in this way a peace which
would be detrimental to the higher interests of civilization. _A true
educational philosophy, at any rate, is not to be dislodged from its
purpose of keeping education constructive rather than inhibitory._
This institution of education must not be too much influenced by the
temporary moods of the day, by the present gloomy evidences of the
devastation of war. We must teach and prepare for an abundant life in
which there is glory and wide opportunity, and in which the motives of
power may be satisfied. Then peace can take care of itself. But this
abundant life must be a life of _activity_, not of mere patriotism and
subjective glorification and nationalistic interest. Vanity, the low
order of enthusiasms, the glory of display, can no longer have a place
in this national life.

There appears to be a pedagogical lesson in the contrast between the
heroic and the moral view of teaching war and peace illustrated by the
German philosophy of war and the ideal of the Boy Scout organization.
Deducting something for literary exaggeration, we may say that
education cannot afford to neglect either of these attitudes, but must
indeed in some way combine them. The exaggeration consists on one side
in praising the specific act of war; but on the other side there is
plainly lacking something of the dramatic appeal which any ideal life
for the young must have. War is an evil, but the spirit that makes war
is by no means an evil. The philosophy of war proves its failure by
ignoring the moral ideal altogether, or regarding morality as
something solely national, but the other, it may be, puts the moral
ideal in a pedagogically impossible position. Both the content and the
form must be taken into account in any educational plan that hopes to
exert power or to be influential in any important way now, and it is
the form which, more than anything else, is still lacking in our whole
procedure of education.

_Preparedness and Military Training_

Military training has now of course become a practical question with
us and with every nation. It is the military use of military education
that must first of all be considered. For that reason it must
primarily be a problem upon which political authorities and military
experts must decide. These experts must be competent to tell us what
military equipment is necessary at any time to meet the requirements
of our political situation, and they must be able to advise about the