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Page 24 text:
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THE VOYAGEUR Only this, they say, can make the war worth lighting. Even though the last great sacrifice did not achieve this purpose, we are at war now, hoping that the ultimate result of this struggle may be the establishment of a better world. This is the appeal to which a population responds and it is an appeal basically to idealism. The adolescent cannot remain deaf to this challenge. He will want to do something. Educators must be conscious of the strength of this impulse. It is one of the tragedies of war that whole populations become obsessed by mass hatreds. As the war increases in intensity there is bound to be an acceleration of this tendency. Leaders of the British people have, during the past few months, made a distinct difference between the system of government under which the German people live and the German people themselves. We should recognize that it is impossible to annihilate a whole nation, and further that the Germany of the past has contributed much that is worthwhile in the sum total of western culture. We must continue to hope and pray that the day may come when the German people under better leadership may once again be in a position to make a worthy contri- bution to the arts of civilization. Probably the finest word that has been said on this subject has been uttered by John Masefreld, Poet Laureate: This is no idle boast or empty story, Une of the glories of the English race Is, that we recognize Beethoven's glory, And at his dying moment won his grace, '4For, in Vienna, while the thunder broke, And he, by sickness shaken, sank to death, These memorable words that Master spoke, 'God bless the English, with his dying breath. And of our Poet we have heard you say 'We call him Unser Shakespearef, he is ours, We share him with you as we share the day, The night, the seasons, and the happy hours. 7 uWe are as darkness to each other now, Our common task of bettering Life annulled, We plait new brambles on our Saviouris brow, By sharpening hate our spirits, edge is dulled. '6Upon another morrow, an we strive, Our links of Life, now broken, may unite, Not each for each but both for all alive Opening the other shutters for more light. 22
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Page 23 text:
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THE VOYAGEUR Education and the War by JOSEPH MCCULLEY Headmaster, Pickering College, Newmarket, Ontario NE or THE MOST IMPORTANT MOTIVES that can influence human conduct is love of country. lVlost of us probably learned in our youth those words of Walter Scott commencing with the line, 'cBreathes there the man with soul so dead. It is not merely the particular house or locality that one calls home, but that sum total of traditions, customs, conventions and attitudes that are associated with one's own country. The citizen of Rome prided himself on that fact even though he lived on the furthermost bounds of the empire. It is easy enough to point out that the nation-state is a comparatively recent political development, this fact, however, is truer- that man has always felt a thrill of pride in belonging to his own tribal, national or racial group. That pride has almost invariably been associated with or focussed upon some specific home land-amy countryf' As a motivating force in determining human conduct, love of country or patriotism has been as important a factor as religion, and in some cases the two have been so closely bound together as to be almost indistinguish- able. The reason is basically the same. These two motives are among the strongest human emotions, in the final analysis it is emotions which largely determine conduct. There is another factor which must be recognized. War's appeal is, primarily, not to the base in man but rather to many of his finest feelings. The cynic, of course, reminds us that man is a fighting animal-that wars have been a permanent part of human history and that they always will be. The truth of this is questionable. The great periods of human progress have been periods of peace when man had an opportunity to turn his in- ventive and social genius towards the arts of civilization. Sane men every- where today recognize modern war as the greatest tragedy that can touch the human race. In the last war millions died in the hope that their sacrifice would result in the establishment of a better world. Today young men are enlisting for similar noble purposes-expressed in general terms: to rid the world of Hitlerism and to preserve a way of life that is based on respect for human personality and its basic and inalienable rights. ln some form or other it is this appeal which is made to our young men and not only to our young men but to the total population. It must be recognized that modern war is not fought by professional soldiers alone but that it is the concern of the total community. All our leaders unite today in stressing the necessity of a new Europe-or a new world order based on freedom and equality in the relationships of man with man and nation with nation. 21
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Page 25 text:
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THE VOYAGEUR If it is true that men can only be induced to fight by an appeal to his idealism, it is surely necessary for us to do everything in our power to strengthen the hands of those who, at the end of the struggle, will have the responsibility for creating a new world on the ruins of the old. If 'those purposes are to be achieved to which our leaders have given varying forms of expression, there must be behind the politicians at the end of the war a strong public opinion which will not rest content unless these expressed aims find some form of recognition in the settlement. Students who are now in our schools will be citizens when the time comes to make that settlement. ls it not one of our responsibilities to direct their thinking towards the problems that will arise at the end of the war? Not only the development of a satisfactory peace settlement, but those hundred and one other problems that arise as a war economy is turned once again to the tasks of peace time reconstruction. There may be very little that a high school student can do as an immediate job. We can, however, conserve his idealism by challenging him so to train and prepare himself that when the opportunity does arise, when he can give service, be it in war 'tirne or peace time, that he will be enabled to render his best service. Twenty-one years elapsed between the close of the last war and the out- break of the present one. One of the outstanding characteristics of this period in the history of all countries was the lack of youthful leadership. A whole generation of potential statesmen, artists, industrial and profes- sional leaders had been wiped out in the sacrifice of war. The world was the poorer for their loss. Must we not be the more conscious of the same possibility at the present time and do our maximum to prepare our young people at an earlier age than normally to accept the heavy responsibilities that will be theirs? This is basically a job of inspiration. I know, how- ever, of no other class in the community in a better position to provide such inspiration than are the teachers. They are in constant contact with young people and are familiar with their thinking. Even they, however, cannot perform this task unless they themselves have a firm conviction that there are values of a permanent character and of permanent validity NEW MEN ALL ' if 4 M ,,7' Science: Mr. Thomas Maths.: Mr. Colgrove Classics: Mr. Ward 23
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