Patriots in the Making What America Can Learn From France And Germany

ived its possibilities after the battle of Jena France realized its value after Sedan. Both na tions have employed the school to mold the mind of rising generations to a preconceived type of patriot ism. The significance of the psychology thus formed is revealing itself in the present war. The experience of these countries ought not to be disregarded by the United States. After her crush ing defeat in the Franco-German War, France saw clearly the danger of a blind, boastful patriotism founded on ignorance of national conditions. This sort of patriotism led to over-confidence, unreadiness, chauvinism and disaster. Hence France founded the preparedness movement, which she undertook after the war, on an intelligent, critical patriotism, care fully developed through education. Only thus did it seem possible to make adequate preparedness perma nent. The lesson of this should not be lost on Americans. vii FOBEWOED On the other hand it must be admitted that there has been a tendency, both in the French and German schools, to magnify nationalism and to develop an tagonism toward other countries. True, the influ ence of this has been partly offset, in France at least, by certain humanitarian teachings which found their way into the schools during the last quarter-century but the tendency to an intensification of the princi ple of nationality remained predominant. Our own schools have not been free from instruction of this sort but it behooves us in future to avoid such, teachings. To draw the line between an education that makes for proper patriotism and one that makes for narrow nationalism may not be easy, but it can be done if careful attention is given to the problem. True Americanism should pave the way through edu cation to that mutual understanding among the na tions which alone can form the basis of permanent peace. I am happy to acknowledge the assistance which I have received from many persons in the preparation of this work. To the Hon. Myron T. Herrick, who has kindly consented to write the introduction, I am most grateful I am also greatly indebted to Pro fessor Paul Monroe, of Teachers College, who has helped me with advice and criticism to Professor Herbert A. Kenyon, of the University of Michigan, who has generously gone over all the manuscript with me to Professor W. A. McLatighlin, of the same in stitution to Professors Davis and Billetdoux, of Eutgers College, and to Mrs. W. EL Wait, of Ann Arbor, who have given me valuable suggestions. viii FOKEWOBD I owe nracli also to yarious members of my family, especially to my fatter, who has helped me particu larly in the preparation of the chapter on the teach ing of patriotism in Germany. To him this little book is gratefully dedicated. JONATHAN F. SCOTT Ann Arbor, Michigan CONTENTS CHAPTEB FAQS I. HISTORICAL SKETCH FRENCH EDUCATION AS NATIONAL SELF-EXPRESSION ... 3 II. MOLDING THE PSYCHOLOGY OF DEFENSE , 24 III. THE INCULCATION OF HOSTILITY TOWARD GERMANY ....... 63 TV. THE TEACHING OF LOYALTY TO THE REPUBLIC 86 V. CONTENDING FORCES IN FRENCH EDUCATION 123 VI. PATRIOTISM IN GERMAN EDUCATION . . 155 VII. THE LESSON FOR AMERICA .... 193 VIII. MILITARY TRAINING IN EUROPE . . . 217 IX. CONCLUSIONS 2M APPENDIX I. THE MILITARY VALUE OF A PSYCHOLOGY OF PATRIOTISM 259 APPENDIX II. A DAYS WORK IN THE Swiss ARMY 261 --This text refers to an alternate Paperback edition.