Chapter 1

TRANSCRIBER'S NOTES:

Passages in italics are surrounded by _underscores_.

The word "amoeba" uses oe ligature in the original on page 94.

For consistency, a period has been added at the end of the word "Editor" in some footnotes where it was missing.

The following misprints have been corrected: "spendid" corrected to "splendid" (page 78) "stumblingblock" corrected to "stumbling block" (page 90) "can can" corrected to "can" (page 140)

Other than corrections listed above, printer's inconsistencies in spelling, punctuation, hyphenation and ligature usage have been retained.

PRIZE ORATIONS OF THE INTERCOLLEGIATE PEACE ASSOCIATION

EDITED WITH AN INTRODUCTION BY STEPHEN F. WESTON, PH.D. EXECUTIVE SECRETARY OF THE ASSOCIATION PROFESSOR OF ECONOMICS AND SOCIOLOGY, ANTIOCH COLLEGE YELLOW SPRINGS, OHIO

FOREWORD BY CHARLES F. THWING

BOSTON THE WORLD PEACE FOUNDATION 1914

THIS VOLUME IS DEDICATED TO THE MISSES MARY AND HELEN SEABURY WHOSE INTEREST AND ASSISTANCE HAVE MADE POSSIBLE THE ORATIONS OF THE INTERCOLLEGIATE PEACE ASSOCIATION

CONTENTS

PAGE FOREWORD vii By CHARLES F. THWING, President of the Association

THE INTERCOLLEGIATE PEACE ASSOCIATION 1 By STEPHEN F. WESTON, Executive Secretary of the Association

THE CONFLICT OF WAR AND PEACE 25 By PAUL SMITH, DePauw University, Indiana

THE UNITED STATES AND UNIVERSAL PEACE 35 By GLENN PORTER WISHARD, Northwestern University, Illinois

THE EVOLUTION OF WORLD PEACE 45 By LEVI T. PENNINGTON, Earlham College, Indiana

THE WASTE OF WAR--THE WEALTH OF PEACE 55 By ARTHUR FORAKER YOUNG, Western Reserve University, Ohio

THE HOPE OF PEACE 65 By STANLEY H. HOWE, Albion College, Michigan

THE ROOSEVELT THEORY OF WAR 73 By PERCIVAL V. BLANSHARD, University of Michigan

NATIONAL HONOR AND VITAL INTERESTS 81 By RUSSELL WEISMAN, Western Reserve University, Ohio

THE EVOLUTION OF PATRIOTISM 91 By PAUL B. BLANSHARD, University of Michigan

CERTAIN PHASES OF THE PEACE MOVEMENT 101 By CALVERT MAGRUDER, St. John's College, Maryland

THE ASSURANCE OF PEACE 111 By VERNON M. WELSH, Knox College, Illinois

EDUCATION FOR PEACE 121 By FRANCIS J. LYONS, University of Texas

NATIONAL HONOR AND PEACE 129 By LOUIS BROIDO, University of Pittsburgh, Pennsylvania

THE NEW NATIONALISM AND THE PEACE MOVEMENT 137 By RALPH D. LUCAS, Knox College, Illinois

MAN'S MORAL NATURE THE HOPE OF UNIVERSAL PEACE 147 By VICTOR MORRIS, University of Oregon

THE TASK OF THE TWENTIETH CENTURY 157 By HAROLD HUSTED, Ottawa University, Kansas

THE PRESENT STATUS OF INTERNATIONAL ARBITRATION 167 By BRYANT SMITH, Guilford College, North Carolina

FOREWORD

These orations are selected from hundreds of similar addresses spoken in recent years by hundreds of students in American colleges. I believe it is not too bold to say that they represent the highest level of undergraduate thinking and speaking. They are worthy interpreters of the cause of peace, but they are, as well, noble illustrations of the type of intellectual and moral culture of American students. Whoever reads them will, I believe, become more optimistic, not only over the early fulfillment of the dreams of peace among nations, but also over the intellectual and ethical condition of academic life.

For the simple truth is that the cause of peace makes an appeal of peculiar force to the undergraduate. It appeals to his imagination. This imagination is at once historic and prophetic. War makes an appeal to the historic imagination of the student. His study of Greek and Roman history has been devoted too largely to the wars that these peoples waged. Marathon, Salamis, Carthage, are names altogether too familiar and significant. By contrast he sees what this history, which is written in blood, might have become. If the millions of men slain had been permitted to live, and if the uncounted treasure spent had been economically used, the results in the history of civilization would have been far richer and nobler. He notes, too, does this student, that if the last decades of the eighteenth century and the first decades of the nineteenth had been free from wars in Europe, humanity would now have attained a far higher level of physical and intellectual strength. The historic imagination of the student pictures, as his reason interprets, such conditions. His prophetic imagination likewise exercises its creative function. The student sees nations to-day dwelling in armed truces and moving to and fro as a soldiery actual or possible. He realizes that war puts up what civilization puts down, and puts down what civilization elevates. He reads the lamented Robertson's great lecture on the poetry of war, but he knows also, as Robertson intimates, that "peace is blessed; peace arises out of charity." The poetry of peace is more entrancing than the poetry of carnage. To this primary element in the mind of the undergraduate--the imagination--our great cause therefore makes an appeal of peculiar earnestness.

To the reason of the college man, also, the cause of peace makes a peculiar appeal through its simple logic. War is most illogical. It breaks the law of the proper interpretation of causality. When two nations of adjacent territory cannot agree over a boundary line, why should settlement be made in terms of physical force? When two nations fail to see eye to eye in adjusting the questions of certain fishing rights, why should they incarnadine the seas in seeking for the truth to be applied in settlement? In civil disputes, why, asks the student, should rifles be employed to discover truth and right? War is an intellectual anachronism, a breach of logic. Of course, one may reply, humanity is not logical in its reasoning any more than it is exact in its observing. Of course it is not; but the college is set to cast out the rule of no-reason and to bring in the reign of reason. Peace furnishes a motive and a method of such advancement. Peace is logic for the individual and for the nation.

The illogical character of war is also made evident by the contrast between the college man as a thinker and war itself. The college man who thinks sees truth broadly; war interprets life narrowly, at the point of the bayonet. The college man who thinks sees truth deeply; war makes its primary appeal to the superficial love of glory, of pomp, and of circumstance. The college man who thinks sees truth in its highest relations; war is hell. The college man who thinks sees truth in long ranges and in far-off horizons; war is emotional, and the warrior flings the years into the hours. The college man who thinks, thinks accurately, with logic, with reason; war does not think--it strikes. "Strike," the college man may also say, "but hear!" he cries; "yes, think." If the college can make the student think, it has created the greatest force for making the world and the age a world and an age of peace.

It is plain enough, too, that the economic side of war makes a tremendous appeal to the student. The cost of the battleship _Indiana_ was practically $6,000,000; the total value of grounds and buildings of the colleges and universities in Indiana is slightly more than $7,000,000, and the productive funds are $4,000,000. The total cost of the battleship _Oregon_ was more than $6,500,000; the total value of grounds and buildings of the universities and colleges of Oregon is less than $2,000,000, and the productive funds amount to hardly more than $2,000,000. The cost of the battleship _Iowa_ was nearly $6,000,000, and the productive funds of all the colleges and universities of the state are only $5,000,000. The battleship _Kentucky_ cost $5,000,000; in the colleges of that state the total amount of productive funds is only $2,000,000, and the total value of grounds and buildings, $3,000,000. The battleship _Alabama_ cost more than $4,500,000, and the entire property, real and personal, of all the universities and colleges in that state is less than $4,000,000. The cost of the battleship _Wisconsin_ was more than $4,500,000; the whole value of all grounds and buildings of the colleges and universities of the state is only slightly more than $7,000,000. The battleship _Maine_ cost more than $5,000,000, and the entire value in grounds, buildings, and productive funds of the colleges and universities of that state is little more than $5,000,000.

The value of the buildings of five hundred colleges and universities in this country was estimated in a recent year at $262,000,000, and the productive funds at $357,000,000. Leaving out those now in course of construction, the total cost of the battleships and armored cruisers of the United States named after individual states is $325,000,000.

The cost of maintaining these battleships during the fiscal year of 1910, though many were in commission but a small part of the year, amounted to no less than $33,000,000. The amount which all the colleges and universities in this country received in tuition fees in 1911 was only $20,000,000; and the entire income received both from fees and productive funds was only about $34,000,000. In other words, when one takes into account the depreciation of the battleship or armored cruiser, the entire cost of the thirty-eight battleships for a single year is greater than the administration of the entire American system of higher education.

Is it not painfully manifest that the cost of war constitutes a mighty argument for the economic mind of the student?

Moreover, I am inclined to believe that the very difficulties belonging to the triumph of our great cause constitute ground for its closer relationship to the college man. The college man wishes, as well as needs, a hard job. The easy task, the rosy opportunity, makes no appeal. He is like Garibaldi's soldiers, who, when the choice was once offered them by the commander to surrender to ease and safety, chose hardship and peril. The Boxer revolution in China was followed by hundreds of applications from college men and women to be sent forth to China to take the place of the martyrs. The difficulties in the progress of the great cause are of every sort and condition. Industrial narrowness and commercial greed, military and political ambitions, sectional zeal, national jealousy, the sensitiveness of each nation in matters of national honor, the glamour of the good and the beautiful under the sentiment of patriotism, the historic honor attending death for one's country, the ease of creating war scares among the people, the looseness of the organization of the higher forces of the world--all these conditions and more pile up into a Pelion on Ossa as a part of the difficulties standing in the progress of our great movement. But such difficulties inspire rather than deter. The student says, "I will; therefore I can." He also says, "I can; therefore I will." He knows that the forces fighting for him are more than those that fight against him, strong as these are. Man in his noblest relationships, the songs of the poet (the best interpreter, from Homer and Virgil to the "Winepress" of Alfred Noyes), the torture, the pains, the sufferings, the woes, the vision of the prophet of a loving and perfect humanity, the reason of logic--all these and more are to him inspirations, and strengthen him in his great quest. He is a knight of the Holy Grail that is filled from the river of the water of life.

Perhaps, furthermore, the cause makes its most impressive appeal to the collegian in its internationalism, or interpatriotism. This internationalism addresses itself to his own international appreciation. The collegian is a patriot. He is a patriot not only against a foreign country but often against certain parts of his own country--loyal to the interests which he believes a section of his own nation properly represents. The German students have fought for their Fatherland; they have also fought for the liberal sentiments of their own land against reactionary movements, as in 1848. In the American Civil War no brighter record is to be found than is embodied in the tablets in Memorial Hall, Cambridge, or in Memorial Hall, Chapel Hill, University of North Carolina. But the collegian possesses the international sense, and possesses it more and more deeply with each passing decade. His is the international mind, interpreting phenomena in terms of common justice. His is the international heart, feeling the universal joys and sorrows, woes and exultations. His is the international will, seeking to do good to all men. His is the international conscience, weighing right and duty in the scales of divine humanity. Whatever interpretation he gives to the sayings of Paul that God made all nations of men to dwell on the face of the earth and has fixed the bounds of their habitation,--whether he stops with the words "the face of the earth" or whether he goes on to interpret the limitations of their residence,--it is nevertheless true that his mind, his heart, his will, and his conscience do go out toward all nations in their endeavor to realize their highest racial and interracial peace. No man is a foreigner to him.

I have, I trust, said enough to intimate that these orations arise out of a natural and normal condition of the student mind and heart. They also, in subject as well as in origin, bear a special message of cheer and hopefulness to all who have a good will toward the collegian and toward the great cause for which we all are laboring.

CHARLES F. THWING _President_

WESTERN RESERVE UNIVERSITY CLEVELAND, OHIO

PRIZE ORATIONS

THE INTERCOLLEGIATE PEACE ASSOCIATION

_Origin._ In the autumn of 1904 President Noah E. Byers of Goshen College, Goshen, Indiana, a Mennonite college, invited to a conference representatives of all the colleges in Indiana, Pennsylvania, and Ohio that are conducted by those religious denominations that advocate nonresistance as one of their essential religious principles. Such bodies are the Mennonites, the Dunkards, and the Quakers. In the spring of 1905 a more specific invitation was sent out, with the result that a conference was held at Goshen College, June 22-23, 1905. This date is important, since the call of President Byers for such a conference was the first active step ever taken to interest the college world, and particularly undergraduates, in the great movement for world peace founded upon the idea of human brotherhood. While the conference did not take place until a month after President Gilman had suggested to the Lake Mohonk Conference, in May, 1905, that it should extend its peace work to the colleges and universities, yet the call for the conference was several months prior to the action of the Mohonk Conference.

Eight institutions were represented at this conference--Goshen, Earlham, Central Mennonite, Ashland, Wilmington, Juniata, and Penn colleges and Friends' University. No definite plan of work had been mapped out, but a simple organization was effected, and arrangements were made for a second conference at Earlham College (Society of Friends). Professor Elbert Russell of Earlham College was elected president, and upon him devolved most of the work of arranging for the second conference, which was held April 13-14, 1906. For this conference no denominational lines were drawn, it being felt that all colleges and universities should be interested in this important work. Hence invitations were sent to all institutions of higher learning in both Indiana and Ohio. Eight institutions were represented: Indiana, three--Earlham and Goshen colleges and Indiana University; Ohio, five--Antioch, Denison, Miami, Wilmington, and Central Mennonite. This representation was small, considering the importance of the conference and the excellent program that had been arranged for by Professor Russell. But notwithstanding the small number of institutions represented, the conference was a marked success, made so very largely by the many excellent addresses--among others, those of Edwin D. Mead, Benjamin F. Trueblood, Professor Ernst Richard of Columbia University, and Honorable William Dudley Foulke.

On the last day of the conference the delegates from the different colleges met and perfected a permanent organization, which it was agreed should be called the Intercollegiate Peace Association. Thus, after a year of preliminary work, the Intercollegiate Peace Association came into definite and permanent existence on April 14, 1906. At this meeting Dean William P. Rogers of the Cincinnati Law School was elected president, and Professor Elbert Russell, secretary and treasurer. The president and the secretary, President Noah E. Byers of Goshen College, and Professor Stephen F. Weston of Antioch College constituted the executive committee. The writer has remained on the executive committee from the beginning, as either an elected or an ex-officio member.

Two methods of propaganda were adopted: intercollegiate oratorical contests, and public addresses on peace questions before the student body and faculties of colleges and universities. It was also agreed that the work should begin with Ohio and Indiana and gradually extend to other states. Although no definite plan was formulated until a year later, at the meeting at Cincinnati, it was understood from the outset that it should be the aim gradually to extend the field of work, so that ultimately most of the institutions of higher learning in practically all of the states should be embraced within the organization and participate in the contests.

_Purpose._ The purpose of the association has been quite definitely set forth in my "Historical Sketch"[1] and in my report for 1912. From these the following statement is very largely borrowed. The fundamental purpose of the Intercollegiate Peace Association is to instill into the minds and hearts of the young men of our colleges and universities the principle that the highest ideals of justice and righteousness should govern the conduct of men in all their international affairs quite as much as in purely individual and social matters, and that, therefore, the true aim of all international dealings should be to settle differences, of whatever nature, by peaceful methods through an appeal to the noblest human instincts and the highest ideals of life, rather than by the arbitrament of the sword through an appeal to the lower passions; and, further, both on humanitarian and economic grounds, to arouse in the youth of to-day an appreciation of the importance of a peaceful settlement of international disputes, and to inculcate a spirit antagonistic to the inhuman waste of life and the reckless waste of wealth in needless warfare.

[1] Printed in _Antioch College Bulletin_, Vol. VII, No. 1, December, 1910.

This appeal to the idealism of youth is founded upon the psychological fact that it is the ideals of life that determine the conduct of life. It is ideals that rule the world; hence the importance of right ideals based upon a comprehensive understanding of the real nature and deepest implications of human fellowship. The alleged impracticability is not in the ideal but in the difficulty of making the ideal such a dominant part of our being that it shall consistently direct our activities under every circumstance. One of the essential conditions of human progress is the conviction that such ideals are vital to the highest attainments and that these should be the aim of all our strivings. Unfortunately such a standard of life is far from being realized. Policy rules largely in the world of practical life; either high ideals are considered impracticable, or there is no attempt to enforce consistency between belief and practice.

Mindful of the further fact that the ideals and habits of thought and action that prevail in mature life are those that are formed in youth, the Intercollegiate Peace Association turns to the young manhood of the undergraduate for its field of operations. The aim is to give such a firm mold to the ideals of the undergraduate that they shall for all time shape his activities to the end of righteous conduct in all international dealings. In particular, the aim is to cultivate in the young men of our colleges and universities such sentiments and standards of conduct as will insure their devotion to the furtherance of international peace through arbitration and other methods of pacific settlement rather than by battleships--standards of conduct based upon the fundamental truth that conflicts between men, and therefore principles of right and justice, can be rightly settled only through the mediation of mind, and that every effort to settle them by force is not only illogical, a psychological impossibility, but is the way of the brute, not the way of man, whose nature touches the divine. All the more important must this work with the undergraduate be considered when we reflect that it is the young men in our colleges and universities to-day who will mold the public opinion and the national and international policy of the next generation; for it is such young men as these that will control the pulpit and the press, the legislation and the diplomacy of the future. It is this fact that gives such peculiar importance to the work of the Intercollegiate Peace Association. To quote from the report of the secretary for 1912:

"Other peace societies are laboring to create a public sentiment to-day in favor of international peace, through arbitration of all international differences. This is very essential. But the Intercollegiate Peace Association is founded upon the belief that the cause of peace will not triumph in a day, and that it is therefore of the utmost importance that right ideals be rooted into the minds of those who will give expression to the public opinion of the future. In brief, it is building more for the future than for the immediate present. The millennium of peace will not come until the ideals of a Christian civilization take deeper root in the minds and hearts of those who are the leaders of thought and action. One of the crying sins of to-day is that professions of righteous living in accordance with Christian ethical ideals are not taken seriously. Note the disgraceful policy that has been pursued with regard to Turkey by the nations of Europe that profess to be disciples of the Prince of Peace. Hence it is of the utmost importance that those who are to become the future translators of ideals into action shall be imbued with right principles of life and of human relations. To this end it is sought to cultivate the right sentiment against war, and for international peace, among the undergraduates of our colleges; for what the undergraduate thinks about and reads about to-day will very largely determine his future principles and his conduct, and it is he who is destined to mold the ideals, shape the policies, and determine the actions of the people of to-morrow."