siness men; either may
capture a state to serve their ends. But as a state serves special
individuals it belies its professed reason for existence, and in
America is in danger of falling from grace, so far, that is, as the
common people are concerned. But when a state stands in the minds of a
people as the embodiment of their ideals as it has in Germany, it
must for its own purpose spend time and substance in purchasing the
people's confidence. In assuming the place of guardian it must of
necessity minister to the physical needs of the people. If it retains
the people's confidence in its guardianship, it is incumbent on it
to pursue this policy. It is incumbent on such a state to mould the
people's ideas of what their needs are. The schools obviously offer
the most hopeful media for the accomplishment of that result, and
they have been used in Germany more effectively in this way than the
schools of any other country. The German school system follows hard
and fast preconceptions of aims and ends, and because of this it
was possible for Germany to put over its own particular sort of
efficiency.

As a first requisite of efficiency, Germany classifies its people,
gives them a place in the scheme of things, and holds them there.
By circumscribing within definite limitations the experience of
individuals it produces specialists at the sacrifice of a larger human
development. The classification of the people and the training of them
naturally for the German purpose falls to the schools. The sorting
out of individuals begins at the early age of ten in the elementary
schools, when each child's social and economic position is practically
determined. It is decided then whether he shall be one of the great
army of wage workers or whether he shall fall into some one of the
several social classes and vocations which stand apart from the common
mass of wage earners. The children in the German schools, who are
selected at the age of ten for a more promising future than the trades
hold out, have more leeway in the making of their decision. But even
these children from the American point of view are summarily disposed
of and fatally consigned.

The telling off of children at the age of ten and assigning them to
a place in the social scheme for life is not American in spirit, nor
does it conform to our habits and institutions. But, it is complained,
the American habit of taking chances is not efficient. The habit of
letting children e