Moreover, the revolting patriotism which is being inculcated, whereby children learn to be proud of their country, not for its contributions to the general enlightenment of humanity, but for its crimes against humanity; whereby they are taught to consider themselves, their country, their flag, their institutions, as things to be upheld and maintained, right or wrong; whereby the stupid and criminal life of the soldier is exalted as honorable, should be wholly omitted from the educational system. However, it is utterly impossible to expect that it will be, by anything short of general public sentiment against it; and at present such sentiment is for it. I have alluded before to the function of the statesman in directing education. So long as schools are maintained by governments, the Statesman, not the true educator, will determine what sort of history is to be taught; and it will be what it is now, only continually growing worse. Political institutions must justify themselves to the young generation. They begin by training childish minds to believe that what they do is to be accepted, not criticised. A history becomes little better than a catechism of patriotic formulas in glorification of the State. Now there is no way of escaping this, for those who disapprove it, short of eliminating the statesman, establishing voluntarily supported schools, wherein wholly different notions shall be taught; in which the spirit of teaching history shall be one of honest statement and fearless criticism; wherein the true image of war and the army and all that it means shall be honestly given. The really Ideal School, which would not be a compromise, would be a boarding school built in the country, having a farm attached, and workshops where useful crafts might be learned, in daily connection with intellectual training. It presupposes teachers able to train little children to habits of health, order, and neatness, in the utmost detail, and yet not tyrants or rigid disciplinarians. In free contact with nature, the children would learn to use their limbs as nature meant, feel their intimate relationship with the growing life of other sorts, form a profound respect for work and an estimate of the value of it; wish to become real doers in the world, and not mere gatherers in of other men's products; and with the respect for work, the appreciation of work, the desire to work, will come the pride of the true workman who will know how to maintain his dignity and the dignity of what he does.