If our youths, during their years in the primary schools, had had their minds crammed with a little less knowledge, and if instead they had been better taught how to be masters of themselves, it would have served us well during the years 1914–1918.In its educational system the People’s State will have to attach the highest importance to the development of character, hand­inhand with physical training. Many more defects which our national organism shows at present could be at least ameliorated, if not completely eliminated, by education of the right kind.Extreme importance should be attached to the training of willpower and the habit of making firm decisions, also the habit of being always ready to accept responsibilities.In the training of our old army the principle was in vogue that any order is always better than no order. Applied to our youth this principle ought to take the form that any answer is better than no answer. The fear of replying, because one fears to be wrong, ought to be considered more humiliating than giving the wrong reply. On this simple and primitive basis our youth should be trained to have the courage to act.It has been often lamented that in November and December 1918 all the authorities lost their heads and that, from the monarch down to the last divisional commander, nobody had sufficient mettle to make a decision on his own responsibility. That terrible fact constitutes a grave rebuke to our educational system; because what was then revealed on a colossal scale at that moment of catastrophe was only what happens on a smaller scale everywhere among us. It is the lack of will­power, and not the lack of arms, which renders us incapable of offering any serious resistance today. This defect is found everywhere among our people and prevents decisive action wherever risks have to be taken, as if any great action can be taken without also taking the risk. Quite unsuspectingly, a German General found a formula for this lamentable lack of the will­to­act when he said: “I act only when I can count on a 51 per cent probability of success.” In that ’51 per cent probability’ we find the very root of the German collapse. The man who demands from Fate a guarantee of his success deliberately denies the significance of an heroic act. For this significance consists in the very fact that, in the definite knowledge that the situation in question is fraught with mortal danger, an action is undertaken which may lead to success. A patient suffering from cancer and who knows that his death is certain if he does not undergo an operation, needs no 51 per cent probability of a cure before facing the operation. And if the operation promises only half of one per cent probability of success a man of courage will risk it and would not whine if it turned out unsuccessful.All in all, the cowardly lack of will­power and the incapacity for making decisions are chiefly results of the erroneous education given us in our youth. The disastrous effects of this are now widespread among us. The crowning examples of that tragic chain of consequences are shown in the lack of civil courage which our leading statesmen display.The cowardice which leads nowadays to the shirking of every kind of responsibility springs from the same roots. Here again it is the fault of the education given our young people. This drawback permeates all sections of public life and finds its immortal consummation in the institutions of government that function under the parliamentary regime.Already in the school, unfortunately, more value is placed on ‘confession and full repentance’ and ‘contrite renouncement’, on the part of little sinners, than on a simple and frank avowal. But this latter seems today, in the eyes of many an educator, to savour of a spirit of utter incorrigibility and depravation. And, though it may seem incredible, many a boy is told that the gallows tree is waiting for him because he has shown certain traits which might be of inestimable value in the nation as a whole.Just as the People’s State must one day give its attention to training the will­power and capacity for decision among the youth, so too it must inculcate in the hearts of the young generation from early childhood onwards a readiness to accept responsibilities, and the courage of open and frank avowal. If it recognizes the full significance of this necessity, finally – after a century of educative work – it will succeed in building up a nation which will no longer be subject to those defeats that have contributed so disastrously to bring about our present overthrow.The formal imparting of knowledge, which constitutes the chief work of our educational system today, will be taken over by the People’s State with only few modifications. These modifications must be made in three branches.First of all, the brains of the young people must not generally be burdened with subjects of which ninety­five per cent are useless to them and are therefore forgotten again. The curriculum of the primary and secondary schools presents an odd mixture at the present time. In many branches of study the subject matter to be learned has become so enormous that only a very small fraction of it can be remembered later on, and indeed only a very small fraction of this whole mass of knowledge can be used. On the other hand, what is learned is insufficient for anybody who wishes to specialize in any certain branch for the purpose of earning his daily bread. Take, for example, the average civil servant who has passed through the Gymnasium or High School, and ask him at the age of thirty or forty how much he has retained of the knowledge that was crammed into him with so much pains.How much is retained from all that was stuffed into his brain? He will certainly answer: “Well, if a mass of stuff was then taught, it was not for the sole purpose of supplying the student with a great stock of knowledge from which he could draw in later years, but it served to develop the understanding, the memory, and above all it helped to strengthen the thinking powers of the brain.” That is partly true. And yet it is somewhat dangerous to submerge a young brain in a flood of impressions which it can hardly master and the single elements of which it cannot discern or appreciate at their just value. It is mostly the essential part of this knowledge, and not the accidental, that is forgotten and sacrificed. Thus the principal purpose of this copious instruction is frustrated, for that purpose cannot be to make the brain capable of learning by simply offering it an enormous and varied amount of subjects for acquisition, but rather to furnish the individual with that stock of knowledge which he will need in later life and which he can use for the good of the community. This aim, however, is rendered illusory if, because of the superabundance of subjects that have been crammed into his head in childhood, a person is able to remember nothing, or at least not the essential portion, of all this in later life. There is no reason why millions of people should learn two or three languages during the school years, when only a very small fraction will have the opportunity to use these languages in later life and when most of them will therefore forget those languages completely. To take an instance: Out of 100,000 students who learn French there are probably not 2,000 who will be in a position to make use of this accomplishment in later life, while 98,000 will never have a chance to utilize in practice what they have learned in youth. They have spent thousands of hours on a subject which will afterwards be without any value or importance to them. The argument that these matters form part of the general process of educating the mind is invalid. It would be sound if all these people were able to use this learning in after life. But, as the situation stands, 98,000 are tortured to no purpose and waste their valuable time, only for the sake of the 2,000 to whom the language will be of any use.In the case of that language which I have chosen as an example it cannot be said that the learning of it educates the student in logical thinking or sharpens his mental acumen, as the learning of Latin, for instance, might be said to do. It would therefore be much better to teach young students only the general outline, or, better, the inner structure of such a language: that is to say, to allow them to discern the characteristic features of the language, or perhaps to make them acquainted with the rudiments of its grammar, its pronunciation, its syntax, style, etc. That would be sufficient for average students, because it would provide a clearer view of the whole and could be more easily remembered. And it would be more practical than the present­day attempt to cram into their heads a detailed knowledge of the whole language, which they can never master and which they will readily forget. If this method were adopted, then we should avoid the danger that, out of the superabundance of matter taught, only some fragments will remain in the memory; for the youth would then have to learn what is worth while, and the selection between the useful and the useless would thus have been made beforehand.As regards the majority of students the knowledge and understanding of the rudiments of a language would be quite sufficient for the rest of their lives. And those who really do need this language subsequently would thus have a foundation on which to start, should they choose to make a more thorough study of it.

By adopting such a curriculum the necessary amount of time would be gained for physical exercises as well as for a more intense training in the various educational fields that have already been mentioned.

A reform of particular importance is that which ought to take place in the present methods of teaching history. Scarcely any other people are made to study as much of history as the Germans, and scarcely any other people make such a bad use of their historical knowledge. If politics means history in the making, then our way of teaching history stands condemned by the way we have conducted our politics. But there would be no point in bewailing the lamentable results of our political conduct unless one is now determined to give our people a better political education. In 99 out of 100 cases the results of our present teaching of history are deplorable. Usually only a few dates, years of birth and names, remain in the memory, while a knowledge of the main and clearly defined lines of historical development is completely lacking. The essential features which are of real significance are not taught. It is left to the more or less bright intelligence of the individual to discover the inner motivating urge amid the mass of dates and chronological succession of events.

You may object as strongly as you like to this unpleasant statement. But read with attention the speeches which our parliamentarians make during one session alone on political problems and on questions of foreign policy in particular. Remember that those gentlemen are, or claim to be, the elite of the German nation and that at least a great number of them have sat on the benches of our secondary schools and that many of them have passed through our universities. Then you will realize how defective the historical education of these people has been. If these gentlemen had never studied history at all but had possessed a sound instinct for public affairs, things would have gone better, and the nation would have benefited greatly thereby.

The subject matter of our historical teaching must be curtailed. The chief value of that teaching is to make the principal lines of historical development understood. The more our historical teaching is limited to this task, the more we may hope that it will turn out subsequently to be of advantage to the individual and, through the individual, to the community as a whole. For history must not be studied merely with a view to knowing what happened in the past but as a guide for the future, and to teach us what policy would be the best to follow for the preservation of our own people. That is the real end; and the teaching of history is only a means to attain this end. But here again the means has superseded the end in our contemporary education. The goal is completely forgotten. Do not reply that a profound study of history demands a detailed knowledge of all these dates because otherwise we could not fix the great lines of development. That task belongs to the professional historians. But the average man is not a professor of history. For him history has only one mission and that is to provide him with such an amount of historical knowledge as is necessary in order to enable him to form an independent opinion on the political affairs of his own country. The man who wants to become a professor of history can devote himself to all the details later on. Naturally he will have to occupy himself even with the smallest details. Of course our present teaching of history is not adequate to all this. Its scope is too vast for the average student and too limited for the student who wishes to be an historical expert.

Finally, it is the business of the People’s State to arrange for the writing of a world history in which the race problem will occupy a dominant position.

To sum up: The People’s State must reconstruct our system of general instruction in such a way that it will embrace only what is essential. Beyond this it will have to make provision for a more advanced teaching in the various subjects for those who want to specialize in them. It will suffice for the average individual to be acquainted with the fundamentals of the various subjects to serve as the basis of what may be called an all­round education. He ought to study exhaustively and in detail only that subject in which he intends to work during the rest of his life. A general instruction in all subjects should be obligatory, and specialization should be left to the choice of the individual.

In this way the scholastic programme would be shortened, and thus several school hours would be gained which could be utilized for physical training and character training, in willpower, the capacity for making practical judgments, decisions, etc.

The little account taken by our school training today, especially in the secondary schools, of the callings that have to be followed in after life is demonstrated by the fact that men who are destined for the same calling in life are educated in three different kinds of schools. What is of decisive importance is general education only and not the special teaching. When special knowledge is needed it cannot be given in the curriculum of our secondary schools as they stand today.

Therefore the People’s State will one day have to abolish such half­measures.

The second modification in the curriculum which the People’s State will have to make is the following:

It is a characteristic of our materialistic epoch that our scientific education shows a growing emphasis on what is real and practical: such subjects, for instance, as applied mathematics, physics, chemistry, etc. Of course they are necessary in an age that is dominated by industrial technology and chemistry, and where everyday life shows at least the external manifestations of these. But it is a perilous thing to base the general culture of a nation on the knowledge of these subjects. On the contrary, that general culture ought always to be directed towards ideals. It ought to be founded on the humanist disciplines and should aim at giving only the ground work of further specialized instruction in the various practical sciences. Otherwise we should sacrifice those forces that are more important for the preservation of the nation than any technical knowledge. In the historical department the study of ancient history should not be omitted. Roman history, along general lines, is and will remain the best teacher, not only for our own time but also for the future. And the ideal of Hellenic culture should be preserved for us in all its marvellous beauty. The differences between the various peoples should not prevent us from recognizing the community of race which unites them on a higher plane. The conflict of our times is one that is being waged around great objectives. A civilization is fighting for its existence. It is a civilization that is the product of thousands of years of historical development, and the Greek as well as the German forms part of it.

A clear­cut division must be made between general culture and the special branches. To­day the latter threaten more and more to devote themselves exclusively to the service of Mammon. To counterbalance this tendency, general culture should be preserved, at least in its ideal forms. The principle should be repeatedly emphasized, that industrial and technical progress, trade and commerce, can flourish only so long as a folk community exists whose general system of thought is inspired by ideals, since that is the preliminary condition for a flourishing development of the enterprises I have spoken of. That condition is not created by a spirit of materialist egotism but by a spirit of self­denial and the joy of giving one’s self in the service of others.

The system of education which prevails today sees its principal object in pumping into young people that knowledge which will help them to make their way in life. This principle is expressed in the following terms: “The young man must one day become a useful member of human society.” By that phrase they mean the ability to gain an honest daily livelihood. The superficial training in the duties of good citizenship, which he acquires merely as an accidental thing, has very weak foundations. For in itself the State represents only a form, and therefore it is difficult to train people to look upon this form as the ideal which they will have to serve and towards which they must feel responsible. A form can be too easily broken. But, as we have seen, the idea which people have of the State today does not represent anything clearly defined. Therefore, there is nothing but the usual stereotyped ‘patriotic’ training. In the old Germany the greatest emphasis was placed on the divine right of the small and even the smallest potentates. The way in which this divine right was formulated and presented was never very clever and often very stupid. Because of the large numbers of those small potentates, it was impossible to give adequate biographical accounts of the really great personalities that shed their lustre on the history of the German people. The result was that the broad masses received a very inadequate knowledge of German history. Here, too, the great lines of development were missing.

It is evident that in such a way no real national enthusiasm could be aroused. Our educational system proved incapable of selecting from the general mass of our historical personages the names of a few personalities which the German people could be proud to look upon as their own. Thus the whole nation might have been united by the ties of a common knowledge of this common heritage. The really important figures in German history were not presented to the present generation. The attention of the whole nation was not concentrated on them for the purpose of awakening a common national spirit. From the various subjects that were taught, those who had charge of our training seemed incapable of selecting what redounded most to the national honour and lifting that above the common objective level, in order to inflame the national pride in the light of such brilliant examples. At that time such a course would have been looked upon as rank chauvinism, which did not then have a very pleasant savour. Pettifogging dynastic patriotism was more acceptable and more easily tolerated than the glowing fire of a supreme national pride. The former could be always pressed into service, whereas the latter might one day become a dominating force. Monarchist patriotism terminated in Associations of Veterans, whereas passionate national patriotism might have opened a road which would be difficult to determine. This national passion is like a highly tempered thoroughbred who is discriminate about the sort of rider he will tolerate in the saddle. No wonder that most people preferred to shirk such a danger. Nobody seemed to think it possible that one day a war might come which would put the mettle of this kind of patriotism to the test, in artillery bombardment and waves of attacks with poison gas. But when it did come our lack of this patriotic passion was avenged in a terrible way. None were very enthusiastic about dying for their imperial and royal sovereigns; while on the other hand the ‘Nation’ was not recognized by the greater number of the soldiers.

Since the revolution broke out in Germany and the monarchist patriotism was therefore extinguished, the purpose of teaching history was nothing more than to add to the stock of objective knowledge. The present State has no use for patriotic enthusiasm; but it will never obtain what it really desires. For if dynastic patriotism failed to produce a supreme power of resistance at a time when the principle of nationalism dominated, it will be still less possible to arouse republican enthusiasm. There can be no doubt that the German people would not have stood on the field of battle for four and a half years to fight under the battle slogan ‘For the Republic,’ and least of all those who created this grand institution.

In reality this Republic has been allowed to exist undisturbed only by grace of its readiness and its promise to all and sundry, to pay tribute and reparations to the stranger and to put its signature to any kind of territorial renunciation. The rest of the world finds it sympathetic, just as a weakling is always more pleasing to those who want to bend him to their own uses than is a man who is made of harder metal. But the fact that the enemy likes this form of government is the worst kind of condemnation. They love the German Republic and tolerate its existence because no better instrument could be found which would help them to keep our people in slavery. It is to this fact alone that this magnanimous institution owes its survival. And that is why it can renounce any real system of national education and can feel satisfied when the heroes of the Reich banner shout their hurrahs, but in reality these same heroes would scamper away like rabbits if called upon to defend that banner with their blood.