Along with the newspapers as habituators of patriotism go also less ephemeral kinds of literature. “The Man Without a Country,”[38] for instance, has a definite patriotic purpose. And patriotic orations, songs, and poetry have the same purpose. Sometimes these compositions are not jingoistic, but very often they are. Wordsworth’s poetry, for instance, is of the nonjingoistic character; it is strongly marked by love of the soil. But Wordsworth was of unusually broad sympathies, and his is not the kind of poetry usually made use of in teaching patriotism. J. M. Robertson has written an essay in which he called attention to the proclivity of poets to write in a jingoistic strain.[39] Virgil, himself a man of broad sympathies, wrote the Æneid at the request of Augustus, whose empire-building purposes needed an epic after the model of Homer about the founding of Rome. An important habituator of patriotism in the training of the young is the public school system. The public schools are almost always used by those who have them in charge for the maintenance of the existing order. But the “existing order” quite regularly means the political one, and hence the road is opened for the teaching of patriotism. Prussia seems to be an extreme case of the deliberate use of the schools for pushing the pet programs of the politically favored classes. “In Prussia the avowed use of the schools, not for the spread of truth but for the ‘War against social-democracy’ may be in part responsible for that absence of Love between members of different classes, that class-war of which the growth of social-democracy is only one symptom.”[40] Prussia also exhibits a peculiarly active brand of patriotism. It has been commonly assumed in the United States that education will make for democracy but it is not necessarily so. Education, instead of being aimed at freeing and developing the mind, may be aimed only at regimentation in a certain system of ideas. The fact of the business is that as a rule it is so aimed, even where there is no such clear and persistent purpose as there is in Prussia; it is all too easy to fall into the rut of doing the same old things in the same old way. It is simply easier to inculcate the same old ideas than it is to teach the ever-varying young idea how to shoot. And what education turns out under such methods is not free and independent thinkers, but a habituated uniform product. “School education, unless it is regulated by the best knowledge and good sense, will produce men and women who are all of one pattern, as if turned in a lathe.... Any institution which runs for years in the same hands will produce a type.... In the continental schools and barracks, in newspapers, books, etc., what is developed by education is dynastic sentiment, national sentiment, soldierly sentiment.”[41] And so the schools are used for the maintenance of patriotism,--patriotism which only too often is narrow and militaristic. An example of the better kind of