shall be established elsewhere. Revised Covenant of League of Nations 803 All positions under or in connection with the league, including the Secretariat, shall be open equall}' to men and women. Representatives of the members of the league and officials of the league when engaged on the business of the league shall enjoy diplomatic privileges and immunities. The buildings and other property occupied by the league or its officers or by representatives attending its meetings shall be inviolable. ARTICLE VIII The members of the league recognize that the maintenance of a peace requires the reduction of na- tional armaments to the lowest point consistent with national safety and the enforcement by common ac- tion of international obligations. The Council, taking account of the geographical situation and circumstances of each state, shall for- mulate plans for such reduction for the consideration and action of the several Governments. Such plans shall be subject to reconsideration and revision at least every ten years. After these plans shall have been adopted b}' the several Governments, limits of armaments therein fixed shall not be exceeded without the concurrence of the Council. The members of the league agree that the manu- 30-i Education, Democracy, the League of Nations facture by private enterprise of munitions and imple- ments of war is open to grave objections. The Council shall advise how the evil effects attendant upon such manufacture can be prevented, due regard being had to the necessities of those members of the league which are not able to manufacture the muni- tions and implements of war necessary for their safety. The members of the league undertake to inter- change full and frank information as to the scale of their armaments, their military and naval pro- grammes and the condition of such of their indus- tries as are adaptable to war-like purposes. ARTICLE IX A permanent commission shall be constituted to advise the Council on the execution of the provisions of Articles I and VIII and on military and naval questions generally. ARTICLE X The members of the league undertake to respect and preserve as against external aggression the ter- ritorial integrity and existing political independence of all members of the league. In case of any such aggression or in case of any threat or danger of Revised Covenant of League of Nations 305 such aggression, the Council shall advise upon the means by which this obligation shall be fulfilled. ARTICLE XI Any war or threat of war, whether immediatel;; affecting any of the members of the league or not, is hereby declared a matter of concern to the whole league, and the league shall take any action that may be deemed wise and effectual to safeguard the peace of nations. In case any such emergency should arise, the Secretary" General shall, on the' request of any member of the league, forthwith sum- inon a meeting of the Council. It is also declared to be the fundamental right of each member of the league to bring to the attention of the Assembly or of the Council an\' circumstance whatever affecting international relations which threatens to disturb either the peace or the good understanding between nations upon which peace de- pends. ARTICLE XII The members of the league agree that if there should arise between them any dispute likely to lead to a rupture, they will submit the matter either to arbitration or to inquiry by the Council, and they agree in no case to resort to war until three months 306 Education, Democracy, the League of Nations after the award by the arbitrators or the report by the Council. In any case under this article the award of the arbitrators shall be made within a reasonable time, and the report of the Council shall be made within six months after the submission of the dispute. ARTICLE XIII The members of the league agree that whenever an}' dispute shall arise between them which they recognize to be suitable for submission to arbitration and which cannot be satisfactorily settled by diplo- macy, they will submit the whole subject matter to arbitration. Disputes as to the interpretation of a treaty, as to any question of international law, as to the existence of an}" fact which if established would constitute a breach of any international obli- gation, or as to the extent and nature of the repara- tion to be made for any such breach, are declared to be among those which are generally suitable for sub- mission to arbitration. For the consideration of any such dispute the court of arbitration to which the case is referred shall be the court agreed on by the parties to the dispute or stipulated in any con- vention existing between them. The members of the league agree that they will carry out in full good faith any award that may be Revised Covenant of League of Xations 307 rendered and that they will not resort to war against a member of the league which complies therewith. In the event of any failure to carry out such an award, the Council shall propose what steps should be taken to give effect thereto. ARTICLE XIV The executive council shall formulate plans for the establishment of a permanent court of interna- tional justice and this court shall, when established, be competent to hear and determine any matter which the parties recognized as suitable for submis- sion to it for arbitration under the foregoing article. ARTICLE XV If there should arise between members of the league any dispute likely to lead to a rupture, which is not submitted to arbitration as above, the members of the league agree that they will submit the matter to the Council. Any party to the dispute may effect such submission by giving notice of the existence of the dispute to the Secretary-General, who will make all necessary arrangements for a full investigation and consideration thereof. For this purpose the parties to the dispute will communicate to the Secre- tary-General, as promptly as possible, statements of 308 Education, Democracy, the League of Nations their case, all the relevant facts and papers ; and the Council may forthwith direct the publication there- of. The Council shall endeavor to effect a settlement of any dispute, and if such efforts are successful, a statement shall be made public giving such facts and explanations regarding the dispute and terms of settlement thereof as the Council may deem appro- priate. If the dispute is not thus settled, the Council either unanimously or by a majority vote shall make and publish a report containing a statement of the facts of the dispute and the recommendations which are deemed just and proper in regard thereto. Any member of the league represented on the Council may make public a statement of the facts of the dispute and of its conclusions regarding the same. If a report by the Council is unanimously agreed to by the members thereof, other than the represen- tatives of one or more of the parties to the dispute, the members of the league agree that they will not go to war with any party to the dispute which com- plies with the recommendations of the report. If the Council fails to reach a report which is unanimously agreed to by the members thereof, other than the representatives of one or more of the parties to the dispute, the members of the league reserve to Revised Covenant of League of Nations 309 themselves the right to take such action as they shall consider necessary for the maintenance of right and justice. If the dispute between the parties is claimed by one of them, and is found by the Council to arise out of a matter which by international law is soleU' within the domestic jurisdiction of that party, the Council shall so report, and shall make no recom- mendation as to its settlement. The Council may in any case under this article refer the dispute to the Assembly. The dispute shall be so referred at the request of either party to the dispute, provided that such request be made within fourteen days after the submission of the dispute to the Council. In any case referred to the Assembly all the pro- visions of this article and of Article XII relating to the action and powers of the Council shall apply to the action and powers of the Assembly, provided that a report made by the Assembly, if concurred in bj' the representatives of those members of the league represented on the Council and of a majority of the other members of the league, exclusive in each case of tlie representatives of the parties to the dispute, shall have the same force as a report by the Council concurred in by all the members thereof other than the representatives of one or more of the parties to the dispute. 310 Education, Democracy, the League of Nations ARTICLE XVI Should any member of the league resort to war in disregard of its covenants under Articles XII, XIII, or XV, it shall ipso facto be deemed to have com- mitted an act of war against all the other members of the league, which hereby undertake immediately to subject it to the severance of all trade or financial relations, the prohibition of all intercourse between their nationals and the nationals of the covenant- breaking state and the prevention of all financial, commercial, or personal intercourse between the na- tionals of the covenant-breaking state and the na- tionals of any other state, whether a member of the league or not. It shall be the duty of the Council in such case to recommend to the several Governments concerned what effective military or naval forces the members of the league shall severally contribute to the arma- ments of forces to be used to protect the covenants of the league. The members of the league agree, further, that they will mutually support one another in the finan- cial and economic measures which are taken under this article, in order to minimize the loss and incon- venience resulting from the above measures, and that they will mutually support one another in resisting any special measures aimed at one of their number by the covenant-breaking state, and that they will Revised Covenant of League of Nations 311 take the necessary steps to afford passage through their territory to the forces of any of the members of the league which are co-operating to protect the covenants of the league. Any member of the league which has violated any covenant of the league may be declared to be no longer a member of the league by a vote of the Coun- cil concurred in by the representatives of all the other members of the league represented thereon. ARTICLE XVII In the event of a dispute between a member of the league and a state which is not a member of the league, or between states not members of the league, the state or states not members of the league shall be invited to accept the obligations of membership in the league for the purposes of such dispute, upon such conditions as the Council may deem just. If such invitation is accepted, the provisions of Articles XII to XVI inclusive shall be applied with such modifications as may be deemed necessary by the Council. Upon such invitation being given, the Council shall immediately institute an inquiry into the cir- cumstances of the dispute and recommend such ac- tion as may seem best and most effectual in the circumstances. If a state so invited shall refuse to accept the ob- 312 Education, Democracy, the League of Nations ligations of membership in the league for the pur- poses of such dispute, and shall resort to war against a member of the league, the provisions of Article XVI shall be applicable as against the state taking such action. If both parties to the dispute, when so invited, re- fuse to accept the obligations of membership in the league for the purposes of such dispute, the Council may take such measures and make such recommen- dations as will prevent hostilities and will result in the settlement of the dispute. ARTICLE xvm Every convention or international engagement en- tered into henceforward by any member of the league shall be forthwith registered with the Secretariat and shall as soon as possible be published by it. No such treaty or international engagement shall be binding until so registered. ARTICLE XIX The Assembly may from time to time advise the reconsideration by members of the league of treaties which have become inapplicable, and the considera- tion of international conditions whose continuance might endanger the peace of the world. Revised Covenant of League of Nations 313 AETICLE XX The members of the league severally agree that this covenant is accepted as abrogating all obliga- tions or understandings inter se which are incon- sistent with the terms thereof, and solemnly under- take that they will not hereafter enter into any engagements inconsistent with the terms thereof. In case members of the league shall, before becom- ing a member of the league, have undertaken an}' obligations inconsistent with the terms of this cove- nant, it shall be the duty of such member to take immediate steps to procure its release from such obligations. ARTICLE XXI Nothing in this covenant shall be deemed to affect the validity of international engagements such as treaties of arbitration or regional understandings like the ]Monroe Doctrine for securing the main- tenance of peace. ARTICLE xxn To those colonies and territories which as a con- sequence of the late war have ceased to be under the sovereignty of the states which formerly governed them and which are inhabited by peoples not yet able to stand bv themselves under the strenuous condi- 31-i Education, Democracy, the League of Nations tions of the modern world, there should be applied the principle that the well being and development of such peoples form a sacred trust of civilization and that securities for the performance of this trust should be embodied in this covenant. The best method of giving practicable effect to this principle is that the tutelage of such peoples be intrusted to advanced nations who, by reason of their resources, their experience or their geograph- ical position, can best undertake this responsibility, and who are willing to accept it, and that this tute- lage should be exercised by them as mandataries on behalf of the league. The character of the mandate must differ accord- ing to the stage of the development of the people, the geographical situation of the territory, its eco- nomic condition and other similar circumstances. Certain communities formerly belonging to the Turkish Empire have reached a stage of development where their existence as independent nations can be provisionally recognized, subject to the rendering of administrative advice and assistance by a mandatary until such time as they are able to stand alone. The wishes of these communities must be a principle con- sideration in the selection of the mandatary. Other peoples, especially those of Central Africa, are at such a stage that the mandatary must be responsible for the administration of the territory Revised Covenant of League of Xations 315 under conditions which will guarantee freedom of conscience or religion subject onl}- to the mainte- nance of public order and morals, the prohibition of abuses, such as the slave trade, the arms traffic and the liquor traffic and the prevention of the establish- ment of fortifications or military and naval bases and of military training of the natives for other than police purposes and the defense of territory, and will also secure equal opportunities for the trade and commerce of other members of the league. There are territories, such as Southwest Africa and certain of the South Pacific Islands, which, owing to the sparseness of their population or their small size or their remoteness from the centers of civilization or their geographical contiguity' to the territory of the mandatary and other circumstances, can be best administered under the laws of the man- datary as integral portions of its territory, subject to the safeguards above mentioned in the interests of the indigenous population. In every case of man- date, the mandatary shall render to the Council an annual report in reference to the territory commit- ted to its charge. The degree of authority, control or administra- tion to be exercised by the mandatary shall, if not previously agreed upon by the members of the league, be explicitly defined in each case by the Council. A permanent commission shall be constituted to 316 Education, Democracy, the League of Nations receive and examine the annual reports of the manda- taries and to advise the Council on all matters relat- ing to the observance of the mandates. ARTICLE xxin Subject to and in accordance with the provisions of international conventions existing or hereafter to be agreed upon, the members of the league (a) will endeavor to secure and maintain fair and humane conditions of labor for men, women and children both in their own countries and in all countries to which their commercial and industrial relations ex- tend, and for that purpose will establish and main- tain the necessary international organizations ; (b) undertake to secure just treatment of the native inhabitants of territories under their control; (c) wull intrust the league with the general supervision over the execution of agreements with regard to the traffic in women and children and the traffic in opium and other dangerous drugs; (d) will intrust the league with the general supervision of the trade in arms and ammunition with the countries in which the control of this traffic is necessary in the com- mon interest; (e) will make provision to secure and maintain freedom of communication and of transit and equitable treatment for the commerce of all mem- bers of the league. In this connection the special necessities of the regions devastated during the war Revised Covenant of League of Nations 317 of 1914-1918 shall be in mind: (f) will endeavor to take steps in matters of international concern for the prevention and control of disease. ARTICLE XXIV There shall be placed under the direction of the league all international bureaus already established by general treaties if the parties to such treaties con- sent. All such international bureaus and all commis- sions for the regulation of matters of international interest hereafter constituted shall be placed under the direction of the league. In all matters of international interest which are regulated by general conventions but which are not placed under the control of international bureaus or commissions, the Secretariat of the league shall, sub- ject to the consent of the Council and if desired by the parties, collect and distribute all relevant infor- mation, and shall render any other assistance which may be necessary or desirable. The Council may include as part of the expenses of the Secretariat the expenses of any bureau or commission which is placed under the direction of the league. ARTICLE XXV The members of the league agree to encourage and promote the establishment and co-operation of duly 318 Education, Democracy, the League of Nations authorized voluntary national Red Cross organiza- tions having as purposes improvement of health, the prevention of disease and the mitigation of suffering throughout the world. ARTICLE XXVI Amendments to this covenant will take effect when ratified by the members of the league whose represen- tatives compose the Assembly. No such amendment shall bind an}" member of the League which signifies its dissent therefrom, but in that case it shall cease to be a member of the League. ANNEX TO THE COVENANT One. Original members of the League of Nations. Signatories of the Treaty of Peace: United States of America, Belgium, Bolivia, Brazil, British Empire, Canada, Australia, South Africa, New Zealand, India, China, Cuba, Czecho- slovakia, Ecuador, France, Greece, Guatemala, Haiti, Hedjaz, Honduras, Italy, Japan, Liberia, Nicaragua, Panama, Peru, Poland, Portugal, Ru-f mania, Serbia, Siam, L^ruguay. States invited to accede to the covenant : Argentine Republic, Chile, Colombia, Denmark, Netherlands, Norway, Paraguay, Persia, Salvador, Spain, Sweden, Switzerland, Venezuela. Revised Covenant of League of Nations 819 Two. First Secretary-General of the League of Nations. May 5, 1919. The original draft of the covenant of the league of nations is to be found on preceding pages. Both are presented for their civic and educational value. The comment made in presenting the original draft is equally pertinent here. The revised covenant, as the original, will be pleas- ing to some and disappointing to others. It is a decidedly forward step in civilization and human progress. There are no landmarks. We have only intelligence and budding science to point the way. When we really think, no two think just alike, hence the variety of opinions concerning the most desir- able waj-. Humanity everywhere is tired of war and the injustice and crime that always follow as the direct result of war. The common people are ready to make great sacrifices of personal comforts to re- lieve their children from the necessity of future wars. In this thought the world has become united. There never was a time in recorded histor}' when the na- tions of the world were so near together as now. It has become almost if not entirely impossible for any nation to live and prosper in isolation or alone. But with a truly democratic league of nations — open on like terms to all self-directing nations — once thoroughly established, it v.'ill be qaite possible for 320 Education, Democracy, the League of Nations every self-respecting nation working alone or with others to fulfill its highest mission without let or hindrance. In some respects the revised covenant is an im- provement over the original, in others not as desir- able. There is no question in my mind but that the league of nations will be established, if not now then later. Civilization has reached a point wherein it is impossible to go forward ^vithout the union of na- tions in an international league for mutual protec- tion and co-operation. Many would have liked to have had the league made stronger and more demo- cratic, but it is the best that is possible under the circumstances, and will meet with almost universal approval of the common masses when once under- stood and of all others except the favored classes and those having special interests to defend. It has been made fairly easy of amendment and with all nations in the combine sharing their wisdom and good will the amendments that are made will always be in the direction of greater democracy, more extended personal freedom, truer and more helpful national and international relations. The democratic prin- ciple permitting any nation to withdraw from the league on meeting its obligations and giving due no- tice will strengthen faith in the noble purposes of the league and encourage some to enter who until now have remained doubtful. Many Americans are disappointed to have the Revised Covenant of League of Nations 321 Monroe Doctrine specifically mentioned in the re- vised covenant (thought necessary by some to ap- pease the criticism of the United States Senate). This doctrine has scarcely ever meant more than an open expression of policy of the United States in the event of foreign aggression against the strug- gling republics of the American continent and now tliat the league of nations has promulgated and as- sumed a similar policy not only for the American nations but for the whole world, the United States has been justified and the Monroe Doctrine given universal validity. The direct enforcement of the true spirit of the Monroe Doctrine (as now to be universally applied) becomes the immediate duty and responsibility of the league of nations. Hence the particular mention of it in the revised covenant weakens rather than strengthens. The Monroe Doc- trine has never been clearly defined and its meaning has been variously intei-preted by different presi- dents of the United States. But now that it has been specifically mentioned in the revised covenant of the league it becomes necessary to clearly define its meaning, especially as used and accepted in the league of nations. There are other features of the league as given above open to criticism, but on the whole it is an admirable document of advanced statesmanship and the ablest and best covenant for human progress and welfare ever devised b}' man. Humanity can well 322 Education, Democracy, the League of Nations take courage that the peace delegates so clearly sensed the problem and showed such good judgment in harmonizing the variant national interests into a common product acceptable to all. Never before has there been erected a common platform large enough, true enough, and secure enough to hold all humanity in just, happy, healthful relations, as friends and not as foes. Truly the world does move and the direction is upward and forward. Of necessity the covenant of the league of nations and the peace treaty have been closely interwoven and are dependent one on the other. They can not be separated and acted upon alone, but must rise or fall together. It would be impossible to make the peace treat}^ as liberal without the sustaining faith and corrective influence of the league of nations to right the evils and correct the mistakes when found. The one thing that united democracies so thoroughly in support of the war was the belief created among the democratic people that the success of the war had become necessary to prevent future wars. The people have not forgotten the promises that enabled them willingly to sacrifice all, but like true soldiers they are reserving their energy until the time for action is ripe, then the world will appreciate wher^ they stand. Wliatever the forces that started the world war it soon became crystallized around the two opposing forces of might and right. The former has been likened to a great glacier broken from its moor- Revised Covenant of League of Xatioiis 323 ing that rapidly deteriorates and becomes less potent the farther it is removed from its original bed; the latter to a mountain torrent formed by swollen streams that becomes the more powerful the farther it goes. Right when clearly understood and en- forced through organized public opinion is absolutely invincible by any force j'et discovered. The torrent of right or suppressed justice is now being checked by the mountain lake but that too will give way under sufficient pressure. CHAPTER XXX IN THE SER^^[CE OF HI'MAXITY ^ Oke can scarcely read the majority report of the foreign relations committee of the senate without discovering the subtle effort to defeat the league of nations by indirection. The discussion in opposition to the ratification of the treaty and international covenant has been for the most part of the same mis- leading and undemocratic nature. Frank, open, in- telligent discussion of any measure so vital to the best interests of the nation and the world is essential to the life of democracy; but dishonest, partisan, misleading discussion of vital problems is beneath the dignity and honor of any true American citizen. The league of nations is so vital to the future wel- fare of the United States and every other democratic nation, that it behooves every true citizen to study with care both the treaty and covenant before dis- cussing them at all ; then from the enlightened vision of deeper study become active in support or rejec- tion according to honest conviction of the effect on human welfare. Such an opportunity for real ser- 1 September 13, 1919. 324 In the Service of Humanity 325 vice to the interests of humanity mav never come again. One should not overlook the fact that the com- bined treat\' and covenant is the crystallization of world democracy established through the united ac- tion of some twenty independent nations associated in a peace conference closing a sanguinary world conflict of democracy against autocracy. It was the first tangible effort to organize interaational rela- tions on a strictly democratic and humanitarian basis, and required six months of struggle and ad- justment to bring forth an acceptable treat}' and covenant. Like every organization and covenant of intelligent people there will probably be no one com- pletely satisfied with every provision, but it must seem remarkable to every intelligent individual that such a just, able, and democratic document for the peace of the world could be agreed upon by the union of so man}^ nations at the close of a bitter and cruel world war. Through its fairness and unselfish spirit during the war, the democracy of the United States had grown in the estimation and confidence of the people of all nations and made possible the lead- ership which brought about the democratic doctrine of this nation to become the accepted international doctrine of the world. It is unjust to the nation's traditions for those in authority to fail to ratify a treaty and covenant so in harmony with the spirit, desires, and practices of the people. 326 Education, Democracy, the League of Xations If the senate or parliament of any one nation could by individual action improve the treaty and covenant before ratification, without at the same time endangering the newly won confidence and good will of other nations, their constituency would ap- plaud and lend every assistance in their power. But when ordinary intelligence indicates that it is now too late to make changes or improvements in the league without materially weakening if not destroy- ing the whole, the patience of the public is stretched almost to the breaking point at the unnecessary delay in ratifying the treaty and covenant without reservations which at best can only mean longer de- lay or probable death of the league. One is certainly justified in attributing the high cost of living and the disturbed condition of society in a large measure to the uncertainty and delay in the ratification of the peace treaty. The necessary reorganization of education, societ}^ industry, com- merce, civics, religion that must follow the world war, can not take place until the peace treaty is ratified. The restlessness of society is becoming more intense and uncontrollable. Under the nervous strain and mental condition of the people the rejection of the treaty and covenant might furnish sufficient provocation to make possible revolution even in this century tried democracy, and disturbing reservations can but prolong the agony and weaken the leadership of the United States. ^ In the Service of Humanity 327 Democracy can not share nor survive in a country controlled by either autocracy or bolshevism. If compelled to live under the injustice of either, one might be justified in chosing the latter. But class and minority control have no place in a democracy. Through science, civilization, intelligence, indus- try', and trade relations the world has become too small for any nation to prosper in independent isola- tion. God forbid that my country after its sacrifices for humanity should assume the cast off mantle of Prussian military autocracy, cut loose from the na- tions of the world with which it has been so closely united, repudiate its promises made in good faith to its compeers, and set up in the home of this proud democracy an autocratic Americanism borrowed from the former pan-Germanism, The league of na- tions will be ratified now without disturbing reser- vations or the nation will enter the league later when the people have had opportunity to speak. Indi- vidual responsibility, freedom of action, equality of opportunity, love of liberty, tinith, justice, fair play are indestructible attributes of the human soul. No man can be led so far astray that he will not return with renewed zeal to truth and right. We love peace, but hate war. Any league that will tend to strengthen international comity and enable human- ity to avoid war and obtain peace is worthy of trial. CHAPTER XXXI AMERICANISM ^ War is incompatible with democracy and destruc- tive of the higher human instincts, but absolutely es- sential to the dominance of autocracy and narrow nationalism. In times of war, even in a democracy, one may be condemned as unpatriotic and un-Amer- ican whose immediate forbears — at least in part — gave their lives in fighting for their country's free- dom in the American Revolution and who is able to count back his immediate ancestry for at least six generations in the land of his birth, because his intelligence and courage prevented him from being carried away with the military hysteria and deluded patriotism of many of his countrymen in a time of great national emergency. But under the strain of war true democracy is impossible and the innocent are made to suffer more often than the guilty. The after effects of war may be no less damaging to the civilization on account of the undue advantage it is apt to give to the less desirable citizens in the period of reconstruction. 'January 3, 1920. 328 Americanism 329 True patriotism in a democracy is shown by a clean, lieli3ful and efficient life, brotherly affection for all mankind, love of justice, honest}^ intelligence, worth, and fair play rather than the love of land and territory, or than riches gained through dishon- est methods of depriving the less fortunate of the just rewards of honest toil. It is as difficult for the politician and autocrat to be truly patriotic as for the proverbial camel to pass through the eye of the needle. In times like these it can not be done. In a democracy time patriotism is always found on the side of law and order. \Mien laws are found to be unjust in their workings they can quickly be changed through the safety valve of the ballot, the only true means of recording public opinion. Radicalism and class favoritism can not exist as a part of a true democracy. But where democracy has once been thoroughly established with free speech and a free press there is no danger of its growth from the in- roads of radicalism nor autocracy while open diplo- macy and honest administration are maintained. Just now in the reconstruction period great use is being made of the term Americanism. An unfortu- nate word in its present use, since it does not con- notate any definite meaning to the mind of the hearer and is often more meaningless to the mind of the user. All political parties are beginning to vie with one anotlier in their advocacy of Americansm, the truest friends of the league of nations and its bitter- 330 Education, Democracy, the League of Xations est enemies, the profiteer and the honest merchant, the autocrat and the democrat. Educational and scientific bodies are devoting much of their discus- sions in an effort to show the need of a new revival in Americanism whatever that may mean. But it requires an intelligence greater than that of most men to discover any common meaning in the use of the word. It is because the word lends itself to such varied uses and meanings that it becomes such a handy instrument in the hands of the politician and office seeker. It is easy to see that the word Americanism may be used as justly to represent the national spirit of Canada, Mexico, the Central and South American Republics as that of the United States. The term America belongs equally to all these countries, but how vastly different their governments and spirit of democracy and civilization. Probably but few in ad- vocating their belief and interest in Americanism have in mind the type now represented in Mexico, but the profiteer, the autocrat, the demagogue, and the party politician have in mind a type far less to be desired in this forward looking democracy. To those who mean by Americanism the democratic spirit of the United States, the people's love of lib- erty, justice, honor, fair play, and equality of op- portunity to all, and who are likewise willing to live in harmony with and in active support of the thought ; every true citizen will not hesitate to accept Americanism 331 their Americanism and bid them God speed in ex- tending their influence and promulgating the cause of better citizenship. But when Americanism is used simply as a cloak to deceive the unwary and to hide narrow nationalism, the favored classes, and the spe- cial interests, it should be condemned and avoided. It is true that the word Americanism has come to be applied more often to traits and conditions as found in the United States whether justly so or not, but since the word is so general in its use and convej's so little definite meaning to the average mind it can well be omitted for a more specific term. The war has made necessary man}^ important changes in our educational system, industrial, social, and politi- cal life. In the reconstruction that must follow it behooves every true citizen to be constantly on the alert that honesty, uprightness, intelligence, and helpful efficienc}- may be truh- rewarded, and that dishonesty, selfishness, intrigue, and ignorance may be justly condemned. Whether Americanism or some other term is used as a means of uniting and guiding the people to a higher civilization matters but little providing the meaning is made clear and the method is honest and upright. Certainl}' Americanism does not mean lawlessness nor the overturning of con- stituted authority by other means than the ballot. It does not moan radicalism nor special privileges to the few not granted equally to all. It does not mean unfair advantage of the masses by the classes 332 Education, Democracy, the League of Nations nor of a dictated education from above. It does mean open diplomacy, free speech and a free press, progressive democracy, equality of opportunity, and the spirit of Christian honesty and fair dealing. CHAPTER XXXII THE PROPOSED TREATY AND COVENANT REFERENDUM ^ If a special and immediate referendum could be had on the peace treaty and league of nations it would be an excellent and democratic solution of an unusually disappointing national situation. But to make them a partisan issue in the national election under present conditions would be exceedingly unfor- tunate to the best interests of the United States and the nations of the world. The league of nations is too large and vital to human interests to be made a party question. The average voter is not familiar enough with the situa- tion to vote intelligently on so vital and far-reaching a question to civilization and human welfare when goaded by the party lash. His heart is right and he knows what he wants but he is not sure of the best means of attaining the end. War is always a disturber of civilization and the highest human interests. When the folly and bru- tality of war is over it behooves tliosc who remain from the human slaughter to gatlicr again the 'January 19, 1920. 333 334) Education, Democracy, the League of Nations threads of civilization that remain, piece them to- gether in the best possible fabric and go forward once more in constructive effort for the welfare of humanity. Every nation is cursed with vampires, deceitfully heralding from the housetop expressions of patriotism and altruism, taking advantage of the cruel necessities of war to fill to overflowing their bulging coffers. These human vampires (profiteers), in connection with the non-productiveness and de- structiveness of war, have brought to the verge of ruin millions of the best people of all nations, and put the cost of living far beyond the reach of the great mass of honest citizens. The reconstruction, which must now occur in every country to fit it to live and prosper under the new and changed conditions of life and industry, will re- quire the best thought of every honest and upright citizen. In the United States the necessary prob- lems of reconstruction are many and complex. These must be presented with the greatest clearness to the electorate at the coming national election. There are so many vital problems of national import that must be considered that it seems but little short of suicidal to hope to obtain an honest expression of public opinion on the league of nations at the same election. Besides it would divert attention from the less important though nevertheless vital national problems. No true expression could be had and everybody would be disappointed with the outcome. Proposed Treaty and Covenant Referendum 335 It is clear to see that the great majority of the people believe in the league of nations and desire its immediate ratification with or without reservations. Certainly no one sincere in his advocacy of a league of nations would desire to weaken the functioning of the league through disquieting resei-vations. It was through the activity and leadership of the United States that the present league of nations was formed. It is alreadv an established fact, ac- cepted in its present form in good faith b}' many of the leading nations of the world — our faithful allies in the cruel conflict. I have too much faith in my country to believe that it will forsake the ship in the midst of storm after counseling its friends to enter. If there were reservations necessary to strengthen the league they should have been enacted before our allies had bound themselves so completely to the league in its present form. To wish to share the benefits of the league without bearing equally its responsibilities is beneath the dignity of this great nation. One who has followed the president from the be- ginning of his struggle for a league of nations that would make the world safe for democracy and estab- lish among the nations of the world the possibilitv of peiTnanent peace, can not but admire his states- manship and true democracy. No man has ever stood more clearly before the limelight of public opinion nor brought more glory to his country 336 Education, Democracy, the League of Nations through his straightforward, clear-cut statesman- ship, but one mind can not think for another and all are subject to mistakes. It is not the president that is at stake but the league of nations in wliich we are all vitally concerned. The president has shown clearly from the first that he does not believe nor wish the league of na- tions to be made a party question. Neither does his letter to the Jackson Day banquet indicate that. The treaty and league must be ratified or rejected, if not now then later, and the deadlock in the senate seems to prevent further action there. Hence the necessity of carrying the matter to the electorate in the hope of obtaining a more favorable senate. As is well known the senators opposing the league of nations wrote the amendments and reservations not to strengthen the league but to defeat it. They have counseled the republican party of which they are mostly members to demand that the league of nations be referred to the electorate and made the dominant issue of the party, hoping, no doubt, in that way to confuse the issue and defeat the league. The presi- dent has merely been forced through the emergency of the inaction of the senate to counsel the next step provided it becomes absolutely necessary to save the treaty and league. The opponents of the league and opposing party politicians who see in the supposed Wilson-Bryan split, as indicated in the Jackson Day dinner, an op- Proposed Treaty and Covenant Referendum 337 portunity for party advantage have another guess coming. Wilson and Bryan represent the two best known and most loved statesmen of the nation. Both are for the immediate ratification of the treaty and covenant without nullifying reservations, and are willing to make great personal sacrifices to that end. Both individualistic, they agree on many more points than they differ, and in the final showdown with the league of nations at stake they will be to- gether shoulder to shoulder. But the league of nations, the most forward look- ing step toward permanent peace and international good will that has occurred in the history of the world, is above party and above the personal inter- ests of men however great. While I am fully con- vinced that the overwhelming majority of the peo- ple desire the unqualified ratification of the treaty and covenant as presented to the senate by the presi- dent, I am equally convinced that it would be wiser and more in accord with the wishes of the people to compromise on reservations acceptable to a suf- ficient majority, if they do not endanger the high- est functioning of the treaty and league, than to con- tinue the national and international unrest and un- certainty' b}' forcing a referendum which is the only other alternative. There is no question but that the American people believe in and demand the immedi- ate ratification of the treaty and league of nations. The time for playing politics is past. More than 338 Education, Democracy, the League of Nations three-fourths of the United States senators have sho^ai by their expressions and votes that they are favorable to the ratification of the treaty in some form; probably ninet}' per cent of the people are similarly minded. Has not the time come for the common sense and usual intelligence of our senators to manifest itself? The people are becoming des- perately in earnest and would like to enter the world league, which their nation had the most to do in cre- ating, at once on as favorable terms as possible, in order that the nation may assume its full share of responsibility and accept its acknowledged place of moral leadership in the league. INDEX Abraham, leader of Hebrews, 17 Age, of most eflBcient work, 84, 85 American college boy's high ideals, 165 Americanism, 338 ff. ; unfor- tunate use of, 329 f. ; can- not be claimed by United States alone, 330 f.; what it does not mean, 331 f, Americanization, misused term, 278 f. Ancestor worship, 16. Armament, begets armament, 25 Army draft, showed defic- iency of thirty-five per cent in male population, 83 Autocracy vs. democracy, 19, 175; influence upon educa- tion, fl f. ; inertia of, 73; dominant in less than ten per cent of the people, 74 ff., 77, 102, 123, 125, 221 f., 241 f., 296; breeds favor- itism, 75, 141 f.; in the world peace congress, 75; has ruled for two thousand rears, 77; subtle influence of, 77 f., 87, 199, 222; en- throned in high places, 80; intrigue of, 88, 238, 290; discovers that democracy can fight, 92, 126; nearly always in the saddle, 103; as seen in the school system of Germany, 114, f. ; in- stigator of all wars, 125 f., 289; mistook the words of the president, 136; cannot live without war, 133, 338; in the treaty of Brest-Lit- ovsk, 158; gives way to democracy, 171, 226, 240 f.; developed an efficient edu- cational system, 174 Autocracy and democracy, in- dividual qualities of mind, 130; in education, 166 ff.; contrasted, 180 f., 237 Autocratic imperialism, deep- ly entrenched, 62 Autocratic monarchs, falling, 160 Baker, Secretary of War, 121 Balanced mind, the safe mind, 85 Barnes, Earl, 56 Bolsheviki, of Russia and Germanv, 176 Book of nature, 57 f., 67 f. Capital, of league of nations, 240 ff.; requirements of, 346 f. Changes, necessitated through the world war, 167; re- quired in the reorganiza- tion of education, 174 CHILD, THE, 200 Child stiulv, at first unscien- tific, 57 ■ 339 340 Index Children, of today rulers of tomorrow, 4:3 ; questioning of, 46; mental development of, 6Q ff. China, corporate wisdom of, 188; destruction of opium, 255 Christian philosophy, founda- tion of world peace, 20 Christianity, biological, so- ciological, altruistic, ethical, practical, 20 Cities, worthy to house league of nations, 245 f. Citizen soldiery, of a democ- racy, 146 ff. ; more efficient man for man than the sol- diers of autocracy, 151 f. . Citizens, of United States xmited in winning the war, 111; pacifists at heart, 117; of democracy courageous, 127, 132 Civilization, has reached the parting of the way, 192 f. Class schools, inconsistent with democracy, 37, 43 Colonies, unprepared for self- government should be su- pervised by the league of nations, 254 Common people, inherent san- ity of, 192 Comm.unity and educational welfare get together clubs, 87 ff. Compromise on reservations wiser than delay, 337 Conflicting principles, of edu- cation and government, 124 ff. Constantinople, as capital of the league, 250 ff. Continuity of life, 50 Co-operation of Britain and America, 196 ff. Criticism, of the league of na- tions, 283 ff., 291; should be aroused, 324 Culture, defined, 36 f. ; through work, 40; essence of, 181 Democracy vs. autocracy, 6, 7, 19, 69, 89, 90, 116, 124 f., 1T5, 198 f., 201, 227, 322 1; aim of teacher in, 42; and im])erialism, 51, 88; to make the world safe for, 73, 76; represents from eighty to ninety per cent, 74 f., 87, 123,' 132, 179 f., 221, 241, 256, 289; calls for or- ganization and leadership. 79; acts through majorities, 79, cardinal virtues of, 86, 104 f. ; based on right and justice, 88; must direct ed- ucation, 101 ; sure to win, 122, 126; will insist on fair play, 122, 133; needs intel- ligence and organization. 125; can never initiate an offensive war, 127; has ac- cepted the challenge of autocracy, 133; of the kin- dergarten, 142 f. ; citizen soldiery of, 146 ff.; is it safe, 155 ff. ; can defend it- self, 156, 230; will it ring true at the peace table, 157 f. ; can it be trusted with power, 159 ff.; open to all, 167; reawakening of, 171 f.; unprepared, more ef- ficient than autocracy pre- pared, 197; in the saddle. 242, 244; and league of na- tions, 289 ff.; passing through a severer testing, 295 Democratization of education on a large scale made pos- sible, 163 ff. Index 341 Development, conflicting ideals of, x?4; three stages of, 51 ff. ; interaction be- tween organism and en- vironment, 53; of children, 5G ff. ; of the feelings, 61; of volition, 6;^ f. ; of intel- ligence, 64 f.; possible only with nascent organisms, 67, 68 Diplomacy, secret, breeds war; open, breeds peace. Disturbed conditions of edu- cation, 5, 33 Education, disturbed condi- tion of, 5; true order of, 19, 190; as becoming, 22; results from free initiative, cannot be forced, 20, 22 ff. ; tends to create aristocracy of culture, 23; purpose of, 23, 5Q, 201; constructive and progressive, 2Q, 27; of America, borrowed from Europe, 33; system break- ing up and becoming more democratic, 34 ff., 41; its meaning, 35 f. ; of head, hand and heart, mutually interactive, 37; elementary, six years' course, 38; im- portant stages of, 38 f.; formal, 38 ff., 43 f.; in- formal, 38 ff.; 43 f.; indus- trial, 41 ff. ; new system of, 42; graduate schools of, 45 ff. ; departments of, 45; three ideals of, 52 f. ; reor- ganization of, 69 ff., 290; renascent periods of, 72; autocratic different from democratic, 74; favoritism in, 77; changes made neces- sary, 81 f.; new fields of thougiit, 96; necessitated changes in, 98 ff. ; read- justment of, 100; cardinal virtues of, 132; vital to democracy, 134; should be reorganized and purified, 149; reveals the truth hid- den in nature, 166 f.; a slow process, 173; recon- struction of, 198 f., 331, 334 Educational systems, much the same, 70 f. ; outgrowth of autocracy, 72; honey- combed with autocracj', 76; needed democratic changes of, 76; out of harmony with democracy, 79; may change civilization in three genera- tions, 115, 116; dominated l)y autocracy, 160 Educational welfare, get to- gether clubs, 87 ff., 94 f. ; would tend to harmonize divergent schools of thought, 96 f Educators, not exploiters, 104 Eliot, Charles, 48 Emperor Wilhelm II, leader of autocracy, 129 f., 151 English-speaking people, closer union of, 198, 201 Entente powers, less demo- cratic than the United States, 160; encouraged by the fourteen points, 209; accept the fourteen points as the basis of peace, 210 European institutions open to the American soldier, 165 Evolution: social, of man, 17; slow process, 20; steps of civic, 162; order of, 221; impossible without league of nations, 289 f. Favoritism., in high places 77, 88; of the few, 90 342 Index Fetishism, 16 Flume, 93 Fourteen points of peace terms, 205 ff. France, suffering of, x?78 Free speech, should not be denied, 113 Freedom, inherent right of man, 109 Froebel's kindergarten, too democratic for Germany, 142 f. ; Froebel an interna- tionalist, democrat and friend of humanity, 143 General Education bill, 102, 103 General Pershing, democratic citizen soldier, 146 f. Geneva, claim of, 246 Germany, modification of, through education, 114 f. ; social democracy of, 131, 229; rehabilitation of, \"% f. ; disposition to be made of the lost colonies of, 253 f. God, created the masses, 189, 191; pointing the way, 192, 223; will review every act of the world's peace con- gress, 215; guidance of, can be seen, 128 f., 133 Graduate schools of educa- tion, purpose of, 45 ff. ; fimction of, 49, 54 f. Great leaders, Moses, Con- fucius, Buddha, Cyrus, Pericles, Socrates, 17 Growth, meaning of, 21 f. ; four influencing factors of, 21 f . ; order and complexity of, 22; conflicting ideals of, 24; laws of, 58 Hague, peace palace, 27; as a capital city, 247 f. Hall, G. Stanley, 49, 56 Harmonizing, vocational and cultural education, 33 ff. Health destroying habits due to nicotine, morphine, the social evil, 83 Hegemony, of nations wrong, 284 Henotheism, 16 Hero worship, 16 Human development, in out- line, 65 ff. Human nervous system, deli- cacy of, 187 Human vampires, 334 Humanitv, the same the world over, 57, 70, 131, 180 f., 214 f . ; democratizavion of, 99; entering a period of re-birth, 159; at the peace table, 184; responds quickly to the best in civilization, 213; knit together through science, 283; tired of war, 289, 319; in the service of, 324 ff. Ideals of civic life, imperial- ism and democracy, 51 Ignorance cannot breed truth, 162 Individualism and socialism, 60 f f. ; period of, Q6 Individuals, moral responsi- bility of, 213 Intelliiience, development of, 64 f'.; age of, 66 'f.; essen- tial to democracy, 78, 79, 86, 93, 296; variation of the scale of, 84; will not return to a lower philosophy, 121 ; stands first in winning wars, 137; and democracy, 162 ff. ; will never submit to ignorant rule, 189 Intelligent criticism always helpful, 286 f. Index 343 International flag, need of, 183 Internationalism, essential to permanent peace, 179 ff., ■22\ ; effort toward, in time of Christ, 182 International peace congress, 27; as suggested in 1913, 28 International spirit, growing strong, IS-l Irreconcilables wrote the amendments and reserva- tions to the league, 336 Jesus, birth of, new philos- ophy of, fatherhood of God, brotherhood of man, 18; taught philosophy of peace, 19; teaching of, basis of civilization, culture, re- ligion 19; could perform no miracles in Nazareth, 27; the leader of democracy, 133 f. ; an internationalist, 193 Jordan, David Starr, 48 Kindergarten, has become an- glocised and made sacred by use, 144 f. Language, origin of, 142; should be enriched by the best and purest, 145 Lamaude, on aerial warfare, 278 Law, as written in nature and man, 15 Leaders, of men, 14; not con- fined to any nation, 243 f. ; of child study, Ger- many, England, France, America, 56 f. ; yesterday and tomorrow, 89; of demo- cracy should be the clean- est and best, 148, 159 League of Nations, 7, 20, 73, 75, 78, 88, 89, 99, 100, 134, 158, 170 f., 181, 183, 193, 197; as planned in 1913, 28 ff.; should be democratic, 28, 29, 223 f., 226, 276; con- cerned only with interna- tional affairs, 29; opposed to autocratic rule, 29; pur- poses of, 29, 225 f., 227 f., 232, 235 f., 237 ff., 287; in permanent session, 29; will encourage development in education, i n industry, science, religion, 30; will call for new songs, new lit- erature, new ideas, 31 ; will be ratified, 101, 327; neces- sary to human progress, 212, 284, beginnings of, 225, 238; will be created but form of, important, 214; open on like terms to all, 226 f., 228; as standard of action, 217 f., 220; no Utopia, 218; proposed plan of, 231 f.; upkeep of, 2.32; capital of, 240 ff.; official language of, 246 f. ; has only delegated power, 253; workings of, should be re- viewed, 254 f.; 281 f.; original constitution, 257 ff.; criticism of, 281 f., 283 ff.; calls for no surrender of sovereignty, 286; plan of, 287; and democracy, 289 ff. ; failure to ratify, a tragedy, 294; revised cov- enant 'of, 298 ff.; made easy of amendment, 320; withdrawal from, 320; evil effects from delay in rati- fication, 326 f.; vital to democracy, 324; too vital to become party question, 333; above party and above 344 Index men, 337; supported by the majority of the people, 337 f. Lessons taught by our soldier boys, 148; of the war, 149 f., 219 Letter to Personnel editor, 135; on change of the name kindergarten to play school, 138 ff. Life, meaning of, 20, 21; cycles of, 61, 62 f.; unity of, 58 London, as capital of the league, 249 f. Love, knows neither friend nor foe, 147, 215 Man, in evolution, 14, 16, 17; fundamentally the same, 19; not perfect, 26; four- fifths submerged, 50 f.; a dynamo, 53 f.; begins life as a single cell, 58 f., 185; need of, 64; both autocratic and democratic, 74, 157; by nature dualistic, 179, 186, 193, 215 f.; hesitates to give up the past, 180; more than matter, (nature), 185 f.; not infallible, 191; mis- understandings of, 194; needs guidance, 212 f. ; needs balance, 216 f. ; standard of action of, 217 Masses, against the classes, 185 ff.; of today the classes of tomorrow, 188, 190; fur- nish the truth in its purest form, 188 f.; will always lead in a true democracy, 189; evolution of, 190 f.; necessary to the classes, 194 f. Mental levels, of development, 51 ff., 61 ff., 84 Might the test of right, 18 Militarism, believes in fa- vored classes. 111; given direction of affairs, 113; is doomed, 128, 255 Militarists, always represent a minority of the people, 109; tend to prevent democratic peace, 133 Military officers, trained at West Point and Annapolis, 136 Missionary spirit, of the world being organized, 245 Monotheism, 16, 17 Monroe doctrine, enlarged through league of nations, 231, 280; misinterpreted, 278 f.; meaning of, 279 f.; beginning of league of na- tions, 285; unfortunate in- sertion of, 291' f., 320 f.; and pan-Americanism, 292 f. ; should be clearly de- fined, 321 Monuments mostly represent war heroes, 30 Moral and intellectual awak- ening, 92 Moral habits, depend upon nature and nurture, 82 Morale, of an army, 153 Most nations. Christian na- tions, 19, 20 Narcotics, effect of, 187 f., 'SUB f. National isolation, 168 National ~ war songs disap- pointing, 31 Nationalism, 17; long in the saddle, 182 Nation's attitude on the league of nations, 276 ff. Nations, closer imion of, 196, 228, 319 f.; impotent with- Index 345 out union of interests, 218 f., 23T, 280 f.; closely cor- related, 2oG, hesitate to enter war, 277 f. Nature and nurture, modifi- cation of, 200 Necessitated changes in edu- cation, 98 ff. Need of united action in sup- port of the war, 120 ff. New York, as capital of the league, 248 f. Normal schools, stressed the ii-hat rather than the how, 45 Offspring, scatter, lose iden- tity, 16 Opportunities, equality of, 69 Organizations of teachers, laborers, farmers, women, commoners and religious bodies endorse the league of nations, 101 Oriein of man's dual nature, 186 Pacifism, successful in elect- ing the president, 110, 120, 151 ; believes in the com- mon brotherhood of man, 111; back of democracy, 118 Pacifism vs. militarism, 109 ff. Pacifists, always in the ma- jority, 109; good citizens, ilO, "l33; deeply patriotic, 111; forced by election to support president, 121; of United States saved democ- racy, 150; may fight, 151, 155; true democrats all, 177 Parenthood, period of, 65 f. ; strengthens character, 85, 86 Paris, as home of the leaffue, 249 Parochial schools, of Amer- ica, 72 Patriotism, low ideal of, 31 ; shown in action, 118, 148, 329; not a matter of lan- guage, 131; of the auto- crat, 132; love of men rather than country, 163 Peace and war contrasted, 24, 25; always constructive, 70 Peace delegates, better able to act, 291 Peace treaty, and league of nations interdependent, 284 f., 322; and covenant, crys- tallization of democracy, 325 People, united in war should now unite in peace, 89; de- mand a democratic league of nations, 240 f. Personnel testing, value of, in creating eflScient demo- cratic army, 135 f. Philosophy, of peace, 13 ff. ; truer philosophy of life, 14; tauglit by Jesus, 19; of children's questions, 46; re- quired of teacher, 50; of pacifism at stake, 113 Political evolution of man, 17 Polytheism, 16 Preparedness, insures war, not peace, 25; inconsistent with democracy, 117, 124, 128, 136 f., 147', 150 f., 156, 168 f. President Wilson, leader of democracy, 129 f.; peace terms of, 205 ff.; support- ed by the people, 230 f. President, The, has caught the true vision, 112, 117, 121, 128, 1.36, 169, 222 f.; does not mistrust pacifists, 118 f . ; distinguishes between German government and 346 Index German people, 1:32; will ring true to democracy, 133; conceived the spirit of the people, 151 ; criticism of, 156, 176; expressed the American spirit in the fourteen points, 209; the five points of, 209 f.; statesmanship of, 335 f. Progress, of civilization takes place at the top, 60 Proposed league of nations, 212 ff. Proposed referendum on treaty and covenant, 333 ff. Prussian military autocracy, 327 Psychological clinic, 96, 135- 7, 152; vital to true educa- tion, 59; work of, 83 f., 152 f. ; should be used in select- ing the right teacher for the right place, 153, 200 Public opinion, the bulwark of democracy, 98; should be aroused to the impor- tance of the league, 277, 297 Racial gods, Shangti, Brahm, Ormuzd, Jehovah (Adonai), Allah, 17 Radicalism, opposed to true democracy, 329 Radical socialists, seven per cent of the people, 102 Religion deeper than phil- osophy, 15 Religious evolution of man, 16 f. Reorganization, of education, 69 ff., 80 Revised covenant of the league of nations, 298 ff. Russia, weakness of, 125 f. Saint Paul, quotation from, IB Scientific bodies tend to be- come technical and narrow, 91 Shantung, 93 Social democracy, of Ger- many suppressed by autoc- racy, 131, 133 Socialism and individualism, 60 ff. ; per cent of extrem- ists, 221 f., 241 f., 296 Songs of hate should be dis- couraged, 131 Taft, Ex-President, on the league, 277 Teacher, work of, 6; prepara- tion of, 47 ff.; aim of, in a democracy, 42; requisites of, 49 f.; a task-master, 51; should never give for truth what is not truth, 68, 159 f. ; cannot afi'ord to break faith with student, 83; re- sponsibility of, in reorgan- ization of education, 99 Teachers suffer most, 5 Teaching, instinctive, consists in vitalizing truth and pur- ity, 47 f.;" different from seeing, 48; consists in bringing the individual into touch with his better self, 81 ; most sacred calling, 100 Text books, contain thought of yesterday, 30; of history devoted to civics and politi- cal life, 30 Thyroid gland, in relation to intelligence, 59 Totemism, 16 Treatv and covenant referen- dum, 333 f f. True greatness, 24 Truth,"beyond us appears vis- ionary, 19; may be sup- Index 347 pressed but never de- stroyed, 98; and right divine attributes of human nature, 146; of life not in books, 166 United States, fought to free humanity, 83; passing through an educational renaissance, 91 ; only nation at peace table with no se- cret treaties to defend, 93; financial loss in war, 94; drawn into world war through no fault of its own, 110; entered war to make world safe for democracy, 117; has struggled with autocracy in high places, 167 f. ; not alone in sacri- fices for humanity, 188; turned the tide of war, 2i?4; delegates to peace con- gress will ring true, 334, 288; least benefited by league of nations, 339; originator of the league of nations, 330, 335; prohibi- tion of, 255; the union of races, 279; may lose moral leadership through the sen- ate's delay, 280; vital to the highest success of the league, 280 f.; has led in democracy for a hundred years, 394, 325; may refuse to ratify the treaty, 297; democratic spirit as Ameri- canism, 330 f. Victory of democracy in- volves serious responsibil- ity, 319 War, result of false philos- ophy, 13; develops hate, de- stroys good, 14; and peace contrasted, 24, 25; prevents higher instincts, 37; op- posed by public opinion, 27; always destructive, 70, 333 f.; debt met by the common people not by the profiteers, 94, 95; is never right, 219 f. ; impossible under the league of na- tions, 283; causes suffering of innocent beyond that of guilty, 328 Wars of conquest established policy, 18 Whence and whither, 114 ff. Who shall direct the new democracy, 172 f. Will to live, 60 Wilson-Bryan split, 336 f. World War, 6; conflict of ideals, 14, 124; created no new problems, 69; intensi- fied democracy, 87; brought people closer together, 90; decreased the consumption of alcohol but increased the use of tobacco, 95; will de- stroy militarism, 109, 112; crystallizing around democ- racy and autocracy. 111, 130, 131, 134 f., 138, 333 f.; the last war of nations, 130; means innumerable vacant chairs, 147; brought on through German autoc- racy, 149; important changes stressed by, 196 f. ; fought to make the world safe for democracy, 197; over forever, 201 ; cost of. 336; has made the Dardan- elles free and internation- ized Constantinople, 350 Wrongs, should be righted, 148, 154 o3 / JiO' >^ 40FCAI %MAIi ^lUBH ^OFCA >&Aavi University Ot Cahlorma Los Angeles L 007 450 345 9 UC SOUTHERN RF PRARY FACILITY AA 000 519 737