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Show DUTY OF SCHOOLS , WHEN U. S. IS AT WAR ; By Thomas Stockham Baker , ( Wo havo theorized Interminably upoa tlio real or fancied shortcomings shortcom-ings of our schools nml colleges, but now, In tho crisis In which wo find ourselves, wo should bo ablo to per-colvo per-colvo In w'mt respects tho schools liavo fnllr ' i - dovelop men who aro able to . r iho strain of a great national na-tional :n..xlety. Wd may find that tho effort which somo educators havo mndo to promoto what Is easy, and to encourago tho many uplifting but by no means Invigorating tendencies of tho ago, havo taken away somo of tho forco and directness In our character char-acter which wo shall need In tho present strugglo. Theso softor and enervating elements In tho work of our schools should now ho set aside, and wo must faco squarely tho fact that tho qualities of mind and char-actor char-actor and body which tho country now needs can bo obtained only by dlsclpllno and by lntonso work. Tho program of education which wo must mako for ourselves In tho faco of tho present dangers must, nbovo all things, aim to develop thoso qualltio3 which will safeguard tho nation. It Is posslblo that our education has been to Individualistic. Wo havo iP'Tto nt tlmea l08t 8lBllt ot lUo fact tlmt m cach boy hns ry p08ltlV0 0,)llBa" tlon toward tho stato, and wo must bollovo that It Is tho province- of education edu-cation to holp to develop this fooling of nationalism. Our country has always al-ways been bountiful and It has nskod but llttlo from Its citizens. It has nlways boon an asylum for thoso who havo boon oppressed by tho conditions con-ditions in Europe It has not only glvon thorn freedom, but to many It has glyon tho opportunity of solf-do- volopmont to such an extent that thoy havo bocomo men of position and wealth. Tho stato has domandod for i all theso benefits almost nothing, and the opulence and tho carelessness ot our government may havo" caused somo to feel that tho obligations between be-tween citizens and tho States aro ono-slded. Tho schools must do their sharo toward correcting this attitude ot mind. Tho llttlo Russian school boy, who luxuriates In his now-found American freedom and tho marvelous opportunities ot his now home, must bo taught that tho United States government gov-ernment Is n bcuovolent power, but that It requires Bomothlng in roturn for tho great benefits which It showers show-ers on tho immigrants who como to Its shores. Tho foreign boy must bo taught that ho 'nust set asldo his feeling feel-ing of fear and his malign opposition to govornmontal authority, and ho must learn that, whllo tho power of tho Stato hero Is never oppresslvo and obstructive It must, nevertheless, bo respected. Hut wo aro now at war. What aro tho taBks that fall upon tho schools? Education oven at this tlmo must not concern Itself merely with tho prosecution prose-cution of tho war. As far as schools aro concorned, tho saying "In tlmo of peaco proparo for war" must bo amplified am-plified now and must read "in timo of war preparo for poaco." Tho Important Im-portant thing is to win tho war, but wo can well consider n form of pro-parodness pro-parodness which will havo to do with tho problems that will arlso after tho war. And In this form of preparedness pre-paredness tho schools can help especially. es-pecially. It is to bo hoped and to bo oxpectod that tho war will bo over heforo many of tho school boys of today nro old enough to bear arms for tholr country. Tho schools cannot can-not afford to neglect tho Idea that their studonts mo" somo day bo sol-dlors, sol-dlors, but thoy tho posltlvo ' knowledgo that their boys will somo day bo citizens, and wo thoroforo daro not allow, In tho midst of tho excitement excite-ment which confuses tho business man and tho man of affairs and tho statesman, tho work of tho schools to lapso or to slacken In tho smallest degree; As citizens of tho United States wo shall havo responsibilities and opportunities oppor-tunities tomotroi' which wo did not dream of yesterday, and it is tho patriotic pa-triotic duty of overy educator and overy parent to sco that tho boys ot today rccelvo an education which will help them to gather tho benefits in tho fullest mcasuro which will como from tho sacrifices of their fathors. Tho times call for an lntcnscr and moro thoughtful form of instruction than over boforo. Thoy domand a closer study of tho needs of thu American youth and a greater zeal In giving to him tho boneflts of tho best thinking of which tho nation is capa-blo. capa-blo. Tho schools must not bo disturbed. dis-turbed. Moro may bo demanded of them; moro may bo asked of tho American boys. They must rcallzo In tho peril which confronts tholr country that a practical form of patriotism pa-triotism is required of them, and that, whllo thoy may not servo now as soldiers, they can do a great ser-vlco ser-vlco lator if thoy havo fitted themselves them-selves to bo men of courage, intelligence, intelli-gence, and energy. Let us hopo that thero mav bo n quickening In tho llfo of all schoois As a result ot tho war, It Is probablo that many of tho colleges will bo depleted de-pleted and tho advanced studies In tho universities almost ceaso. To balance bal-ance this slackening In tho Intellectual Intellec-tual llfo ot tho country It Is especially especial-ly important that tho schools bo keyed to tho highest pitch. Wo must teach our boys moro about tholr country; wo must dovelop In them nn Intelligent patriotism. Tho schoolboy In overy ono of tho groat European states has a moro definite Idea of tho alms ot his govornmont .than does tho American boy. Tho young Englishman Is conscious ot tho 'mighty imporlal sweep of tho rulo of Groat Ilrltain, and ho feols that if ho Is intelligent and If ho Is a cloan sportsmnn ho may, under cortaln circumstances, cir-cumstances, como to boar a sharo in tho administration of tho great om-plro, om-plro, It not at homo, then In somo spot In ono of tho four corners of tho world. Tho French boy of today has shared shar-ed tho feeling of mortification with his father at tho defeat of Franco In' 11871 by tho Germans and tho loss I of tho provinces of Alsaco and Lorraine, Lor-raine, and ho has longed for a time I when ho might have tho opportunity to wlpo out what ho conceived to bo i tho stain ot dishonor that rested up-on up-on his country, and tho way Frcnch-inent Frcnch-inent havo conducted themselves In tho present war Is probably tho most marvelous thing In an ago of marvels. If by somo mlschanco Franco woro swept Into tho sea tomorrow tho ' bravery of tho French soldiers and .tho devotion of (ho French peoplo to : tho causo for which they havo beeli fighting would bo tho most glorloui exhibition of patriotism that tho world has ever known. Boys should bo taught that wo can afford to glvo up thought ot foreign conquest, but wo must bo prepared to stand shoulder to shoulder with other great nations In maintaining what is right. Wo cannot nfford to becomo a nation of peaco fanatics. B Wo must do what wo can to make g tho administration of all departments , of our government honest and thor ough. Wo must bollovo moro hi statesmanship and think less of poll-I poll-I tics. Hoys must bo taught to want (to mako our country In fact and In deed tho land of tho frco and the homo of tho bravo. It Is probablo that tho war will affect af-fect tho English educational system moro than that of any other country, Her schools nnd universities will cor- (Continued on page five) m m tiuty of Schools I When U.S.Is ntWar I - 9 y.ContlnUed from pi.go three) talnly bo modified. In tlio past English Eng-lish education 1ms given tho Impression Impres-sion of being a luxury of which every gentleman should have a liberal share as a matter of course. It is not harnessed har-nessed up with any grand national project. It Is safo to assume that after tho war England will adopt a friendlier attitude toward technical training, that the strongholds of classicism will bo shaken, that education edu-cation In general will havo a moro definite purpose England will find herself occupied with tho building up and expansion of her industries, and sho will bo forced to glvo to her young men tho opportunity of preparing pre-paring themselves to carry on his work successfully. It would not be surprising if the war marked the end of the predominance of tho classics class-ics in English education, and before many years the reorganization of both schools and universities with a view to making them servo more effectively ef-fectively tho political and economic aims of tho nation. The war will have a maneful effect upon German scholarship. The over-supply over-supply of university-trained men in Germany may, under certain conditions, condi-tions, provo to be a menace It is not improbable that after tho war, when Its cost has been counted, and scrape-goats scrape-goats havo been found for tho diplomatic diplo-matic failures, thero will ensuo a period of radicalism. It Is hardly conceivable that the course of the military party Is going to meet with universal approval. In tho past tho university men havo dono a great deal to further radical doctrines. To bo sure, conditions havo changed an J tho professors have, In a measure, been taken Into partnership with military mili-tary men. They havo dono a great deal to expound and popularize the theories that havo dominated Germany's Ger-many's Internal and foreign policies, and which havo brought about tho present war. This applies, however, especially to tho men who havo moro or less comfortable berths in tho universities, or to ptrsonages who occupy posts in tho educational system. sys-tem. They aro committed to a policy of expansion, but thero remains a large class of trained men for whom the government Is unable to care. France has in recent years beon making tho attempt to modernize and render practical Its educational system very much more seriously than has England, It is truo that tho French scheme of education still has a very strong classical flavor. There is something very literary, ons might say artistic, in the methods of Instruction which aro omployed by French teachers. Yet, in spite of tho literary quality of much of the French Instruction, France Is turning turn-ing out engineers and scientific men of great ability. Furthermore, she is trying to mako her schools meet more fully tho needs of tho nation than ever before. Recently there haa been a strong effort made to toach modern languages effectively, In order or-der that sho shall bo at no disadvantage disadvant-age in dealing with her neighbors. The study of UuHslan has been pursued pur-sued conscientiously, but tho results are not all that tho Husslan alliance with Franco might have demanded. Tho training which Franco gives th civil and other authorities who aro to govern tho colonies Is very thorough thor-ough and extensive. She Is trying to meet tho additional obligations which her International position and her colonial possessions are placing upon her. Tho United States will gain Increased In-creased importanco in finance and commerce, and also In international policies, as a result of tho war. Will It gain In intellectual Importance? Are we capable of seizing this opportunity op-portunity to mako American learning secure an international significance? Aro tho conditions of American education edu-cation such that he can become preeminent pre-eminent In research? Most of the great minds of this country havo been employed In practical affairs, in bring ing to tho surfaco and utilizing util-izing and combining our natural resources. re-sources. Tho prizes have gone to tho men with executive genius. Pure scholarship has not had a very larg place in tho American's scheme of things. There many reasons for believing that we shall enter uponn period of industrialism when tho struggle Is over. The unprecedented destruction destruc-tion of property which has taken place has created, bo to speak, an immense im-mense vacuum, which will havo to be filled from many quarters. America Ameri-ca will havo a largo share in this rehabilitation. re-habilitation. During tho period of commercial expansion It Is hardly to be expected that tho unpractical features fea-tures of education will receive much attention. In attempting to forecast changes In education which may seem necessary, neces-sary, now that we nro In the midst of a very real danger, we must rc- member that the memory of man Is very short; that It Is possible that, onco tho danger Is past, tho world may lapso Into tlu thoughtless ways which prevailed up to August, 1914. lint certainly tho Impressions of tho horrors and tho losses from this wnr will bo so deep that men will take counsel as to how the state of the world can be Improved. A new science of government will bo evolved and the function of education Will by to assist In developing this now system, sys-tem, nnd especially to teach to ovcry xtudent In the schools new doctrine? of national administration. Tho schools must bo brought Into closer relationship with tho government. govern-ment. Tho nation must havo a moro definite policy than It has had in tho past nnd children must bo taught what Its alms are and hay they can best bo attained. Tho opportunistic manner of exlstenco which our country coun-try has followed In tho past cannot' continue. Things cannot bo left to chance. The dangers must bo scrutinized, scrut-inized, nnd then the best minds of tho country must be employed to determine de-termine what the national destiny, shall bo and how It can bo achieved. Ono of tho first objects of tho educator edu-cator of tomorrow will bo to furnish tho government with men who aro trained to gfvo advice as to the sp-clal sp-clal needs of the country, but above all things tho newer form of education educa-tion must teach the necessity of highly high-ly trained and competent men in all branches of the government's administration. admin-istration. Tho word "efficiency" will have n wider and deeper slnlflcanco than over before, and education will havo as Its chief aim tho production of this now standard of efficiency. Wu have been for tho past generation discussing in a hesitating sort of way and experimenting with what wo call practical education; but this phase will In tho future mean something much bigger than It has meant In the past. In the futuro wo shall all have to accept a form of education which will deal with the problems of the life of the Btate. Democracy is a glorious thing to fight for, but It Is a poor Instrument to fight with, unless the citizens of tho country are unusually patriotic and unusually enlightened. "Education "Educa-tion and democracy" must in tho futuro fu-turo mean something different from what It has meant In tho past. Education Edu-cation must teach that democracy is not secure unless politics aro made subordinate to tho demand of efficient effici-ent men as the responsible heads of tho. government. Tho rulo of the mafeses will not preserve the country coun-try unless tho masses aro enlightened to such a degree that they can appreciate ap-preciate the rfeed for efficient public servants. Tho schools must teach tho masses new standards of selecting select-ing officers, nnd they must bo prepared pre-pared to train thceo men In such a way that they can administer their tasks for their government skillfully and thoroughly. In tho new form of practical education edu-cation wo shall find that greater attention at-tention will be paid to applied science sci-ence Nature will bo studied more arduously than ever before In order to gain the secrets which will repair re-pair the waste of threo or moro years of warefare, As far as tho educational educa-tional program of the furturo Is concerned con-cerned the danger will be, as it has been In the past, In all our considerations consider-ations of practical education that wo shall attempt to gain results too early. In our zeal to give to tho training boys the materials that will fit them to be men who aro capablo of repairing tho losses which hare beon Inflicted upon tho world, we may overlook tho necessity for thorough thor-ough mental preparation. Wo shall rush our boys Into undertakings which will seem to be useful before they have tho general equipment that will serve to make them broadmlnded nnd thoughtful men Tho work that lios b ioro tho young men of today Is dlff cult, and th'y w 11 find thera-ilve' thera-ilve' unequal to It unless they havo woll-t' lined minds. Will the public bo patient enough to nllow boys to pursuo some studies which may not have rn lmnedlato value, but which will form tho basis fdr tho moro thorough and scientific work which can bo done later? ! Wo shall find after tho war an Increased In-creased Interest In humanltarlanlsm. Tho wounds of tho war will havo to bo healed, thp scare of battlo will bo a constant reminder to men of sct-enco sct-enco to put their best thought and greatest energy on the task of ameliorating ameli-orating and preventing human suffering. suf-fering. Already Important discoveries discover-ies havo been made, already thore havo been great revelations of what the shattered human fraino can endure. en-dure. Medical men have been In-'aplred In-'aplred to do ttilnga and to risk experiment ex-periment of which tfcey Borer drMimtfl.' Thd Impetus toward tnedt-'al tnedt-'al ttitllM -will be Try Tt. I ' ! irtU t otkr ferm humanltarlanlsm. Thero will bo other maladies to cure besides bodily bodi-ly ailments. Wo may expect sociology sociolo-gy to be placed on n moro scientific basis. It will havo to occupy Itself with the question of caring for the families that have been wrecked by tho war ns well as for tho men who have been shattered In mind, body or estate. It Ib difficult now to rcallzo the extent of the humanitarian work that will havo to bo dono; but wo shall have to regard It as a department depart-ment of study that will demand tho most thoughtful nnd expert attention. atten-tion. I feur tho colleges and universities may be forced, wisely or unwisely, to set aside the pursuit of knowledge ns to a means of culture, and think of education as an Intensely practical practi-cal matter not practical In tho old sense of tho word of teaching o means of earning n livelihood, but practical In a much broader way. It would scorn that the department of education that Is likely to undergo under-go the greatest change In tho near futuro Is the American 'college. It looks ni though tho school of liberal H nrts can for some time after tho viar H havo little opportunity to grow in H Importance. Tho schools of englneor- Ing, tho schools of applied sciences H aro llkoly to develop far beyond their M present stntus. Tho secondary schools should feel tho obligation of - supplying ns much ns possible the 'M general culture which has heretofore M been furnished by the colleges of lib- , ernl nrts. Tho colleges aro likely' M to become moro doflnltcly training; schools for tho professors. The gen- H eral collcglato course will bo com- M pelted to Introduce Into Its currlcul- urn a larger olement of practical ad' M ministration, of sociology, of econ- |