Thereby hangs a tale centuries long. We cannot well understand the present situation unless we grip the salient features of that story-the founding of the princely house of Hohenzollern in the 11th century, the laying of the foundations of modern Prussia by FREDERICK WILLIAM I, whose son FREDERICK III elector of Brandenburg, became FREDERICK 1, King of Prussia in 1701. Then the succeeding line of FREDERICKS and WILLIAMS and FREDERICK WILLIAMS down to the establishment of the present Empire in 1871 when the King of Prussia, WILLIAM I became also the ruler of all Germany.

The present Kaiser began his reign in 1888. The last of a line of absolutists this man's policies and ambitions have reached their climax in an awful war which is to test the right of autocracy to remain among the civilized nations of earth. As PROFESSOR McELROY of Princeton expresses it "Fundamentally this is a Prussian War against a Germanic idea."

The situation being thus explained the question persists "Why do the Germans of this day stand for such a system?"

The answer is-Education.

MR. JAMES W. GERARD, former United States Ambassador to Germany, in his thrilling narrative "My Four Years In Germany" has some significant things to say about German methods of education which go far to explain the loyalty of the people to the government. He tells us that "From the time when he is four years old the German is disciplined and taught that his Government is the

teachers in the schools are all Government-paid and teach the children only the principles desired by the rulers of the German people. There are no Saturday holidays in the German schools, and their Summer holidays are for only three to five weeks. You never see gangs of small boys in Germany. Their games and their walks are superintended by their teachers, who are always inculcating in them reverence and awe for the military heroes of the past and present. On Saturday night the German boy is turned over by the State-paid school teacher to the State-paid pastor, who adds Divine authority to the principles of reverence for the German system."

Most of us are what we have been educated to be.

Do American schools teach democracy as thoroly as German schools teach Prussianism?

THE CITIZENS' CREED

Progress of the Manuscript Committee

As

S announced in our last issue 2107 manuscripts were received in the contest for a Citizens' Creed which would be suitable for use in schools, churches and at patriotic gatherings.

The task of sorting these documents and of sifting them down to the discovery of the one deserving the prize of one thousand dollars is even more arduous than the Manuscript Committee had anticipated. It is quite impossible to set a date for the completion of the work. We are justified in announcing, however, that the examination to date has revealed some

Hypothesis: Let I. represent the Diameter.

Then O. is the Circumference; A. is any angle; X. the cross diagonals or the inscribed or circumscribed Square; V. the upper half of X.; L. the Right Angle; T. the Tangent; H. two parallel perpendiculars, intercepting a Horizontal at their middle points; E. three parallel horizontals, connected on the "left" by a perpendicular; F. what remains of E. when the base is subtracted; G. the "West Side" of the circumference; D. the "East Side" plus the Diameter; G., Holy Symbol of Free (?) Masonry, is the circumference cut on the "East Side" by an inverted Right Angle; B. P., and R., are alike in their "upper stories"B.-the strongest MUTE constructed with two half circles superposed, joined to the "East Side" of the perpendicular; P. has but one circle at the top of the perpendicular, while R. is P. with a sustaining Prop; K. is the right angle joined at its apex to the Diameter on the "East Side"; M., two perpendiculars intercepting an inverted right angle at the top, W. the converse of M.; N. is two parallel perpendiculars connected by a descending diagonal toward the right while Z. is but N., lying on its side horizontally; J. is the Diameter plus the lower quarter of the "left" circumference; Y. the "Pythagorean Letter" (the "duad" above the "monad" below)-is composed of two divergent lines joined to the lower half of the Diameter; U. is the under half of the Circumference; Q. a Circle, cut at its base by half a circle-inverted-(the other half, U., invariably following Q.); while S. "The Great Snake," composed of

Ever since "Adam," which means in Hebrew, "Ruddy," "Red Mud," (from the verb "to dam" or "make solid by treading upon") stood up, and put his foot in "The Garden of Eden" (Hebrew "keeping of softness") man has tried to "make his mark" upon the world. A single mark he could not make with his feet, for he needed both "to keep his balance." Walking, he could "look backward," "keep track," or "take note" of his "directions." On "The Sands of Time" he was impressing his impressions. His two arms augmented his balance. Both of his sides were equally weighted (later denoted by the symbol A. which visualizes Physical Balance). His marks of progress were straight or curved, even spirals, to "right" or "left" according to the varied inclinations of his nature. From this idea of "inclining" the Arabs (Hebrew meaning "barren," "woof" or "rabble" from the verb "to weave") cause their signs to "lean" or "incline" according to their initial, medial, or final positions.

Walking around a "fixed point" Adam discovered that he had "de

scribed a circle." The size of the circle depended upon the "extension, of his idea, possibly suggested by his shadow, lengthening or shortening as the hours of sunlight went by. His first mark was the most important. It was his "initial, "-his letter I. If the Book of Genesis be taken as "documentary evidence," his solitude his solitude

was soon interrupted by his "Ezer" (Hebrew "Helpmeet") later called "Chawwa" ("Mother of all living") derived from the Hebrew verb "to coil" or "wind" (Chaldaic-"the serpent") whom, by error in the translation of The Septuagint, we know as "Eve." Recognition of this "oppositional" force gave to this "First Man" another "I-dea". No longer I but WE! He and She, (Hebrew (Hebrew "Ish" and "Isha"). Hence duality, plurality! This "pair" measured off "four feet" as they walked together. Their four arms added four more "lines of direction"-eight in all (the figure eight-8-represents two circles superposed). Thus they made progress in "geometrical progression" which has never ceased!

In their idle hours, like infants, they probably "took account of stock." Each had a head, two arms, two feet. Five Points, like Stars! At the extremities of hands and feet were five

points each. Equipped with these twenty-five points (the "square of five")-they were to "work out" Life's endless "Problem." It mattered not to them that we should "spell" Life with an IF (L-IF-E). To them it was Certainty! Their hands and feet furnished their first Digits-(Hard G., please,) Curiosity as to what was "beneath" or "below" the surface of their "plane" caused them to "Dig

It." It." Incidentally they "picked up' a few "F-acts," or "effects" from their "real estate." Wearied by such "hard" work-Wor(K)shin-they had the desire to penetrate what was "above, them, the Air,-whose "soft," gentle touch fanned their faces and "figures" bare-(before the day of" Coats of Skin" or "bearskins," forsooth!)-"Vainly" they clutched at this "unknown quantity," the Unknowable. Vainly they waved their hands about in this intangible medium, in which the birds soared so freely. It eluded them as surely as the birds. IT (the Air) became their Ideal, their "Breath of Life," their "Fourth Dimensional"! In IT, they were describing, unconsciously, their "lines of direction" in Space, for The AllSeeing Eye of their Creator. Drawn by this Supreme Force of Attraction, these simple, soil-clad souls reached out their arms (their upper balancing forces) toward their Source. It seemed to be the Sun-"The Sun of Righteousness"! Hence "rose" Worship! In their endeavor to attain to The Unattainable, they stretched their digits ("Soft" G., this time, please,they wanted to "count for something") Masters of Creation, they whiled away their time in learning to imitate the sounds they heard. All languages are but imitative or mimetic. The birds "whizzed" over their heads, causing them to "re-mark": AH! the water "murmured," or "rippled," the cock said plainly, "Crow,' the dove "cooed," the lamb, cried "Ba-a-a," while its Mother replie "Ma-a-a," the leaves "rustled," and the cat "me-owed," the duck "quacked," the thunder “rumbled" and "roared," the Lion "Roared"