An Educative Program for World Peace

An Educative Program for World PeaceAuthor(s): Jerome DavisSource: Social Forces, Vol. 4, No. 1 (Sep., 1925), pp. 16-21Published by: Oxford University PressStable URL: http://www.jstor.org/stable/3004375 .

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i6 SOCIAL FORCES

depends upon its composition and character as well as its absolute numbers. Sex, age and marital condition, tem- perament and tradition, obviously influence population growth.

5. So called natural limits are shifted by pressure of population through ac- cumulation of wealth, development of

technique and social control. This seems to be the teaching of human history.

After this excursion, my conclusion is brief, and I trust, now not pointless. A fixed limit for population growth appears to be arbitrary and adventitious; for in the words of the old astronomer, 'It seems to move."

AN EDUCATIVE PROGRAM FOR WORLD PEACE JEROME DAVIS

IF THE world is ever to be free from war, it must be through the creation of intercommunication, mutual un-

derstanding, like-mindedness and international goodwill. Disasters can be averted only if the peoples of the world have a comprehension of international problems and are willing to make the necessary effort to try to solve them. Owing to the growth of intercommunication through commerce, immigration, and the improved technique of radio and aeroplane, the educational standards of one country are of vital importance to all the rest. In the past, conflict and misunderstanding have been frequent because each nationalistic group was attempting to follow an individual pattern of conduct in an international world. We have used the state as an outlet for the preservation of our individual egoism. In our modern world this is dangerous in the extreme. We must find an international prophylactic against vindictive hatreds, nationalistic ambitions, and schemes for racial self- aggrandizement. This can only be found through somne educative process.

For a long time the socialists have had their internationals-today we are con- fronted with the Third Communist Inter- national fully organized and with large sums of inoney at its disposal. It is high

titne that the educational forces of the world united on a constructive campaign to banish illiteracy, misunderstanding, and destructive propaganda and to build a geniune world friendship. Fortunately there has already been held the first meeting of the World Federation of Education Associations whose purpose it was "to produce a better understanding among the nations to develop goodwill; to conserve the integrity of all the nations, to extend educational privileges and to develop those ideals conducive to lasting peace." The work of this Federation must be strongly supported and it must have a permanent office and staff. A World Congress on Education, if called in the proper way, would focus public attention on the Federation and ensure the crystallized support of public opinion throughout the world. The Federation should also be able to secure generous financial assistance which is essential if its program and ideals are to be translated into practical achievement.

It is almost self-evident that these ideals cannot be attained as long as large numbers of people within any nation remain illiterate. Any program for lasting peace must take this into account and bring every possible pressure to bear on backward groups. The fixing of a



EDUCATIVE PROGRAM FOR WORLD PEACE

minimum standard of illiteracy would be but the first step in the world campaign.

In order that we may better appreciate the achievements of other countries, we desperately need an interchange of reliable news about the best things that each is thinking and doing. In fact, the best that the social heritage of every race can offer should be the heritage of all. Al- ready the soldiers have sensed this need. The Federation Interallies des Anciens Comn- battants representing all the Allied war veterans meeting in October, i922, passed the following resolution which was also unanimously endorsed by the Fourth Annual Convention of the American Legion. "In view of the distorted politi- cal reports tending to unbalance the public mind, we recommend that there shall be established by the Fidac a news-dissemi- nating bureau with representatives in every country." Such a bureau, admirable as it may be when established, should be supplemented by a careful scientific and far-reaching organization which would affect the educational institutions as well as the press by presenting the true facts accurately and sympathetically.

At present we are forced to rest content with what our newspapers can give us. No doubt they try to do their best under the strain of the expense of foreign cor- respondents and cables, in addition to the indifference and provincialism of their readers, but it is woefully inadequate for world citizenship. Common observations and common sense afford an opportunity for checking the facts about local situa- tions, but not international ones. Why should it nlot be possible for the best teachers in the universities throughout the world to make a genuine contribution towards solving this problem? Surely they are equipped if anyone is to report facts accurately and inmpartially.

A NEWS EXCHANGE BUREAU

To make this proposal effective it would be necessary to organize a news exchange bureau in connection with the League of Nations or the World Congress on Educa- tion. The outstanding educational asso- ciation in each nation should then appoint eminent scientists or teachers who would send a bi-monthly news-letter to the central office on the most significant developments within the nation in each of several important fields. These could be extended as seemed wise but probably should in- clude most of the following: (I) govern- ment, (z) labor and capital, (3) social movements, (4) the fine arts, (5) education, (6) health, (7) religion, and character education. If this number were selected, it would mean that seven eminent professors or scientists in each country would send into the central office every two weeks brief statements regarding the most significant events within their own specialization.

This international task should not interfere with the regular activity of the authorities chosen, for the news-letter would consume relatively little time and they would all be familiar with what was happening along the lines of their own particular interest in any case. Where a country was very large, if it seemed best, men could be appointed from the same field to represent widely separated dis- tricts. In all probability it would be unnecessary to attempt such duplication at the start. It should be left to each nation to determine the question of com- pensation. As soon as the mechanism had once been regularly established, a bi-monthly bulletin containing the information received should be printed in one or more languages to be agreed upon. It could then be sent to all the important educational institutions in the world and



SOCIAL FORCES

be used for lectures and classroom discussion. The expense involved is small and the results are incalculable. It seems probable that if an appropriation could be secured (from one of the foundations or elsewhere) to administer the service for one year, it could thereafter be put upon a self-supporting basis. Large numbers of schools, churches, libraries, and private individuals would undoubtedly subscribe even if there were a small charge to cover the cost. This material would be far more reliable and up-to-date than anything which is available now. Ar- ticles appearing in the magazines are naturally a somewhat chance assortment, and the press as now organized is, of necessity, more interested in popular and sensational "news." It would furnish to the teacher, both elementary and advanced, a periodic compendium of the best that others were doing in their own and allied fields. It would be a bond uniting the teachers of every land and helping them to share a cosmopolitan outlook with their students and pupils. In the long run it should ensure the nation against extreme outbursts of provincialism. In addition to its value in educational work, undoubtedly a great deal of the material would also be welcomed by the magazines and newspapers of each country. Considering how many wars have been stimulated and embittered by waves of hysteria due to false information, the proposed mechanism should go far in creating international goodwill and pre- venting future conflict.

INTERNATIONAL TEXT-BOOK COMMISSIONS

Such a bureau might also appoint in- national text-book commissions in every branch of knowledge where there is real hope of coming to a substantial measure of agreement on the content of a text for international use.

We need to throw the enlightened intelligence of mankind on our problems. An American general who served through the World War has well said "Our school histories should be rewritten. Our very conception of patriotism should be re- vised." If a certain number of uniform world text-books could be prepared it would enormously increase mutual understanding and like-mindedness. It would, in effect, short-circuit the expert information of the best ininds and place it at the service of the entire world.

A committee of the Carnegie Trust in Paris has recently made a study of the texts now being used in the primary and secondary schools of Europe. They have investigated books on history, geography, ethics, citizenship, anthologies and readers. They find a substantial number now being used were written in the heat of national resentment and hatred and are neither scientific nor impartial. Sensing the need for reform certain teachers in France and Germany have issued an appeal to their fellows calling for a sympathetic educational program of internationl friendship. They recognize that "it depends on the German and French teachers of both sexes to teach the younger generation mutual understanding." M. Prud- hommeaux proposes that an International Ministry for public education shall be established in the League of Nations. The need that these educators have sensed should be met.

Commissions should be established in the following subjects which are capable of being studied from the world viewpoint: history, geography, ethics, and the entire subject of international relations including the creation of goodwill and the elimination of war. To explain con- cretely the workings of such a plan, let us suppose that a leading historian from each of several countries, such as, perhaps,




England, France, Germany, Italy, Japan, and Russia, were appointed and could meet together during the summer. It should be possible for the group of scholars to outline and eventually prepare a joint world history which would be scientific and yet acceptable to many schools within each of these countries. Their effort would be directed toward searching for the truth with rigid insistence on ac- curacy, fairness and goodwill, and to reach a conclusion concerning which all could substantially agree. In the course of their treatment of historical material a sincere attempt could be made to counter- act popular misconceptions about other nations and to promote world friendship in other ways. If in regard to certain moot questions there were serious differ- ences which could not be dissolved through discussion, a majority vote would decide the issue, but in that case supplementary footnotes giving the other point of view could be added by those in the minority. Such a commission would, in the opinion of a great many, give us an admirable historical work ready for international use. If it seemed desirable and practicable, however, the manuscript could be resubmitted to other specialists for review. In this way, it would be dis- cussed and rediscussed and polished and refined. Once the text-book were finally complete, it could be translated into as many languages as necessary and printed in each country.

The result of this democratic process of expert discussion on the minds of the participating authorities would inevitably broaden their viewpoint and increase their influence in creating international friendship. As to the final complete book and its use, there can be little question of the stimulating effect of such different points of view on the student mind. It would increase intellectual curiosity and promote

tolerance, a sine qua non if we are ever to achieve world peace.

The same procedure should be followed in securing books in the other fields men- tioned. Later on, texts could similarly be prepared along as many lines as seemed feasible, for example, health, economics, and literature.

In the same way a commission should meet to discuss the problem of training the teachers for the elementary schools. At present, little attention is paid to the best technique for creating the international mind among those who mould and guide the younger generation. A text-book for teachers could well be prepared which would outline for them ways and means of creating and handing on to their pupils a world point of view. After all, there is little hope of trans- forming wrong national attitudes unless the teachers are first helped to solve this problem for themselves. Much could be done in urging that such a course be established in the normal training schools of every land and in the summer schools which are patronized by the teachers.

At the present time there is almost no need which is greater than for an international guide in the field of ethics and character education, yet each nation still blunders along using material which is built up largely from its own national heritage alone and which may be widely at variance with that of its closest neigh- bors. This inevitably results in misunderstanding. A text which united the best of the moral teaching and method of all the nations would have a unique appeal and effect. Such a guide, making practical and concrete the "doing unto others what we wish them to do unto us, would unquestionably stimulate the prac- tice of it between nations. If in the attempt to create such a book it should be found that only a small number of



t0 SOCIAL FORCES

ethical conceptions could now be agreed upon as common, yet the attainment of a broader understanding of each national character and its contribution to justice and goodwill would go far towards creating mutual respect and appreciation.

In the field of literature it would surely be possible to decide on certain of the masterpieces from each country which should be made available for all the others, especially in elementary and secondary schools. Even today the students of America are woefully provincial about the literature from other lands. If this proposal were carried out we should have available for all an immense treasure house of noble and enobling prose and verse, the heritage of the ages.

It should also be perfectly practicable to prepare a text-book showing the exact nature of war, its causes, consequences and proposed cures, including some of the positive measures of international goodwill which are necessary to prevent it. It is safe to say that if text-books written from the world viewpoint could be secured and adopted by the majority of schools in the various countries, within twenty years such a large measure of mutual understanding and goodwill would be engendered that the danger from war would be quite remote.

Once this program had been inaugu- rated, it would undoubtedly be possible to enlist the activities of the religious forces within the various nations regardless of their particular faith. Many of them would assist in the circulation of the News Bulletin and also promote the study and reading of the various texts prepared. If their cooperation were properly secured, the material would doubtless go indirectly to tens of thousands through the pulpit and the religious press in every land.

THE RESULTS AND THE PRACTICALITY OF THE

PROPOSAL

To ensure universal peace, the nations must achieve, in spite of all difficulties and at whatever cost, a genuine interchange of ideas, the utmost possible mutual understanding and appreciation and a community of purpose which will enable them to work harmoniously together. To accomplish this result at least three steps are necessary. First, the peoples of the world must be sufficiently educated to be capable of understanding each other. This means constructive steps looking towards the abolition of illiteracy wherever it exists. Second, a mechanism of international news transference must be established which is accurate, sympathetic and reliable so that the happenings in the life of each nation will be open to all the rest. This would enormously lessen the suspicions and fears which are the seeds of war. Third, a common possession of basic ethical ideals and a large measure of like-mindedness between the peoples of the earth must be created so that they may be willing to establish a new order of international justice, friendship and goodwill. These are precisely the results which would be achieved by the proposals outlined.

They would not only increase the respect of each nation for others, but would go far toward ending superstitions, useless tra- ditions, prejudices, outworn institutions and all the troublesome impediments which block any real advance in civili- zation. It would lighten the mental load of things that are false. Let us not have mankind ruled by a literature of fear but of hope. Just as the children of certain nations have, in the past, been mentally and spiritually prepared for wars, so we can mentally and spiritually prepare our children for peace.




There would seem to be no insurmount- able difficulties in the way of the practical accomplishment of this program. It would enormously facilitate the recom- mendations adopted by the World Con- ference on Education in I9z3. Some initial expense would be encountered in preparing the various texts, but a great deal of this money would undoubtedly be repaid in royalties from the sales of the books in the various countries. When one recalls the tremendous success of The Outline of History by H. G. Wells, it seems probable that such books would not only be purchased for school purposes but would be widely read by the public as well. In fact, the weight of authority behind text-books of this kind would eventually ensure their adoption in nearly every country. After a time there could well be a graded series of such texts beginning in the elementary schools and extending through the university. We must firmly implant the idea of human unity within the child mind of the world by a series of vivid reiterations in every school year so that extreme provincialism can no longer dictate the foreign policies of any nation nor stampede our action in a crisis. Let us make clear to children everywhere that the moral force of right must be substituted for the material force of might even in international affairs. It is almost as difficult for the adult to achieve the truly international mind as for "a camel to pass through the eye of the needle." But in the imagination and growing mind of the child "worlds as yet unrealized" are possible, and the key to making them real must be our teaching.

One great advantage of this program is that it contains but the first steps in what should be an ever-expanding mechanism for co6peration and friendship between the nations. No one can predict the exact steps which it might take. Each year

sees new extensions and new adaptations of the educational technique. A World Conference on Education might ultimately have to deal with the improvement of international communication through the moving picture and the radio, even the teaching of one supplementary language such as Esperanto for all the nations. At present we can be sure, at least, of this,-there must be a colossal extension and redirection of all our moral and intellectual forces towards the achievement of an international mind.

If education means and can mean anything in international life it should be possible for the educational forces to pioneer the way in working harmoniously together in all sorts of ways looking towards educational progress. Here there need be no creeds but truth, and no schisms and sects. Educational progress is the only fundamental road to international peace and co6peration. Once the educators of the world have built a genuine world parliament and made it real, it will not be long before the governments of the world with at least this much of firm footing can also begin to solve their difficulties in conference.

The total result of the steps outlined would be to create a world-mindedness, an appreciation of foreign countries which would make it extremely difficult for propagandists quickly to develop a program of misunderstanding and hate suffi- cient to involve the world in conflict. Given this initial mechanism, men who are sincere and able in all nations will perfect and expand its functions to cor- relate the more workaday activities of our everyday world. The limit of its useful- ness will only be reached by mankind's capacity for practical idealism itself, and every new interest, interrelation and interdependence will be but another cord to bind the giant of war.

Social Forces, Vol. IV, No. I



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An Educative Program for World Peace