Prize Orations of the Intercollegiate Peace Association

Part 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

Part 2

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.

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