The Pensacola journal. (Pensacola, Fla.) 1898-1985, 1912-03-06


age is more or less one of tran sition.
But sometimes. especially in the past,
there comes a period so revolutionary
that after it the world becomes a diff
ferent world. Such q period was the
half century that included the intro
duction of gun powder. the discovery
OF America. and the invention of print
ing.
Such a period is the one in which
We now live; and the word interna-
tfonalism Is coined to meet the new
situation in the worlds history. Some
times I stop and ponder whether we,
free, independent and iberty-loving
people, ever stop to think about the
fateful struggles In Russia and ST.
IBERIA, in which many more than a
hundred million people are working
their way through tears and blood to
the freedom which we SO thoughtless-
ly enjoy. Never since history began
were so many hundreds of millions Of
people consciously and voluntarily al
tertng their political. Industrial and
social conditions: and what Is work
ing the change? Democracy, steam
and electricity. The steamship, cable,
railroad. telegraph, telephone and mod
ern newspaper have not merely an
larged business, but they have pro-
duced a moral change They are
10ddAAy AOICAuS ndLiQllS TO
interdependenoe for independence. To
ing prepared with manual training,
trade schools and chronological tnstt-
tutiona.
For these new international relations
we need a nation of citizens trained in
homeand school to cope with oondi-
tons unknown to their fathers. The
twentieth century presents to US two
problems perhaps greater than any
others. Pfutocracy and peace. How to
suppress the one, and how to achieve
the other can be solved only, 1t seems
come. by a clearer acquaintance with,
and new passion for justice. Justice
in international relations is a pre-
requisite to peace.
Whatever may be said about rebel
lions. lynchings and riots, which forms
of violence must be left to national au-
thorities, international war, hope. is
not much longer to be q last resort
between nations.
Where Is better opportunity for the
teaching of patriotism than in our
public schools?
1t was with q pang OF sadness that
I read in a recent issue of Current
Events that at the opening Of the
German reichstag the emperor's speech
was loudly chsered when he said that
1t was absolutely necessary to
strengthen both army and navy. OF
course he had reference to the danger
Of war with England. It is understood
that Germany is determined to build
eighteen new dreadnaughts to cost
$1S0,00O,000, in the next six years. This
naval preparation is to be made in the
hope of rfvaling Great Britain as a
naval power. But British statesmen
reply that such an attempt is idle"
That no matter how sLrong the Ger
man navy may be made. Great Britain
IT seems that it Is high time that a
stop should be put to such ruinous
rivalry, and how can this be done ex-
cept through the teaching of patriotism
and justice throughout the world in
public schools and colleges? How uni
versal is the principle contained in
the couplet, "'Tis education forms the
common mind, Just as the twig is bent
the trees inclined" How are the minds
OF the young in our public schools be-
ing trained? Toward peace and justice
tc AL nations; or with the hideous idea
that disputes between nations can sell
dom be settled except by the bodily
slaughter Of our young manhood upon
the field of battle? II the latter be the
case, how abominabie is the sacrif ce
of the mind OF the child in the school
room? The wounds of battle, by the
skillful training of the child, can in a
measure be staunchsd. Teach him
the cruefties Of war. the destruction Of
the soldier, the devastation of the field
Are not the very bases Of human ma
ture shaken when we teach the child
that under certain conditions 1t Is law
full even laudabie, to kill, lie, steal,
glory IN slaughter. trample down
harvests, burn houses. make other
children fatheriess, and the mothers
Of our children widowsg
Be careful the young mind Is not
taught to doubt. II he has really ac-
quired the powers OF reflection-name-
lad in Jail as a criminal for doing in
his own person that which in the
school room is praised as justice and
patriotism when done In the name of
his country. Schools and school
masters should busy themselves to
substitute the principles of justice for
the prejudices Of patriotism.
The man slayer should become the
villain, not the hero, of the tragedy,
for 1t seems that patriotism in the
popular mind is connected with armies
and navies. Most American children
conceive Of the dear old flag as being
colsely related to the Rockets red
glare. the bombs bursting in air." and
the teachers and parents must think
otherwise before this teaching shall be
dissociated from what Is partial. and
incite real genuine service.
Patriotism means a deep and sin
cere love for ones country Such as
leads to service Of country, and less
and less has service demanded the
Staying of our fellow men. / believe the
time Is coming when our rival armies
and navies will be suppianted by in
ternational police, and naturalization
Cancellation and a greater use of di-
plomacy will prevent most quarrels;
While q supreme court carving sout
DEGREES of world congress will settle
such as remain by judicial process as
| they are now settled between states
No teacher who believes that war is
as inevitable in the future as in the
past, and who thinks II is the only way
to peace, can rightly teach how a pa
triot can best serve his country in the
| twentieth century.
But, right here let me say that the
| condemnation Of future war means nc
| discredit upon the old soldier, for moth
ing is more sacred to me than the
brave and noble men who pledged Their