ucation upon the fundamental motives of
national life. The schoolmaster has been indicted among other
instigators of war. We must see how much truth there is in this
allegation. We must understand also how the whole educational
process, as we may see it now after the war, may be made if possible
to become a greater factor in life than it has been in the past, if it
is at all an important element in the development and the control of
the psychic powers of nations.

Schmitz (29) says that the eighteenth century and the French
Revolution were dominated by the phrase, the nineteenth by money, and
that there was a danger that the twentieth century would be dominated
by the schoolmaster and by the concept, but that this danger is past
because life has become so full of realities. Russell says, we know,
that men fight because they have been governed in their beliefs and in
their conduct by authority. If this be true the authority exercised
upon the mind of the child by all his teachers may be suspected of
having been in one way or another an influence in creating the moral
attitudes that prevail in regard to war and peace. We have heard the
question raised as to whether in the past the teaching of history as
the story of wars, and the presentation of the facts of history from
the nationalistic point of view, have not been morally wrong.

German schools, and the method of public education the sinister
effects of which we have abundantly felt--that is, the propaganda,
show us educational phenomena that are psychologically of great
interest and which are also unique from the educational point of view.
The influence of schools seems in general so negative, and there is so
little connection between what is learned as fact and conduct in the
practical life that, even in the case of the German teaching of war
philosophy we must suspect that this teaching has been successful only
because it has gone with the strong tide of feeling in the popular
mind. That the German schools have directly and indirectly fostered
the development of ideas that lead in the direction of war there is no
doubt. Even more influential than the specific ideas that have been
implanted, is the spirit of these schools: it is their militaristic
and routine life, the great authority assumed by the teacher, the
specialization, that has helped to nourish the warlike spirit of
Germany, quite as much as the fact, for example, that Daniel's
Geography teaches that Germ