the soldier. The one will be his diploma as a citizen of the State, a juridical document which will enable him to take part in public affairs. The second will be an attestation of his physical health, which guarantees his fitness for marriage.

The People's State will have to direct the education of girls just as that of boys and according to the same fundamental principles. Here again special importance must be given to physical training, and only after that must the importance of spiritual and mental training be taken into account. In the education of the girl the final goal always to be kept in mind is that she is one day to be a mother.

It is only in the second place that the People's State must busy itself with the training of character, using all the means adapted to that purpose.

Of course the essential traits of the individual character are already there fundamentally before any education takes place. A person who is fundamentally egoistic will always remain fundamentally egoistic, and the idealist will always remain fundamentally an idealist. Besides those, however, who already possess a definite stamp of character there are millions of people with characters that are indefinite and vague. The born delinquent will always remain a delinquent, but numerous people who show only a certain tendency to commit criminal acts may become useful members of the community if rightly trained; whereas, on the other hand, weak and unstable characters may easily become evil elements if the system of education has been bad.

During the War it was often lamented that our people could be so little reticent. This failing made it very difficult to keep even highly important secrets from the knowledge of the enemy. But let us ask this question: What did the German educational system do in pre-War times to teach the Germans to be discreet? Did it not very often happen in schooldays that the little tell-tale was preferred to his companions who kept their mouths shut? Is it not true that then, as well as now, complaining about others was considered praiseworthy 'candour', while silent discretion was taken as obstinacy? Has any attempt ever been made to teach that discretion is a precious and manly virtue? No, for such matters are trifles in the eyes of our educators. But these trifles cost our State innumerable millions in legal expenses; for 90 per cent of all the processes for defamation and such like charges arise only from a lack of discretion. Remarks that are made without any sense of responsibility are thoughtlessly repeated from mouth to mouth; and our economic welfare is continually damaged because important methods of production are thus disclosed. Secret preparations for our national defence are rendered illusory because our people have never learned the duty of silence. They repeat everything they happen to hear. In times of war such talkative habits may even cause the loss of battles and therefore may contribute essentially to the unsuccessful outcome of a campaign. Here, as in other matters, we may rest assured that adults cannot do what they have not learnt to do in youth. A teacher must not try to discover the wild tricks of the boys by encouraging the evil practice of tale-bearing. Young people form a sort of State among themselves and face adults with a certain solidarity. That is quite natural. The ties which unite the ten-year boys to one another are stronger and more natural than their relationship to adults. A boy who tells on his comrades commits an act of treason and shows a bent of character which is, to speak bluntly, similar to that of a man who commits high treason. Such a boy must not be classed as 'good', 'reliable', and so on, but rather as one with undesirable traits of character. It may be rather convenient for the teacher to make use of such unworthy tendencies in order to help his own work, but by such an attitude the germ of a moral habit is sown in young hearts and may one day show fatal consequences. It has happened more often than once that a young informer developed into a big scoundrel.

This is only one example among many. The deliberate training of fine and noble traits of character in our schools to-day is almost negative. In the future much more emphasis will have to be laid on this side of our educational work. Loyalty, self-sacrifice and discretion are virtues which a great nation must possess. And the teaching and development of these in the school is a more important matter than