In the training of our old army the principle was in vogue that any order is always better than no order. Applied to our youth this principle ought to take the form that any answer is better than no answer. The fear of replying, because one fears to be wrong, ought to be considered more humiliating than giving the wrong reply. On this simple and primitive basis our youth should be trained to have the courage to act.

It has been often lamented that in November and December 1918 all the authorities lost their heads and that, from the monarch down to the last divisional commander, nobody had sufficient mettle to make a decision on his own responsibility. That terrible fact constitutes a grave rebuke to our educational system; because what was then revealed on a colossal scale at that moment of catastrophe was only what happens on a smaller scale everywhere among us. It is the lack of will-power, and not the lack of arms, which renders us incapable of offering any serious resistance to-day. This defect is found everywhere among our people and prevents decisive action wherever risks have to be taken, as if any great action can be taken without also taking the risk. Quite unsuspectingly, a German General found a formula for this lamentable

lack of the will-to-act when he said: "I act only when I can count on a 51 per cent probability of success." In that '51 per cent probability' we find the very root of the German collapse. The man who demands from Fate a guarantee of his success deliberately denies the significance of an heroic act. For this significance consists in the very fact that, in the definite knowledge that the situation in question is fraught with mortal danger, an action is undertaken which may lead to success. A patient suffering from cancer and who knows that his death is certain if he does not undergo an operation, needs no 51 per cent probability of a cure before facing the operation. And if the operation promises only half of one per cent probability of success a man of courage will risk it and would not whine if it turned out unsuccessful.

All in all, the cowardly lack of will-power and the incapacity for making decisions are chiefly results of the erroneous education given us in our youth. The disastrous effects of this are now widespread among us. The crowning examples of that tragic chain of consequences are shown in the lack of civil courage which our leading statesmen display.

The cowardice which leads nowadays to the shirking of every kind of responsibility springs from the same roots. Here again it is the fault of the education given our young people. This drawback permeates all sections of public life and finds its immortal consummation in the institutions of government that function under the parliamentary regime.

Already in the school, unfortunately, more value is placed on 'confession and full repentance' and 'contrite renouncement', on the part of little sinners, than on a simple and frank avowal. But this latter seems to-day, in the eyes of many an educator, to savour of a spirit of utter incorrigibility and depravation. And, though it may seem incredible, many a boy is told that the gallows tree is waiting for him because he has shown certain traits which might be of inestimable value in the nation as a whole.

The formal imparting of knowledge, which constitutes the chief work of our educational system to-day, will be taken over by the People's State with only few modifications. These modifications must be made in three branches.