We have been following false gods, therefore, in so far as we have sought to shape our schools upon German models. "The German teacher _teaches_," wrote one of our great educators some years ago, in criticism of our American way of giving to children text-book assignments which they are expected to study for themselves; yet the text-book method, fumblingly as we have so often used it, gives better training in initiative and intelligence than the German teacher's dictation methods. Professor Charles H. Judd has recently pointed out the confusion and waste of time brought about by the fact that our eight-year elementary school was modeled upon the German Volksschule, which is a school for the lower classes, and not intended to lead on to higher education. Our purpose, on the contrary, is to maintain for every American child an open ladder through elementary school, secondary school and college to the university; and to that purpose a six-year period of elementary education is much better adapted--a plan which many of our school systems have adopted within the last decade. We need better vocational education in this country and better systems of vocational guidance; but we are becoming clear that these must not be of the German sort, that compel a choice before the teens. Education in a democracy must be education for democracy; and education for democracy must itself be democratic in content and method. Such education practices and aims at intelligence rather than habit of mind. It trains its pupils to think and choose for themselves. It prizes initiative above conformity, responsibility above mere efficiency, social good will above unthinking obedience. Such education is more difficult, of course, than education of the undemocratic type. We shall at times be tempted to fall back into the ways of the German schools in some respect or other, because they represent the line of least resistance in education. Specious arguments will be presented in favor of these ways by shortsighted "practical" men. Education of the German type is more efficient, they will say; it is more direct and practical; it brings more immediate results. It is more patriotic, moreover, they will insist; it better serves the ends of authority; it makes people more prosperous and contented, each in his appointed niche. But such arguments, we may well hope, will no longer win the uncritical assent that they have sometimes found. German education may be more efficient in the fulfilment of its end than American education--but what an end it has sought and reached! In the moment of our temptation to undemocratic short cuts in education, we shall henceforth look to the Germany of yesterday and today, and shall be strengthened to resist. Her ways are not our ways. Her schools cannot be ours. Education must mean to America something quite different from what it has meant to Germany.