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"It is also true that its processes are religious, since they are only scientific in so far as they are based on the unchanging laws of the universe as discovered in the natures of these spiritual beings.”
2. The materials of the curriculum will be selected and presented with a view to social ends. Children will be taught how to live in right relations with each other and with good will toward all men.
3. It has been discovered that in North Dakota only three per cent. of the men examined in the draft were rejected because of physical defect, while in New Jersey fifty per cent. of those examined were rejected for the same reason. There is an alarming increase in the number of physical and moral defectives in our public schools. The vastly superior physical condition of the American troops over the French and German armies was no small factor in our success. All of these and many other facts indicate that an entirely new and different place will be given to physical education. This will, no doubt, be worked out in connection with some kind of military training.
4. Life as a vocation will be presented and the dignity and moral value of labor will be emphasized throughout all the manual training.
5. A very much larger and more vital conception of patriotism will be developed. Love and loyalty for home, friends, community, nation, Church, and God will all have a place in this richer presenta
tion. The war has opened our eyes and given us a new vision of loyalty. Patriotism is not being loyal to our country right or wrong; but giving our lives to make it right whenever it goes wrong. The German school teachers and university professors who, at the behest of the military authorities, signed a paper justifying the violation of Belgium and the sinking of the Lusitania were not patriots but cowards. They have damaged the intellectual and moral integrity of the German nation almost beyond repair. Patriotism, morality and religion are inseparable.
6. More than ever before education will be so conceived of as to present a growing and expanding thing. True education is to place the childhood of the world at the center of the unfolding vision of a Christian national life and let them grow into its glory. At the heart of our future conception of democracy will be seen an ever enlarging ideal which will in the coming years, perhaps centuries, perhaps only generations, take on the clear outlines of the Kingdom of God.
The new emphasis that will be placed upon the above principles will demand corresponding changes in the place of emphasis in the curriculum.
1. Science will no longer hold a dominating place in the curriculum. It must give way to the rightful claims of other studies, as history, literature, art, and morals. What science is taught will be presented primarily from the viewpoint of the good uses to which it can be put and strong emphasis will be placed upon the crime of prostituting science and invention to unholy ends. As Benjamin Kidd has well said: “Physics, with chemistry helping, gave us the submarine assassin; chemistry, murderous gases; and biology furnished the germs to poison man and beast ... Yet these things, devilish as the uses to which they were put, were not in themselves necessarily evil; the anthrax germ might have been used as an antitoxin; the murderous gases, to destroy vermin; and the submarines, even to transport missionaries.”
2. A very simple elementary and concrete course in economics will be introduced into the curriculum and taught from the social rather than the individualistic viewpoint as heretofore. Commerce and industry will be taught from the standpoint of Christian ethics.
3. A more vital course in moral instruction will be demanded, based upon the Bible, history, biography and the social duties and relationships of everyday life and made dynamic through the sanctions of religion.
4. History will be largely rewritten from the standpoint of the developing life of the people, including their moral and religious life, and the larger conception of patriotism.
5. There will be more time given to vocational training from the standpoint of democracy. The dignity and joy of work when labor becomes an art and an expression of character; the discovery and development of latent talent, the choosing of a life work, the immense moral value of making a correct measure and of creating something useful, the soulawakening discovery of God at work in His world, -all of these elements will have a place in the new vocational training.
In undertaking a readjustment of education so fundamental as this, the State and the school have a right to demand of the Church that she adjust herself to a program of moral and religious education equally vital and efficient. The two programs will be closely articulated as parts of one national system of education. It is quite certain that this demand will be made in a very short time if the Church does not arise to her opportunity. When the Church is organized properly for such a task it is not at all unlikely that the State will require some kind of compulsory attendance. The war has clearly revealed the fact that the moral and religious instruction of all youth is absolutely essential to the permanency and power of democratic institutions.
When the first draft law was put into effect in America in 1917 twelve million young men responded as ready and willing to give their service and their lives, if need be, for the perpetuity of American institutions and for the freedom of the oppressed peoples of the world. The second draft called forth many more.
All of these men are today standing upon the threshold of a new era waiting to be led, yes, demanding that they be led aright. During the next twenty years these men will hold the major portion of the political offices, mould our commercial and industrial life, shape our national institutions and determine our international policies. There are to-day in the United States many millions of male children under eighteen years of age. Seventy-five per cent. of these will come to maturity during this same period and take their places in the life of the world. By the time they have handed the torch of progress over to their successors the whole trend of civilization will have been determined for the next five hundred years.
When we turn and face the world of new-born nations with their liberated emotions, their awakened moral feeling, their new national ideals but indefinitely formed, their lingering resentment of the world's injustice, their new-found power of franchise, and their consuming passion for selfdetermination, it does not require an over-imaginative mind to grasp the meaning of the staggering challenge flung at the Church. But our problem is only half presented. What of the millions of women who have received the right of franchise because of the war and the vast majority of these in countries where women are uneducated and where the attitude of men toward womanhood is directly the opposite of the Christian reverence for personality. As much as we delight in this liberation of women from an intolerable and unjust social bondage, we cannot blink at the fact that, apart from the strong, vigorous, spiritual influence of Chris