We still send soldiers, but with them we send physicians to cure the wounded; and when the soldiers' work is done we do not send tax collectors or other civil vampires. We send school teachers, publishers of newspapers, organizers of labor unions. We send those agencies which shall enable the people conquered to make themselves equal or superior to their conquerors. EDUCATION--THE FIRST DUTY OF GOVERNMENT We wish to discuss with our readers in this and in later editions of this newspaper the great and serious question of education. It is a question as broad as the ocean, and as deep. It is a question so vast that organized discussion of it seems hopeless. The greatest minds of the world have devoted their powers to the intricate question of developing the human brain, and the problem has been scarcely touched. The greatest works on education in the history of the world are undoubtedly Plato's "Republic," Spencer's "Education" and Rousseau's "Emile." The last is the greatest of all. It should be read by every father and mother and by every earnest citizen. Other works that may be earnestly recommended are Aristotle's "Politics," Pestalozzi's "How Gertrude Teaches Her Children" and Froebel's "Education of Man." To Rousseau undoubtedly belongs the high honor of having thought and written most powerfully, most originally and most practically on the greatest of problems. His brain is the cornerstone of the structure of intelligent educational methods. He foreshadowed in his "Emile" Fourier's splendid principle of "attractive industry." ---- THE PROGRESS OF HUMANITY DEPENDS UPON THE DEVELOPMENT OF THE HUMAN BRAIN THROUGH EDUCATION. The intricate processes of thinking separate mankind from other members of the animal creation. Man is far from the animal in proportion as his brain is cultivated. Even the animals themselves rank in their kingdom in proportion to their brain activity. William T. Harris said truly: "If man had let himself alone he would have remained the monkey that he was. Not only this, but if the monkey had let himself alone he would have remained a lemur, or a bat, or a bear, or some other creature that now offers only a faint suggestion of what the ape has become." The elephant and the ape, among our humble animal brothers, appear to have reached their limits of possibility in the way of educational development. They still remain, and always will remain, vastly inferior to their microscopic comrades--the ants and bees and other insects. The human race has barely begun the systematic study of the problem of application, and systematic application of the truths discovered and agreed upon. In proportion to our stature and possibilities we are hideous ignoramuses compared with the ant in the garden path.