softening the bones of ideas (_osteomalacia_), against which such a propaganda must work in the school. But if it is true that the duty to tell the truth is the aim of all education, then something entirely different must be taught. In school must be taught, how this war arose, not only that the abominable murder of Sarajevo was an incident to inspire horror, but also the fact that the crime of Sarajevo was looked upon in many circles as a gift from Heaven, serving them as a war pretext. (He could not continue. The parties of the Right side of the House broke out in cat-calls which became louder and louder. The Assemblymen had raised themselves from their seats in great excitement and left the room with continual shouts: "Put him out, put him out." Assemblyman Liebknecht shouts to them: "Go out! You flee before the truth, you can't hear the truth!") PRESIDENT GRAF SCHWERIN-LOeWITZ (who has rung the bell for a long time in vain): I call you to order for the second time, and I call your attention to the fact that in case you are called to order for a third time I shall ask the House if it wishes to listen to you further. ASSEMBLYMAN LIEBKNECHT: I have told you only what I heard with my own ears. The aim of humanistic education is that of complete freedom, a high, ideal aim. Out of this spirit, great pedagogues such as Pestalozzi demanded the unity of the school system. The school of to-day serves only purposes of expediency. This is true also of the universities. The spirit of Militarism corrodes the foundation of our entire educational system. Art and science also are restrained. (President Graf Schwerin-Loewitz: Please speak about the higher institutions of learning.) The same phenomenon can be noticed also in the higher school system. While it is the task of primary schools to make the youth of the proletariat tools for the capitalistic order of society, it is the task of the higher schools to prepare the youth of the ruling classes for the great work which they have to perform in present society. In the discussion of the question of the admission of foreigners to the schools, Mr. v. Savigny declared in the committee meeting that the admission of foreigners to German schools before (this war) was in order to gain sympathy in foreign countries and in that way to obtain indirectly political and economic advantages. This is true German idealism which comes to light here. On the same level can be placed the present instruction about the conditions in the Orient in the higher schools. It is being taught to greater effect than before. Thus the higher schools also are converted into an instrument of propaganda for economic purposes, which are back of this war.