The paramount effect of the War on education is, however, in the multiplied demand for efficiency. This is the cry all across the country to-day, and, in the main, it is just. Our education has been too academic, too much molded by tradition. It must be more closely related to life and to the changed conditions of industry and commerce. Each boy and girl, youth and maiden, must leave the school able to take hold somewhere and make a significant contribution to the society of which he or she is an integral part. Vocational training must be greatly increased. The problems of the school must be increasingly practical problems, and thought and judgment must be trained to the solution of those problems. This is all a part of that socialization of democracy which must be achieved if democracy is to survive in the new world following the War. There is, nevertheless, an element of emotional hysteria in the demand for efficiency and only efficiency. Efficiency is too narrow a standard by which to estimate anything concerning human conduct and character. In the effort to meet and conquer Germany, let us beware of the mistake of Germany. One of the world tragedies of this epoch is the way in which Germany has sacrificed her spiritual heritage, first for economic, then for purely military efficiency. When we recall that spiritual heritage, as previously described, when we think of Schiller, Herder and Goethe, Froebel, Herbart and Richter, Tauler, Luther and Schleiermacher, Kant, Fichte and Schopenhauer, Mozart, Beethoven and Wagner, we stand aghast at the way in which she has plunged it all into the abyss,--for what? Shall it profit a people, more than a man, if it gain the whole world and lose its own soul? In such a time, then, all of us who believe in the spirit must hold high the torch of humanistic culture. Education is for life and not merely for efficiency. Of what worth is life, if one is only a cog-wheel in the economic machine? It is to save the spiritual heritage of humanity that we are fighting, and it is that heritage that education must bring to every child and youth, if it fulfills its supreme trust. Education for the purposes of autocratic imperialism seeks to make a people a perfect economically productive and militarily aggressive machine. Education for democracy means the development of each individual to the most intelligent, self-directed and governed, unselfish and devoted, sane, balanced and effective humanity. XII SOCIALISM AND THE WAR