The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1915-09-23
Children and War.

The relation of the child to war and
peace has not received its merlted at
tention. At first glance no connection
would seem possible; the child is appar-
emily too remote from the scene and
too insi gniGcant in character to WELD
the slightest influence in the counsels
of the nations Yet the exact contrary
is true, and the sooner our moral and
intellectual leaders recognize the fact
the more likelihood of q gradual cessa-
ton of international strife and the
dawn of universal brotherhood,
There can be little doubt that long
before the high school age the average
child imbibes prejudicies which cling
to him in maturer years and warp his
Judgment for all time. a few resolute
natures may be proof against distor'
ton. but not many. These prejudices
concern, IA large measure, other
creeds and nations than theirown. On
the one hand they are taught conscious
Iy or unconsciously to eXaggerate the
excellence Of their own land and faith,
ami 10 underestimate the eEceIiencies
in the country and creed beyond their
gate. Here and there a broader and
kindlIer teaching will inspire broader
and kndlier views; but on the whole,
few teachers whether IN the pulpit or
the schOoirOom, have the courage, even
if opportunity and privilege be theirs,
to help the child to freedom from
those narrow conceptions which have
always set nations and creeds at each
others throat, and whose grip will
never be relaxed until, from the earli-
est year, children are taught more hui
name and just views.
1t is principle in education to guard
the child from the contagion Of coarse.
ness. We wish our children to be asso-
ciatcd with what is refining and oeaut-
flying. What can be coarser than
TO represent our neighbors as our IN
feriOrs, morally and socially merely
because our point Of view is different,
and our customs, dress, and traditions
are not identical? What is more beau
JtyIng and refining in thought than to
recognize the worth, charm, and poten-
cy in countries and creeds that are not
ours? II is true the world IS slowly
broadening, despite occasional retard
alton. But the process can be hasten.
ed, without the peril of relapse, if our
schools and churches threw of shack.
les too often held to be inviolable, and
as men and women, not professional
educators, diplomats and churchmen,
we would have our children taught re.
aIities, not apcctres,
The result OF narrow teaching is seen
in the present conflict abroad. 10 re-
tard similar conflicts and make them
impossible or shorn Of most of their
horrors, let humanity and brotherhood
be rs much part Of the curriculum in
public or religious schools as arithme.
tic, spelling, reading, and writing are
in the one, and catechism, texts, and
articles Of faith in the other. They
are, afLtr all, the most vital subjects.
The world must regard ,hem as such
pr il ceases to he civilized, despite
glorious progress in the arts and sci.
enccs and rampant strides in finance
and trade.
When the child is made to realize
that beauty and truth, honor and love
may exist outside Of his own country,
that humanity in It's passions and aiTec
lions and strvings is essentially one
the world win be more apt to see fresh
significance in the phrase, ~ little
child shah lead themn'-Abrams S.
Issues, New York University.