the State. The duties of the individual to the State should be placed in
the foreground. This instruction must be inspired by the spirit which
animated Schleiermacher's sermons in the blackest hour of Prussia, and
culminated in the doctrine that all the value of the man lies in the
strength and purity of his will, in his free devotion to the great
whole; that property and life are only trusts, which must be employed
for higher ideals; that the mind, which thinks only of itself, perishes
in feeble susceptibility, but that true moral worth grows up only in the
love for the fatherland and for the State, which is a haven for every
faith, and a home of justice and honourable freedom of purpose.

Only if national education works in this sense will it train up men to
fill our armies who have been adequately prepared for the school of
arms, and bring with them the true soldierly spirit from which great
deeds spring. What can be effected by the spirit of a nation we have
learnt from the history of the War of Liberation, that never-failing
source of patriotic sentiment, which should form the backbone and centre
of history-teaching in the national and the continuation schools.

We can study it also by an example from most recent history, in the
Russo-Japanese War. "The education of the whole Japanese people,
beginning at home and continued at school, was based on a patriotic and
warlike spirit. That education, combined with the rapidly acquired
successes in culture and warfare, aroused in the Japanese a marvellous
confidence in their own strength. They served with pride in the ranks of
the army, and dreamed of heroic deeds.... All the thoughts of the
nation were turned towards the coming struggle, while in the course of
several years they had spent their last farthing in the creation of a
powerful army and a strong fleet."[B] This was the spirit that led the
Japanese to victory. "The day when the young Japanese enlisted was