any technical knowledge. In the historical department the study of ancient history should not be omitted. Roman history, along general lines, is and will remain the best teacher, not only for our own time but also for the future. And the ideal of Hellenic culture should be preserved for us in all its marvellous beauty. The differences between the various peoples should not prevent us from recognizing the community of race which unites them on a higher plane. The conflict of our times is one that is being waged around great objectives. A civilization is fighting for its existence. It is a civilization that is the product of thousands of years of historical development, and the Greek as well as the German forms part of it.
A clear-cut division must be made between general culture and the special branches. To-day the latter threaten more and more to devote themselves exclusively to the service of Mammon. To counterbalance this tendency, general culture should be preserved, at least in its ideal forms. The principle should be repeatedly emphasized, that industrial and technical progress, trade and commerce, can flourish only so long as a folk community exists whose general system of thought is inspired by ideals, since that is the preliminary condition for a flourishing development of the enterprises I have spoken of. That condition is not created by a spirit of materialist egotism but by a spirit of self-denial and the joy of giving one's self in the service of others.
and, finally, professors; so that intellectualism should not die out.
Therefore, there is nothing but the usual stereotyped 'patriotic' training. In the old Germany the greatest emphasis was placed on the divine right of the small and even the smallest potentates. The way in which this divine right was formulated and presented was never very clever and often very stupid. Because of the large numbers of those small potentates, it was impossible to give adequate biographical accounts of the really great personalities that shed their lustre on the history of the German people. The result was that the broad masses received a very inadequate knowledge of German history. Here, too, the great lines of development were missing.
The system of education which prevails to-day sees its principal object in pumping into young people that knowledge which will help them to make their way in life. This principle is expressed in the following terms: "The young man must one day become a useful member of human society." By that phrase they mean the ability to gain an honest daily livelihood. The superficial training in the duties of good citizenship, which he acquires merely as an accidental thing, has very weak foundations. For in itself the State represents only a form, and therefore it is difficult to train people to look upon this form as the ideal which they will have to serve and towards which they must feel responsible. A form can be too easily broken. But, as we have seen, the idea which people have of the State to-day does not represent anything clearly defined.
would put the mettle of this kind of patriotism to the test, in artillery bombardment and waves of attacks with poison gas. But when it did come our lack of this patriotic passion was avenged in a terrible way. None were very enthusiastic about dying for their imperial and royal sovereigns; while on the other hand the 'Nation' was not recognized by the greater number of the soldiers.
when the heroes of the REICH banner shout their hurrahs, but in reality these same heroes would scamper away like rabbits if called upon to defend that banner with their blood.