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The text emphasizes war’s destructive, deceptive nature and education’s constructive, truth-seeking role, contrasting effects on Christian doctrine and public approval. It examines higher education during wartime, especially the disruption of college campuses through conscription, lost development years, and weakened resources, while analyzing totalitarian states’ control over schooling and knowledge access.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-classical-examination-system-in-chinayu-shan-han/322869/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-classical-examination-system-in-chinayu-shan-han/322869.png","ImageObject",300,407,{"name":92,"@type":93},"Skyler","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why does the text claim that war and education are almost mutually exclusive?","Question",{"text":113,"@type":114},"War is described as destructive and focused on material objectives, while education is constructive and oriented toward spiritual values. The passage contrasts war’s stimulation of human evil with education’s emphasis on the human good, and frames each as serving different moral mechanisms.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the opening of war affect young people on college campuses?",{"text":118,"@type":114},"The text states that young men are conscripted, losing the years needed for full self-development and for building knowledge essential for future careers. It also describes returning students as often ill or disillusioned, and notes hardship for those left behind due to inadequate resources and disrupted curricula.",{"name":120,"@type":111,"acceptedAnswer":121},"What educational features does the passage associate with totalitarian countries?",{"text":122,"@type":114},"It argues that totalitarian regimes treat the State as the supreme end of existence and control what people are taught and allowed to read, publish, or hear. The passage specifically mentions Germany’s exclusion of “alien elements,” restrictive university attendance rules, and broader anti-liberal methods, rigid discipline, and expulsions of Jewish educators under German influence.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},322869,1790507121,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},2336464648746,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Nrmg ullrtin  \nFifteenth Volume  \nMarch 1,1940  \nTHE WAR AND THE CAMPUS  \nStephen Duggan  \nINSTITUTE LECTURES 1940-1941  \n# THE CLASSICAL EXAMINATION SYSTEM IN CHINAYu-Shan Han\n\nNew York City  \nNo.6  \nFRANK AYDELOTTE  \nL.H.BAEKELANDWILLIAM W.BISHOPSAMUEL P.CAPEN  \nJOSEPH P.CHAMBERLAINSTEPHEN DUGGANJOHN FOSTER DULLESVIRGINIA GILDERSLEEVEWALTER A.JESSUPALVIN JOHNSON  \nMarch,1940  \nPublished monthly October to May—Annual Subscription,25 centsBy INSTITUTE OF INTERNATIONAL EDUCATION,INC.2 West 45th Street,New York  \nDirector  \nSTEPHEN DUGGAN,PH.D.,LL.D.,LITT.D.,L.H.D.  \nAssistant DirectorEDGAR J.FISHER,PH.D.  \nBoard of Trustees  \nTHOMAS W.LAMONTPAUL MONROE  \nJOHN BASSETT MOOREHENRY MORGENTHAUEDW ARD R.MURROWWILLIAM ALLAN NEILSONARTHUR W.PACKARDLELAND REX ROBINSONWILLIAM F.RUSSELLMARY E.WOOLLEY  \nEntered(or reentered)as second class matter December 8,1936,at thepost office at New York,N.Y.,under the act of March 3,1879.  \n## THE WAR AND THE CAMPUS\n\nW TAR and education are almost mutually exclusive terms.War is aVV destructive activity,education a constructive activity.War de-votes itself exclusively to material objectives,education primarily tospiritual values.War stimulates on the whole the evil side of humannature;education the good side of human nature.War is based upondeception of enemies always,of friends sometimes.Education is basedupon the search for,and diffusion of truth.War degrades the tenets ofthe Christian religion.Education exalts the tenets of the Christian re-ligion.War meets with the almost universal condemnation of mankind;education with the almost universal approval of mankind.Men pray forthe day when war will disappear from the earth;they also pray for theday when education will spread throughout the earth.  \nIt would be difficult to overemphasize the influence that this war hasalready had upon education and in all probability will continue to have.It has disrupted education in the belligerent countries and has pro-foundly influenced the attitude towards education in the non-belligerentcountries.I shall confine my few remarks to higher education.  \nConsider the effects of the opening of war upon the college campus.Young men are conscripted for the war.They are cheated of their justdue,their fullest self-development.It will be conceded,I am sure,thatthe years spent in the trenches are lost years,lost forever.The futurecareers of these college conscripts or volunteers are frequently ruined,for they are the years planned to provide the elements of knowledge nec-essary in the competition among men for place in their chosen field.These \"legionnaires\"return from the trenches to a disrupted,sometimesa ruined world.They return often ill,sometimes disillusioned and dis-couraged,frequently with difficulty making a new orientation.And whatof those left behind on the campus,the unconscripted?Certainly theyare better off than the others.But they must often pursue their studiesin a desiccated environment with inadequate materials and resources,with changed curricula and shortened courses.It may be that their bestteachers have been called away in the service of Mars,—like themselves.  \nBad as the material evils of war are,in some of the countriesspiritual evils are worse.The attitude towards life of any country deter-mines the character of its educational system.All the totalitarian coun-tries teach that the State is the supreme end of existence and that theindividual exists solely for the State.The very word \"totalitarian\"im-plies that the State is to decide in all things:what its young shall betaught,what its people shall read in the newspapers and hear over theradio,whether its authors shall be permitted to publish books containingviews not favored by the State,or cinema companies be allowed to show  \npictures disliked by the State,or private organizations to carry on activi-ties distrusted by the State.The greatest totalitarian State,Germany,has continued to emphasize the doctrines of Aryan superiority and racesolidarity.Ar","cbCaiuoh35NIXpmX","https://ap.wps.com/l/cbCaiuoh35NIXpmX","pdf",643499,16,"English","# THE WAR AND THE CAMPUS\n## War and education: opposing principles\n## Effects on the college campus\n## Totalitarian control of education","[{\"question\":\"Why does the text claim that war and education are almost mutually exclusive?\",\"answer\":\"War is described as destructive and focused on material objectives, while education is constructive and oriented toward spiritual values. The passage contrasts war’s stimulation of human evil with education’s emphasis on the human good, and frames each as serving different moral mechanisms.\"},{\"question\":\"How does the opening of war affect young people on college campuses?\",\"answer\":\"The text states that young men are conscripted, losing the years needed for full self-development and for building knowledge essential for future careers. It also describes returning students as often ill or disillusioned, and notes hardship for those left behind due to inadequate resources and disrupted curricula.\"},{\"question\":\"What educational features does the passage associate with totalitarian countries?\",\"answer\":\"It argues that totalitarian regimes treat the State as the supreme end of existence and control what people are taught and allowed to read, publish, or hear. The passage specifically mentions Germany’s exclusion of “alien elements,” restrictive university attendance rules, and broader anti-liberal methods, rigid discipline, and expulsions of Jewish educators under German influence.\"}]","THE CLASSICAL EXAMINATION SYSTEM IN CHINAYu-Shan Han | PDF",1789963774]