utilize the various functions within him towards the accomplishment of great results.

In the perpetual discord of what the great Apostle of the Gentiles calls the war of the spirit against the flesh and the flesh against the spirit, education plays, aside from religion, a most conspicuous part. Judiciously directed, properly managed, and wisely executed, education contributes vitally toward the conciliatory tone of the flesh as well as toward the tolerant attitude of the spirit toward the flesh. And as education succeeds in her mission with the individual, it provides peaceful minds, amiable nations, tolerant individuals for the halls of legislation and for the council chambers of the rulers of the world.

Education which develops " snobs" puffeth up and makes of its beneficiaries bloated encyclopedists, who look down with contempt upon their less fortunate brethren, is not true education; does not make for peace, but promotes strife.

Whatever may be the defects of the various educational systems of the present day, we may proudly assert that we, the educators in the United States of America, are the representatives of an educational system which, to a very large degree, follows the ideal of a peaceful and harmonious development of all that which is good in man, and of the subjugation of all that which is bad, and hence makes peaceful citizens and educates peaceful, tolerant and wise members of the republic and thus aids indirectly every movement of peace; and when a specific movement like this demands our attention it is but proper and dutiful that we should respond to the call; and should, as educators, contribute our share, our influence and our prestige in the advancement of that noble

cause.

The governments of Europe were almost wholly achieved by conquest. Might and not right, was the watchword of the ages; subjugation, and not pacification, was the motto inscribed over the threshold of every ruler's house. Much of it we may regret, and yet we must acknowledge that much of it was necessary or rather inevitable, owing to the condition of the times, to the lack of enlightenment, to the unfavorable environments; but as soon as enlightment began to dawn, mankind was taught the lesson of peace.

The Founder of Christianity uttered the word peace after his

great triumph and re-appearance amongst his followers, and engraved it upon the imperishable canvas of his teachings. In a word, as soon as education, either of a religious nature or otherwise, was the lot of the people, peace demanded its rightful place and voice.

The first attempt of education in the interest of peace was the task to conquer man in his unholy desire to enslave the weak and the helpless. When the abomination of slavery established itself as an institution, education, then only of a religious nature, showed its refined feelings and tender sympathies as well as its psychological keenness in the interest of mankind. Man was taught not to make war upon his fellow-man or upon the individual; in that direction the Epistle of Paul to Philemon may be regarded as an immortal piece of statesmanship in dealing with the question of slavery.

Already in the year 521 councils commenced to agitate the question of the freedom of the slaves, and enacted laws looking toward either the amelioration of their condition or toward their complete liberation. So at every stage in the development of history we find peace advanced, defended and insisted upon by those whose mission it was to educate the human family spiritually or mentally, or both. And when education received its powerful stimulus during the period of the Renaissance, though it tolerated the inevitable strifes and bitter words which followed in its wake, it, nevertheless, used every opportunity by means of education to bring the various nations closer together in a peaceful relationship.

In the olden days, with shame be it here acknowledged, war was often waged under the auspices of religion and in her name; the logic then used in behalf of war was on a par as to its soundness with the reasoning advanced in the interest of war, especially in the demands made upon our own Government for the increase of military and naval power in the interest of peace. Then the logic was that religion demanded the supremacy of the good and the extermination of the evil. To-day the logic is that plenty of battleships and a large army is merely a prelude and preparation for peace. Now education has contributed her noble share to

dispel these illusions, and to make war in the interest of religion for all future times impossible.

Whatever education has done in the advancement of the various branches of science; in a better understanding of history; in the science of ethnology; in acquiring a more sound, solid and perfect method in the study of religious archæology; in shedding light in general upon the attitude and the motives of the various races of the world, it was a contribution in the interest of international tolerance, good will, arbitration and peace.

For the immature children of that age, the crusades which turned Europe into an armed camp was a mighty spectacle, not without noble inspiration, and to a degree salutary, for high education has so equipped us with a desire for peace that we would accomplish the same end to-day by diplomatic negotiations, without loss of life, shedding of blood, the destruction of property or the many untold woeful results.

Would time permit, and courtesy not forbid, we could show more in detail the close relationship between education and international peace; but for this occasion it suffices to show that this close relationship between education and international peace makes educators the most fit men amongst the citizens of this republic to co-operate with every movement and to aid every effort that makes for international good will and finally for international peace. "The man behind the gun" has become the watchword of the warrior; let "The educators behind education" become the motto and the power in this righteous and noble movement in the interest of international peace.

As educators, we can in our own capacity favor the interest of international peace by ceasing to substitute in our institutions of learing “ jingoism" for patriotism. We love our country and are proud of it, and ever ready to bring every sacrifice in her maintenance and defense of her dignity and honor; yet we may just as well by precept and example teach those who are placed in our charge that patriotism does not mean national bigotry and governmental intolerance; that patriotism is quite compatible with international good will, arbitration and peace. We have very often failed in this respect in the past. Before we became pos

sessed of national conscientiousness, by virtue of our geographical situation and colonial habits, our patriotism was neither broad nor very pacific. And as we advance in national greatness we should teach the young that our country is the best, and our government the wisest for us, for our environments, and in accordance with our own historical developments. But we should not omit to remind them that the other sheep, which are not of this republican fold, are worthy of our consideration, of our sympathy and of our kind treatment. And with gratefulness I mention it, that there are symptoms everywhere that we have in education reached a point, that we inculcate a more enlightened conception of patriotism which makes for peace.

If I may be permitted to incorporate in my remarks a suggestion, I will respectfully submit that we may advance the interest of international peace by a systematic, organized effort in the various institutions of learning in the State of Pennsylvania in some form or another.

But, whatever may be the wisdom of this Conference in its deliberation of peaceful measures, let us talk peace and work for peace; let us, in our capacity as citizens as well as in our war capacity as educators, destroy the illogical and specious argument that demand destructive weapons of war for the purpose, as they claim, of preparing for peace; let us send the penetrating arrow of reason into the thinly fabricated armor of war measures under the guise of peace. We, whose forefathers have defied a powerful kingdom in the interest of liberty, should not shrink from the easy duty of resisting the war-like lust of our legislations or rulers in behalf of measures that inevitably produce international irritation and make for arbitrariness, a hostile attitude, and finally for war. And in this State of Pennsylvania, and in this City of Brotherly Love, where peace was preached from the beginning of its foundation, and where for peace sake men have endured much persecution, let us raise the voice of reason, light and religion, all three combined, in true education, in the interest of international arbitration, conciliatory relationship, all making for international peace.

Education, the source of peace, the mission of peace, the foster mother of peace, let her be employed in the interests of peace,

and let her representatives raise their voices in the furtherance of international good will and peace.

CHAIRMAN HARRISON: Ladies and Gentlemen: With those to whom the history of the State of Pennsylvania is known it is unnecessary to refer at length to the next speaker. Peace was the keynote of the founding of the province of Pennsylvania. Here Whitefield preached, here Audubon came, here the first hospital was established, here the first dispensary, here the first scientific society for the promotion of knowledge. A representative of the founder of the Commonwealth of Pennsylvania, and the president of not only a notable college of Pennsylvania, but one of the noted colleges of the land, is with us, and Dr. Isaac Sharpless, President of Haverford College, will address us.

WAR AND EDUCATION.

ISAAC SHARPLESS.

We are sometimes told, and I know nothing to the contrary, that in the wild state animals never die a natural death. The weakness of disease or old age comes upon them, their helplessness is quickly noted, and they fall a victim to some ruthless beast of prey. A sick or maimed wolf is reduced to a mass of bones by his own parents or children or brethren. The fishes in the sea, with pitiless greed, devour each other for self-sustenance. Everywhere, except for parental solicitude, which lasts but for a time, the law of the forest among flesh-eating animals is self-preservation without any restraining sentiment of sympathy or compassion.

ness.

But the same animal in contact with man responds to kindThe domestic prototype of the wolf becomes a trusty and obedient companion of man. He is taught habits and tricks by rewards and gentleness better than by penalties and fear. Contact with man destroys the natural tendencies of the brute, and replaces them with something more human.

Civilization has the same effect upon humanity. The martial elements, anger, vengeance, destruction, disappear, and are replaced by appreciation of others' rights and wishes, cordiality