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PAGE 20

The American Contribution And The Democratic Idea
by [?]

Children are not only prepared for democratic citizenship by being encouraged to think for themselves, but also to govern and discipline themselves. On the moral side, under the authoritative system of lay and religious training, character was acquired at the expense of mental flexibility–the Puritan method; our problem today, which the new system undertakes, is to produce character with open-mindedness–the kind of character possessed by many great scientists. Absorption in an appropriate task creates a moral will, while science, knowledge, informs the mind why a thing is “bad” or “good,” disintegrating or upbuilding. Moreover, these children are trained for democratic government by the granting of autonomy. They have their own elected officials, their own courts; their decisions are, of course, subject to reversal by the principal, but in practice this seldom occurs.

The Gary Schools and many of the new schools are public schools. And the principle of the new education that the state is primarily responsible for the health of pupils–because an unsound body is apt to make an unsound citizen of backward intelligence–is now being generally adopted by public schools all over the country. This idea is essentially an element of the democratic contention that all citizens must be given an equality of opportunity–though all may not be created equal–now becoming a positive rather than a negative right, guaranteed by the state itself. An earnest attempt is thus made by the state to give every citizen a fair start that in later years he may have no ground for discontent or complaint. He stands on his own feet, he rises in proportion to his ability and industry. Hence the program of the British Labour Party rightly lays stress on education, on “freedom of mental opportunity.” The vast sums it proposes to spend for this purpose are justified.

If such a system of education as that briefly outlined above is carefully and impartially considered, the objection that democratic government founded on modern social science is coercive must disappear. So far as the intention and effort of the state is able to confer it, every citizen will have his choice of the task he is to perform for society, his opportunity for self-realization. For freedom without education is a myth. By degrees men and women are making ready to take their places in an emulative rather than a materialistically competitive order. But the experimental aspect of this system should always be borne in mind, with the fact that its introduction and progress, like that of other elements in the democratic program, must be gradual, though always proceeding along sound lines. For we have arrived at that stage of enlightenment when we realize that the only mundane perfection lies in progress rather than achievement. The millennium is always a lap ahead. There would be no satisfaction in overtaking it, for then we should have nothing more to do, nothing more to work for.

The German Junkers have prostituted science by employing it for the destruction of humanity. In the name of Christianity they have waged the most barbaric war in history. Yet if they shall have demonstrated to mankind the futility of efficiency achieved merely for material ends; if, by throwing them on a world screen, they shall have revealed the evils of power upheld alone by ruthlessness and force, they will unwittingly have performed a world service. Privilege and dominion, powers and principalities acquired by force must be sustained by force. To fail will be fatal. Even a duped people, trained in servility, will not consent to be governed by an unsuccessful autocracy. Arrogantly Germany has staked her all on world domination. Hence a victory for the Allies must mean a democratic Germany.

Nothing short of victory. There can be no arrangement, no agreement, no parley with or confidence in these modern scions of darkness –Hohenzollerns, Hindenburgs, Zudendorffs and their tools. Propaganda must not cease; the eyes of Germans still capable of sight must be opened. But, as the President says, force must be used to the limit–force for a social end as opposed to force for an evil end. There are those among us who advocate a boycott of Germany after peace is declared. These would seem to take it for granted that we shall fall short of victory, and hence that selfish retaliative or vindictive practices between nations, sanctioned by imperialism, will continue to flourish after the war. But should Germany win she will see to it that there is no boycott against her. A compromised peace would indeed mean the perpetuation of both imperialism and militarism.