selling to one side as well as to the other, and making money on both sides. That is, they would do it, but they can't very well land these implements on some of the nations, and so the thing runs a little one-sided. That isn't their fault. There is no law against it; no law of nations; no law of our nation, either.

The other day an order came to a friend of mine, who has a large business in Dayton, who had had thousands of men laid off for lack of work, or partly off, an offer of $3,000,000 if he would make projectiles to throw into the armies in this war. He had been approached on both sides, but he refused absolutely to do anything related to this war. That's an honorable thing. That ought to set the pace for our honorable manufacturers. mention the name of the National Cash Register Company of Dayton. It is the company that refused to take any part in any war at any bribe that might be offered.

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There are a number of other things that we hope for, but the real hope lies in the temper of the people. You can't smash a machine by another machine. You can't come to agreements on armament unless the nations agree that they want to do the right thing, and if the nations pile up their armament again they will have war again just as often as they do.

Now, one word—we want to be neutral in this country, and to be neutral does not mean that we should be ignorant or indifferent to anything that happens. We want to know everything that bears on the realities in this question. We are not simply hiding from the fact in order to be neutral. We want to realize the position of our

own nation. What our democracy means, where all of these hatreds of Europe fade away, is another thing we must realize.

A man said the other day: "My father was a Frenchman; my mother was German; but what do I care. I am an American. These old hatreds and jealousies are nothing to me."

This is the land where hatreds die. It is a land of freedom and opportunity. That is what our flag stands for; what our fathers meant by making this a nation that exists by the divine right of man. We want to be friendly; don't want to hate anybody. You may hate something that was done by Lord Beaconsfield; don't hate the Englishman on account of that; don't hate the English people on account of that. You may not like things that were done by Bismarck, or by men of a later time; don't hate the Germans on account of that. They had nothing more to do with it than you had; but when they see their country torn by conflicting factions, no matter what they think of individual things, their sympathies can't help but go back to their families who are bereaved. Don't hate them.

We want to be neutral, not because we are ignorant, not because we don't value our own attitude, or our own government, but because we don't

want to hate any one. We have been told to love our neighbors; love each other. That doesn't mean that we are to go about distributing our careless affection on everybody we can see. Somebody said that to love every man showed a very good heart and a very bad taste. But it means that we should not cultivate the impersonal hate, or cultivate the senseless hate of people

that may speak a different language, or that we may not agree with.

These cultures of Europe are all one culture. There is no reason why they should be separated. You can't separate German culture apart, or French or English. All of us who call ourselves scholars owe a great debt to the German professors who have taken us in with such infinite kindness; to the French professors that have helped us with their clear lucidity; to the British professors who have given us from their solid common sense, and to all those, going back to the Greek, and the Latin, and the Saxon, who have given us from all the culture of their own nation. I went on top of a hill in Montenegro awhile ago, and, looking off to the east toward Servia, and to the south toward Albania, it occurred to me that all the world beyond there was alien to our thought and our language. It had a culture that was different from ours; and to the west was that little body of intensely cultivated people of which we are the overflow, meeting here in the United States, representing the common culture of Europe.

Why should we be fighting among ourselves? Certainly it should be the part of the Americans not to cultivate hate, but to cultivate friendship in every possible way; not to be favorable toward the English, or the German, or anything, but to be in favor of the

final settlement of this trouble along a basis of rationality, and a basis of friendship which will prevent militarism from ever getting the stranglehold on civilization again.

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I am a free lance. I say what I please. You can. The President of the United States can not. resents all of us, and he is perfectly. right in being absolutely neutral as far as one can be, not for himself, but for us. It is not for him to plunge us into the fight, destroying the only sound foothold civilization has outside the quicksand; it is not for him to scold the little things that he may not like. It is all a part of the old war system. An old proverb of France puts it this way: "War without rapine is like tripe without mustard, too insipid for a man of spirit." If he condemns anything, he should condemn the whole thing-not the fragments. The time to act has not come. We wish that it might come. We doubt if any political gang can balance the

The ignorance and viciousness of mankind will always make necessary teachers who possess exact technical love and patience, teachers whose teachers whose "first and great aim should ever be to translate noble precepts into daily action," and afterward to teach how "to disentangle difficulties, to distinguish ambiguities, to see through obscurities."

The wise teacher possesses and works toward high ideals. A lack of such ideals is little less fatal to highclass work than is lack of knowledge.

In the end to be obtained in all true education, the teacher finds his highest honor and his greatest responsibility. Herein he ranks with the parent and the preacher.

Professor Sizer says, "Let the teacher then feel that he is the main spoke in the wheel of the world's success, and while doing his duty faithfully and nobly let him stand erect as one of the world's noblemen." The teacher who does not so feel, lacks one of the most vital qualifications for any sort of success.

The fact that teaching furnishes so convenient a stepping-stone to more lucrative, but otherwise less important, vocations, is largely responsible for this, another fact, that the possibility of finding an ideal teacher in an ideal school is in inverse ratio to its desirability.

this line more noticeable or more despicable than in the schoolroom. The properly trained child has ever within him the consciousness that ill behavior or meanness in the schoolroom not only discredits him, but reflects unfavorably upon his training at home. He feels, too, that though mischief is often excusable, it is not that mischief which interferes with study and the orderly work of the schoolroom. other words, he does not confound "smartness" with rudeness. The real teacher easily leads him to understand that all disorder makes for the development of what is hurtful to character.

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It is a lamentable fact that, in too many schools, much of the teacher's time must be wasted in maintaining proper discipline. If teacher and pupil could but realize, each his proper relation to the other, what a vast amount of time, money and energy could be saved. But so long as transient, incompetent teachers shall be employed to sit in authority as instructors of children ill-trained at home, so long will there be confusion, waste and worry in the schoolroom, so long will the moneys of the commonwealth be worse than wasted, and the beneficent intentions of the commonwealth fail of their purpose.

For this unnecessary waste of the public money and the teacher's energy. who is responsible? Is it not those parents who, too indolent of habit, too weak of will, and too dead of conscience to maintain proper discipline in the home fail to recognize its worth in the development of strong and vir tuous character in their children?

Hence they fail to recognize the supreme necessity of such training in the production of that high and noble class of citizenship recognized by all nations as the very basal stone of all stable government and all safe and sane home life.

The bad boy or girl that habitually, needlessly and wilfully annoys the teacher by idleness, inattention or impudence, or by otherwise making confusion in the schoolroom, either has an evil hereditary taint or has had the misfortune of ill-training, or none, at home. In such cases, when a reasonable application of love and moral suasion fails, and patience ceases to be a virtue, love in another form should not hesitate to try the "laying on of hands," or a more or less vigorous application of birch or hickory. More of this sort of suasion and physical stimulation during earlier youth and adolescence, we doubt not, would tend to lessen the numbers of both the tramp and the striped-suit brigades.

We are well aware that this question of corporal punishment is a much mooted, as well as an ever present, one, and that to some sensitive souls an appeal to the reason and conscience of the child by means of the rod, is

deemed not only blameworthy but even barbarous. Truly, he that knows how and where to make discreet use of such method of correction is a wise instructor. To call it barbarous is, we think, but evidence that those who term it so suffer from a sickly sentimentality. What child of faith has ever yet declared to be barbarous even the severest chastisement of a wise and all-loving Father? Why, then, should such accusation be brought against one of His responsible vicegerents, who, wisely and lovingly, but necessarily more or less painfully to the recipient, administers to his tender "cuticle" a wholesome and corrective application of rod? Does not this corrector of youthful folly and obliquity thus bring vividly to the conscience and consciousness of the offender the fact that the inflicting of penalty for violated law is as necessary to the development of individual character as are the soft, sweet coddlings and caresses of love?

If we shall limit our supply of schoolmasters to those who are able to rule by the magnetism of love and a charming personality, then children by many a thousand shall have to go untaught.