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 observed as a festival in his family."[B]

In Russia, on the contrary, the idea was preached and disseminated that “Patriotism was an obsolete notion,” “war was a crime and an anachronism,” that “warlike deeds deserved no notice, the army was the greatest bar to progress, and military service a dishonourable trade."[B] Thus the Russian army marched to battle without any enthusiasm, or even any comprehension of the momentous importance of the great racial war, “not of free will, but from necessity.”  Already eaten up by the spirit of revolution and unpatriotic selfishness, without energy or initiative, a mechanical tool in the hand of uninspired leaders, it tamely let itself be beaten by a weaker opponent.

[Footnote B:  “The Work of the Russian General Staff,” from the Russian by Freiheu v.  Tettau.]

I have examined these conditions closely because I attach great importance to the national school and the continuation school as a means to the military education of our people.  I am convinced that only the army of a warlike and patriotic people can achieve anything really great.  I understand, of course, that the school alone, however high its efficiency, could not develop that spirit in our people which we, in view of our great task in the future, must try to awaken by every means if we wish to accomplish something great.  The direct influence of school ends when the young generation begins life, and its effect must at first make itself felt very gradually.  Later generations will reap the fruits of its sowing.  Its efficiency must be aided by other influences which will not only touch the young men now living, but persist throughout their lives.  Now, there are two means available which can work upon public opinion and on the spiritual and moral education of the nation; one is the Press, the other is a policy of action.  If the Government wishes to win a proper influence over the people, not in order to secure a narrow-spirited support of its momentary policy, but to further its great political, social, and moral duties, it must control a strong and national Press, through which it must present its views and aims vigorously and openly.  The Government will never be able to count