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education. Pressed for more explicit details as to just what may be the
nature of this omnipotent and sovereign "education," the many champions
give various answer, depending more or less on the point of view and the
peculiar predilections of each, but the general principles are the same.
Education, they say, consist of two things; the formal practice and
training of the schools, and the experience that comes through the use
of certain public rights and privileges, such as the ballot, the holding
of office, service on juries, and through various experiences of the
practice of life, as the reading of newspapers (and perhaps books), the
activities of work, business and the professions, and personal
association with other men in social, craft, and professional clubs and
other organizations.

With the second category of education through experience we need not
deal at this time; it is a question by itself and of no mean quality;
the matter I would consider is the more formal and narrow one of
scholastic training in so far as it bears on the Great Peace that,
though perhaps after many days, must follow the Great War and the little
peace.

Answering along this line, the protagonists of salvation through
education pretty well agree that the thing itself means the widest
possible extension of our public school system, with free state
universities and technical schools, and the extension of the educational
period, with laws so rigid, and enforcement so pervasive and impartial,
that no child between the ages of six and sixteen can possibly escape.
This free, compulsory and universal education is assumed to be
scrupulously secular and hedged about with every safeguard against the
insidious encroachments of religion; it will aim to give a little
training in most of the sciences, and much in the practical necessities
of business life, as for example, stenography, book-keeping, advertising
and business science; it will cover a broad field of manual training
leading to "graduate courses" in special technical schools; the
"laboratory method" and "field practice" will be increasingly developed
and applied; Latin, Greek, logic and ancient history will be minimized
or done away with altogether, and modern languages, applied psychology
and contemporary history will be correspondingly emphasized. As for the
state university, it will allow the widest range of free electives, and
as an university it will aim to comprise within itself ever