Lesson Fifteen TOLERANCE

THERE are souls in
this world which have
the gift of finding joy
everywhere, and of
leaving it behind them
everywhere they go.
– Faber.

“You Can Do It if You Believe You Can!”

THERE are two significant features about intolerance,
and your attention is directed to these at the beginning
of this lesson.

These features are:

First: Intolerance is a form of ignorance which
must be mastered before any form of enduring success
may be attained. It is the chief cause of all wars. It
makes enemies in business and in the professions. It
disintegrates the organized forces of society in a
thousand forms, and stands, like a mighty giant, as a
barrier to the abolition of war. It dethrones reason and
substitutes mob psychology in its place.

Second: Intolerance is the chief disintegrating
force in the organized religions of the world, where it
plays havoc with the greatest power for good there is
on this earth; by breaking up that power into small
sects and denominations which spend as much effort
opposing each other as they do in destroying the evils
of the world.

But this indictment against intolerance is general.
Let’s see how it affects you, the individual. It is, of
course, obvious that anything which impedes the
progress of civilization stands, also, as a barrier to
each individual; and, stating it conversely, anything
that beclouds the mind of the individual and retards
his mental, moral and spiritual development, retards,
also, the progress of civilization.

All of which is an abstract statement of a great
truth; and, inasmuch as abstract statements am neither
interesting nor highly informative, let us proceed to
illustrate more concretely the damaging effects of
intolerance.

I will begin this illustration by describing an
incident which I have mentioned quite freely in
practically every public address that I have delivered
within the past five years; but, inasmuch as the cold
printed page has a modifying effect which makes
possible the misinterpretation of the incident here
described, I believe it necessary to caution you not to
read back of the lines a meaning which I had no
intention of placing there. You will do yourself an
injustice if you either neglect or intentionally refuse
to study this illustration in the exact words and with
the exact meaning which I have intended those words
to convey – a meaning as clear as I know how to make
the English language convey it.

As you read of this incident, place yourself in my
position and see if you, also, have not had a parallel
experience, and, if so, what lesson did it teach you?

One day I was introduced to a young man of
unusually fine appearance. His clear eye, his warm
handclasp, the tone of his voice and the splendid taste
with which he was groomed marked him as a young
man of the highest intellectual type. He was of the
typical young American college student type, and as I
ran my eyes over him, hurriedly studying his
personality, as one will naturally do under such
circumstances, I observed a Knights of Columbus pin
on his vest.

Instantly, I released his hand as if it were a piece
of ice!

This was done so quickly that it surprised both
him and me. As I excused myself and started to walk
away, I glanced down at the Masonic pin that I wore
on my own vest, then took another look at his Knights
of Columbus pin, and wondered why a couple of
trinkets such as these could dig such a deep chasm
between men who knew nothing of each other.

All the remainder of that day I kept thinking of
the incident, because it bothered me. I had always
taken considerable pride in the thought that I was
tolerant with all men; but here was a spontaneous
outburst of intolerance which proved that down in my
sub-conscious mind existed a complex that was
influencing me toward narrow-mindedness.

This discovery so shocked me that I began a
systematic process of psycho-analysis through which I
searched into the very depths of my soul for the cause
of my rudeness.

I asked myself over and over again:

“Why did you abruptly release that young man’s
hand and turn away from him, when you knew nothing
about him? ”

Of course the answer led me, always, back to that
Knights of Columbus pin that he wore. But that was
not a real answer and therefore it did not satisfy me.

Then I began to do some research work in the
field of religion. I began to study both Catholicism
and Protestantism until I had traced both back to their
beginning, a line of procedure which I must confess
brought me more understanding of the problems of life
than I had gathered from all other sources. For one
thing it disclosed the fact that Catholicism and
Protestantism differ more in form than they do in
effect; that both are founded on exactly the same
cause, which is Christianity.

But this was by no means all, nor was it the most
important of my discoveries, for my research led, of
necessity, in many directions, and forced me into the
field of biology where I learned much that I needed to
know about life in general and the human being in
particular. My research led, also, to the study of
Darwin’s hypothesis of evolution, as outlined in his
Origin of Species, and this, in turn, led to a much
wider analysis of the subject of psychology than that
which I had previously made.

As I began to reach out in this direction and that,
for knowledge, my mind began to unfold and broaden
with such alarming rapidity that I practically found it
necessary to –

Wipe the slate of what I believed to be my
previously gathered knowledge, and to unlearn much
that I bad previously believed to be truth.

Comprehend the meaning of that which I have
just stated!

Imagine yourself suddenly discovering that most
of your philosophy of life had been built of bias and
prejudice, making it necessary for you to acknowledge
that, far from being a finished scholar, you were
barely qualified to become an intelligent student!

That was exactly the position in which I found
myself, with respect to many of what I believed to be
sound fundamentals of life; but of all the discoveries
to which this research led, none was more important
than that of the relative importance of physical and
social heredity, for it was this discovery that
disclosed the cause for my action when I turned away
from a man whom I did not know, on the occasion that
I have described.

It was this discovery that disclosed to me how and
where I acquired my views of religion, of politics, of
economics and many other equally important subjects,
and I both regret and rejoice to state that I found most
of my views on these subjects without support by even
a reasonable hypothesis, much less sound facts or
reason.

I then recalled a conversation between the late
Senator Robert L. Taylor and myself, in which we
were discussing the subject of politics. It was a
friendly discussion, as we were of the same political
faith, but the Senator asked me a question for which I
never forgave him until I began the research to which
I have referred.

“I see that you are a very staunch Democrat,” said
he, “and I wonder if you know why you are?”

I thought of the question for a few seconds, then
blurted out this reply:

“I am a Democrat because my father was one, of
course!”

With a broad grin on his face the Senator then
nailed me with this rejoinder:

“Just as I thought! Now wouldn’t you be in a bad
fix if your father had been a horse-thief?”

Hearts, like doors, can
ope with ease,
To very, very little keys;
And don’t forget that they
are these:

“I thank you, sir” and
“If you please.”

It was many years later, after I began the research
work herein described, that I understood the real
meaning of Senator Taylor’s joke. Too often we hold
opinions that are based upon no sounder foundation
than that of what someone else believes.

That you may have a detailed illustration of the
far-reaching effects of one of the important principles
uncovered by the incident to which I have referred,
and –

That you may learn how and where you acquired
your philosophy of life, in general;

That you may trace your prejudices and your
biases to their original source;

That you may discover, as I discovered, how
largely you are the result of the training you received
before you reached the age of fifteen years-

I will now quote the full text of a plan which I
submitted to Mr. Edward Bok’s Committee, The
American Peace Award, for the abolition of war. This
plan covers not only the most important of the
principles to which I refer, but, as you will observe, it
shows how the principle of organized effort, as
outlined in Lesson Two of this course, may be applied
to one of the most important of the world’s problems,
and at the same time gives you a more comprehensive
idea of how to apply this principle in the attainment
of your definite chief aim.

HOW TO ABOLISH WAR
The Background

Before offering this plan for the prevention of
war, it seems necessary to sketch briefly a background
that will clearly describe the principle which
constitutes the warp and the woof of the plan.

The causes of war may be properly omitted for
the reason that they have but little, if any, relation to
the principle through which war may be prevented.

The beginning of this sketch deals with two
important factors which constitute the chief
controlling forces of civilization. One is physical
heredity and the other is social heredity.

The size and form of the body, the texture of the
skin, the color of the eyes, and the functioning power
of the vital organs are all the result of physical
heredity; they are static and fixed and cannot be
changed, for they are the result of a million years of
evolution; but by far the most important part of what
we are is the result of social heredity, and came to us
from the effects of our environment and early training.

Our conception of religion, politics, economics,
philosophy and other subjects of a similar nature,
including war, is entirely the result of those
dominating forces of our environment and training.

The Catholic is a Catholic because of his early
training, and the Protestant is a Protestant for the
same reason; but this is hardly stating the truth with
sufficient emphasis, for it might be properly said that
the Catholic is a Catholic and the Protestant is a
Protestant because he cannot help it! With but few
exceptions the religion of the adult is the result of his
religious training during the years between four and
fourteen when his religion was forced upon him by his
parents or those who had control of his schooling.

A prominent clergyman indicated how well he
understood the principle of social heredity when he
said: “Give me the control of the child until it is
twelve years old and you can teach it any religion you
may please after that time, for I will have planted my
own religion so deeply in its mind that no power on
earth could undo my work.”

The outstanding and most prominent of man’s
beliefs are those which were forced upon him, or
which he absorbed of his own volition, under highly
emotionalized conditions, when his mind was
receptive. Under such conditions the evangelist can
plant the idea of religion more deeply and
permanently during an hour’s revival service than he
could through years of training under ordinary
conditions, when the mind was not in an
emotionalized state.

The people of the United States have
immortalized Washington and Lincoln because they
were the leaders of the nation during times when the
minds of the people were highly emotionalized, as the
result of calamities which shook the very foundation
of our country and vitally affected the interests of all
the people. Through the principle of social heredity,
operating through the schools (American history), and
through other forms of impressive teaching, the
immortality of Washington and Lincoln is planted in
the minds of the young and in that way kept alive.

The three great organized forces through which
social heredity operates are:

The schools, the churches and the public press.

Any ideal that has the active co-operation of
these three forces may, during the brief period of one
generation, be forced upon the minds of the young so
effectively that they cannot resist it.

In 1914 the world awoke one morning to find
itself aflame with warfare on a scale previously
unheard of, and the outstanding feature of importance
of that world-wide calamity was the highly organized
German armies. For more than three years these
armies gained ground so rapidly that world domination
by Germany seemed certain. The German military
machine operated with efficiency such as had never
before been demonstrated in warfare. With “kultur” as
her avowed ideal, modern Germany swept the
opposing armies before her as though they were
leaderless, despite the fact that the allied forces
outnumbered her own on every front.

The capacity for sacrifice in the German soldiers,
in support of the ideal of “kultur,” was the
outstanding surprise of the war; and that capacity was
largely the result of the work of two men. Through the
German educational system, which they controlled, the
psychology which carried the world into war in 1914
was created in the definite form of “kultur.” These
men were Adalbert Falk, Prussian Minister of
Education until 1879, and the German Emperor
William II.

The agency through which these men produced
this result was social heredity: the imposing of an
ideal on the minds of the young, under highly
emotionalized conditions.

“Kultur,” as a national ideal, was fixed in the
minds of the young of Germany, beginning first in the
elementary schools and extending on up through the
high schools and universities. The teachers and
professors were forced to implant the ideal of
“kultur” in the minds of the students, and out of this
teaching, in a single generation, grew the capacity for
sacrifice of the individual for the interest of the
nation which surprised the modern world.

As Benjamin Kidd so well stated the case: “The
aim of the state of Germany was everywhere to
orientate public opinion through the heads of both its
spiritual and temporal departments, through the
bureaucracy, through the officers of the army, through
the State direction of the press; and, last of all,
through the State direction of the entire trade and
industry of the nation, so as to bring the idealism of
the whole people to a conception of and to a support
of the national policy of modem Germany.”

Germany controlled the press, the clergy and the
schools; therefore, is it any wonder that she grew an
army of soldiers, during one generation, which
represented to a man her ideal of “kultur”? Is it any
wonder that the German soldiers faced certain death
with fearless impunity, when one stops to consider the
fact that they had been taught, from early childhood,
that this sacrifice was a rare privilege?

Turn, now, from this brief description of the
modus operandi through which Germany prepared her
people for war, to another strange phenomenon, Japan.
No western nation, with the exception of Germany,
has so clearly manifested its understanding of the far-
reaching influence of social heredity, as has Japan.
Within a single generation Japan has advanced from
her standing as a fourth-rate nation to the ranks of
nations that are the recognized powers of the civilized

IT takes but a second to
administer a rebuke, but
it may take a life-time
for the one who has
been rebuked to forget it.

world. Study Japan and you will find that she forces
upon the minds of her young, through exactly the
same agencies employed by Germany, the ideal of
subordination of individual rights for the sake of
accumulation of power by the nation.

In all of her controversies with China, competent
observers have seen that back of the apparent causes
of the controversies was Japan’s stealthy attempt to
control the minds of the young by controlling the
schools. If Japan could control the minds of the young
of China, she could dominate that gigantic nation
within one generation.

If you would study the effect of social heredity as
it is being used for the development of a national
ideal by still another nation of the West, observe what
has been going on in Russia since the ascendency to
power of the soviet government of Russia which is
now patterning the minds of the young to conform
with a national ideal, the nature o f which it requires
no master analyst to interpret. That ideal, when fully
developed during the maturity of the present
generation, will represent exactly that which the
soviet government wishes it to represent.

Of all the flood of propaganda concerning the
soviet government of Russia that has been poured into
this country through the tens of thousands of columns
of newspaper space devoted to it since the close of the
war, the following brief dispatch is by far the most
significant:

“RUSS REDS ORDER BOOKS. Contracts being
let in Germany for 20,000,000 volumes. Educational
propaganda is aimed chiefly at children.

“(By George Witts)

“Special Cable to the Chicago Daily News
Foreign Service. Berlin, Germany, November 9th,
1920.

“Contracts for printing 20,000,000 books in the
Russian language, chiefly for children, are being
placed in Germany on behalf of the soviet government
by Grschebin, a well known Petrograd publisher and a
friend of Maxim Gorky. Grschebin first went to
England, but was received with indifference when he
broached the subject to the British government. The
Germans, however, not only welcomed him eagerly but
submitted prices so low that they could not possibly be
underbidden in any other country. The Ullsteins,
Berlin newspaper and book publishers, have agreed to
print several million of the books at less than cost.”

This shows what is going on over there.

Far from being shocked by this significant press
dispatch, the majority of the newspapers of America
did not publish it, and those that did give it space
placed it in an obscure part of the paper, in small
type. Its real significance will become more apparent
some twenty-odd years from now, when the soviet
government of Russia will have grown an army of
soldiers who will support, to the man, whatever
national ideal the soviet government sets up.

The possibility of war exists as a stern reality
today solely because the principle of social heredity
has not only been used as a sanctioning force in
support of war, but it has actually been used as a chief
agency through which the minds of men have been
deliberately prepared for war. For evidence with
which to support this statement, examine any national
or world history and observe how tactfully and
effectively war has been glorified and so described
that it not only did not shock the mind of the student,
but it actually established a plausible justification of
war.

Go into the public squares of our cities and
observe the monuments that have been erected to the
leaders of war. Observe the posture of these statues as
they stand as living symbols to glorify men who did
nothing more than lead armies on escapades of
destruction. Notice how well these statues of warriors,
mounted on charging steeds, serve as agencies through
which to stimulate the minds of the young and prepare
them for the acceptance of war, not only as a
pardonable act, but as a distinctly desirable source of
attainment of glory, fame and honor. At the time of
this writing some well meaning ladies are having the
image of Confederate Soldiers carved in the deathless
granite on the face of Stone Mountain, in Georgia, in
figures a hundred feet tall, thus seeking to perpetuate
the memory of a lost “cause” that never was a “cause”
and therefore the sooner forgotten, the better.

If these references to far-away Russia, Japan and
Germany seem unimpressive and abstract, then let us
study the principle of social heredity as it is now
functioning on a highly developed scale here in the
United States; for it may be expecting too much of the
average of our race to suppose that they will be
interested in that which is taking place outside of the
spot of ground that is bounded on the north by
Canada, on the east by the Atlantic, on the west by the
Pacific and on the south by Mexico.

We, too, are setting up in the minds of our young
a national ideal, and this ideal is being so effectively
developed, through the principle of social heredity,
that it has already become the dominating ideal of the
nation.

This ideal is the desire for wealth!

The first question we ask about a new
acquaintance is not, “Who are you?” but, “What have
you?” And the next question we ask is, “How can we
get that which you have? ”

Our ideal is not measured in terms of warfare, but
in terms of finance and industry and business. Our
Patrick Henrys and our George Washingtons and our
Abraham Lincoln of a few generations ago are now
represented by the able leaders who manage our steel
mills and our coal mines and our timber lands and our
banking institutions and our railroads.

We may deny this indictment if we choose, but
the facts do not support the denial.

The outstanding problem of the American people
today is the spirit of unrest upon the part of the
masses who find the struggle for existence becoming
harder and harder because the most competent brains
of the country are engaged in the highly competitive
attempt to accumulate wealth and to control the
wealth-producing machinery of the nation.

It is not necessary to dwell at length upon this
description of our dominating ideal, or to offer
evidence in support of its existence, for the reason
that its existence is obvious and as well understood by
the most ignorant as it is by those who make a
pretense of thinking accurately.

So deeply seated has this mad desire for money
become that we are perfectly willing for the other
nations of the world to cut themselves to pieces in
warfare so long as they do not interfere with our
scramble for wealth; nor is this the saddest part of the
indictment that we might render against ourselves, for
we are not only willing for other nations to engage in
warfare, but there is considerable reason to believe
that those of us who profit by the sale of war supplies
actually encourage this warfare among other nations.

THE PLAN

War grows out of the desire of the individual to
gain advantage at the expense of his fellow men, and
the smoldering embers of this desire are fanned into a
flame through the grouping of these individuals who
place the interests of the group above those of other
groups.

War cannot be stopped suddenly!

It can be eliminated only by education, through
the aid of the principle of subordination of the
individual interests to the broader interests of the
human race as a whole.

Man’s tendencies and activities, as we have
already stated, grow out of two great forces. One is
physical heredity, and the other is social heredity.
Through physical heredity, man inherits those early
tendencies to destroy his fellow man out of self-
protection. This Practice is a holdover from the age
when the struggle for existence was so great that only
the physically strong could survive.

Gradually men began to learn that the individual
could survive under more favorable circumstances by
allying himself with others, and out of that discovery
grew our modern society, through which groups of
people have formed states, and these groups, in turn,

UNFORTUNATE, indeed, is the man who
becomes so used to
evil that it no longer
appears to be horrible.

have formed nations. There is but little tendency
toward warfare between the individuals of a particular
group or nation, for they have learned, through the
principle of social heredity, that they can best survive
by subordinating the interest of the individual to that
of the group.

Now, the problem is to extend this principle of
grouping so that the nations of the world will
subordinate their individual interests to those of the
human race as a whole.

This can be brought about only through the
principle of social heredity. By forcing upon the minds
of the young of all races the fact that war is horrible
and does not serve either the interest of the individual
engaging in it or the group to which the individual
belongs.

The question then arises, “How can this be
done?” Before we answer this question, let us again
define the term “social heredity” and find out what its
possibilities are.

Social heredity is the principle through which the
young of the race absorb from their environment, and
particularly from their earlier training by parents,
teachers and religious leaders, the beliefs and
tendencies of the adults who dominate them.

Any plan to abolish war, to be successful,
depends upon the successful co-ordination of effort
between all the churches and schools of the world for
the avowed purpose of so fertilizing the minds of the
young with the idea of abolishing war that, the very
word “war” will strike terror in their hearts.

THERE IS NO OTHER WAY OF ABOLISHING
WAR!

The next question that arises, “How can the
churches and schools of the world be organized with
this high ideal as an objective?” The answer is that
not all of them can be induced to enter into such an
alliance, at one time; but a sufficient number of the
more influential ones can be induced, and this, in
time, will lead or force the remainder into the
alliance, as rapidly as public opinion begins to
demand it.

Then comes the question, “Who has sufficient
influence to call a conference of the most powerful
religious and educational leaders?” The answer is:

The President and Congress of the United States.

Such an undertaking would command the support
of the press on a scale heretofore unheard of, and
through this source alone the propaganda would begin
to reach and fertilize the minds of the people in every
civilized country in the world, in preparation for the
adoption of the plan in the churches and schools
throughout the world.

The plan for the abolition of war might be likened
to a great dramatic play, with these as the chief
factors:
STAGE SETTING: At the Capitol of the United States.
STAR ACTORS: The President and members of Congress.
MINOR ACTORS: The leading clergymen of all
denominations, and the leading educators, all on
the stage by invitation and at the expense of the
United States government.
PRESS ROOM: Representatives of the news-gathering
agencies of the world.
STAGE EQUIPMENT: A radio broadcasting outfit that
would distribute the entire proceedings half way
round the earth.
TITLE OF THE PLAY: “Thou shalt not kill!”
OBJECT OF THE PLAY: The creation of a World
Court, to be made up of representatives of all
races, whose duty it would be to hear evidence
and adjudicate the cases arising out of
disagreement between nations.

Other factors would enter into this great world
drama, but they would be of minor importance. The
main issues and the most essential factors are here
enumerated.

One other question remains, “Who will start the
machinery of the United States government into action
to call this conference?” and the answer is:

Public opinion, through the aid of an able
organizer and leader, who will organize and direct the
efforts of a Golden Rule Society, the object of which
will be to move the President and Congress into
action.

No League of Nations and no mere agreement
between nations can abolish war as long as there is the
slightest evidence of sanction of war in the hearts of
the people. Universal peace between nations will grow
out of a movement that will be begun and carried on,
at first, by a comparatively small number of thinkers.
Gradually this number will grow until it will be
composed of the leading educators, clergymen and
publicists of the world, and these, in turn, will so
deeply and permanently establish peace as a world
ideal that it will become a reality.

This desirable end may be attained in a single
generation under the right sort of leadership; but,
more likely, it will not be attained for many
generations to come, for the reason that those who
have the ability to assume this leadership are too busy
in their pursuit of worldly wealth to make the
necessary sacrifice for the good of generations yet
unborn.

War can be eliminated, not by appeal to reason,
but by appeal to the emotional side of humanity. This
appeal must be made by organizing and highly
emotionalizing the people of the different nations of
the world in support of a universal plan for peace,
and this plan must be forced upon the minds of the
oncoming generations with the same diligent care that
we now force upon the minds of our young the ideal of
our respective religions.

It is not stating the possibilities too strongly to
say that the churches of the world could establish
universal peace as an international ideal within one
generation if they would but direct toward that end
one-half of the effort which they now employ in
opposing one another.

We would still be within the bounds of
conservatism if we stated that the Christian churches,
alone, have sufficient influence to establish universal
peace as a world-wide ideal, within three generations,
if the various sects would combine their forces for the
purpose.

That which the leading churches of all religious,
the leading schools and the public press of the world
could accomplish in forcing the ideal of universal
peace upon both the adult and the child mind of the
world within a single generation, staggers the
imagination.

If the organized religions of the world, as they
now exist, will not subordinate their individual
interests and purposes to that of establishing
universal peace, then the remedy lies in establishing a
universal church of the world that will function
through all races and whose creed will be based
entirely upon the one purpose of implanting in the
minds of the young the ideal of world-wide peace.

Such a church would gradually attract a following
from the rank and file of all other churches.

And if the educational institutions of the world
will not co-operate in fostering this high ideal of
universal peace, then the remedy lies in the creation
of an entirely new educational system that will
implant in the minds of the young the ideal of
universal peace.

And if the public press of the world will not
cooperate in setting up the ideal of universal peace,
then the remedy lies in the creation of an independent
press that will utilize both the printed page and the
forces of the air for the purpose of creating mass
support of this high ideal.

In brief, if the present organized forces of the
world will not lend their support to establishing
universal peace, as an international ideal, then new
organizations must be created which will do so.

The majority of the people of the world want
peace, wherein lies the possibility of its attainment!

At first thought, it seems too much to expect that
the organized churches of the world can be induced to
pool their power and subordinate their individual
interests to those of civilization as a whole.

But this seemingly insurmountable obstacle is, in
reality, no obstacle at all, for the reason that whatever
support this plan borrows from the churches it gives
back to them, a thousandfold, through the increased
Power the church attains.

Let us see just what advantages the church

Greatly begin! though thou have time,
But for a line, be that sublime
Not failure, but low aim is crime.

realizes by participation in this plan to establish
universal peace as a world ideal. First of all, it will be
clearly seen that no individual church loses any of its
advantages by allying itself with other denominations
in establishing this world ideal. The alliance in no
way changes or interferes with the creed of any
church. Every church entering the alliance will come
out of it with all the power and advantages that it
possessed before it went in, plus the additional
advantage of greater influence which the church, as a
whole, will enjoy by reason of having served as the
leading factor in forcing upon civilization the greatest
single benefit it has enjoyed in the history of the
world.

If the church gained no other advantages from the
alliance, this one would be sufficient to compensate
it. But the important advantage that the church will
have gained by this alliance is the discovery that it
has sufficient power to force its ideals upon the world
when it places its combined support back of the
undertaking.

By this alliance the church will have grasped the
far-reaching significance of the principle of organized
effort through the aid of which it might easily have
dominated the world and imposed its ideals upon
civilization.

The church is by far the greatest potential power
in the world today, but its power is merely potential
and will remain so until it makes use of the principle
of allied or organized effort; that is to say, until all
denominations formulate a working agreement under
which the combined strength of organized religion
will be used as a means of forcing a higher ideal upon
the minds of the young.

The reason that the church is the greatest
potential power in the world is the fact that its power
grows out of man’s emotions. Emotion rules the world,
and the church is the only organization which rests
solely upon the power of emotion. The church is the
only organized factor of society which has the power
to harness and direct the emotional forces of
civilization, for the reason that the emotions are
controlled by FAITH and not by reason! And the
church is the only great organized body in which faith
of the world is centered.

The church stands today as so many disconnected
units of power, and it is not overstating the
possibilities to say that when these units shall have
been connected, through allied effort, the combined
power of that alliance will rule the world and there is
no opposing power on earth that can defeat it!

It is in no discouraging spirit that this statement
is followed by another which may seem still more
radical; namely:

The task of bringing about this alliance of the
churches in support of the world ideal of universal
peace must rest upon the female members of the
church, for the reason that the abolition of war
promises advantages that may be prolonged into the
future and that may accrue only to the unborn
generations.

In Schopenhauer’s bitter arraignment of woman,
he unconsciously stated a truth upon which the hope
of civilization rests, when he declared that the race is
always to her more than the individual. In terms that
are uncompromising, Schopenhauer charges woman
with being the natural enemy of man because of this
inborn trait of placing the interests of the race above
those of the individual.

It seems a reasonable prophecy to suggest that
civilization passed into a new era, beginning with the
world war, in which woman is destined to take into
her own hands the raising of the ethical standards of
the world. This is a hopeful sign, because it is
woman’s nature to subordinate the interests of the
present to those of the future. It is woman’s nature to
implant, in the mind of the young, ideals that will
accrue to the benefit of generations yet unborn, while
man is motivated generally by expediency of the
present.

In Schopenhauer’s vicious attack upon woman, he
has stated a great truth concerning her nature: a truth
which might well be utilized by all who engage in the
worthy work of establishing universal peace as a
world ideal.

The women’s clubs of the world are destined to
play a part in world affairs other than that of gaining
suffrage for women.

LET CIVILIZATION REMEMBER THIS!

Those who do not want peace are the ones who
profit by war. In numbers, this class constitutes but a
fragment of the power of the world, and could be
swept aside as though it did not exist, if the multitude
who do not want war were organized with the high
ideal of universal peace as their objective.

In closing, it seems appropriate to apologize for
the unfinished state of this essay, but it may be
pardonable to suggest that the bricks and the mortar,
and the foundation stones, and all the other necessary
materials for the construction of the temple of
universal peace have been here assembled, where they
might be re-arranged and transformed into this high
ideal as a world reality.

Let us now proceed to apply the principle of
social heredity to the subject of business economy,
and ascertain whether or not it can be made of
practical benefit in the attainment of material wealth.

If I were a banker I would procure a list of all the
births in the families within a given distance of my
place of business, and every child would receive an
appropriate letter, congratulating it on its arrival in
the world at such an opportune time, in such a
favorable community; and from that time on it would
receive from my bank a birthday reminder of an
appropriate nature. When it arrived at the story-book
age, it would receive from my bank an interesting
story book in which the advantages of saving would be
told in story form. If the child were a girl, it would
receive doll “cut-out” books, with the name of my
bank on the back of each doll, as a birthday gift. If it
were a boy, it would receive baseball bats. One of the
most important floors (or even a whole, near-by
building) of my banking house would be set aside as a
children’s play-room; and it would be equipped with
merry-go-rounds, sliding-boards, seesaws, scooters,
games and sand piles, with a competent supervisor in
charge to give the kiddies a good time. I would let
that play-room become the popular habitat of the
children of the community, where mothers might leave
their youngsters in safety while shopping or visiting.

I would entertain those youngsters so royally that
when they grew up and became bank depositors,
whose accounts were worth while, they would be
inseparably bound to my bank; and, meanwhile, I
would, in no way, be lessening my chances of making
depositors of the fathers and mothers of those
children.

If I were the owner of a business school, I would
begin cultivating the boys and girls of my community
from the time they reached the fifth grade, on up
through high school, so that by the time they were
through high school and ready to choose a vocation, I
would have the name of my business school well fixed
in their minds.

If I were a grocer, or a department store owner,
or a druggist, I would cultivate the children, thereby
attracting both them and their parents to my place of
business; for it is a well known fact that there is no
shorter route to the heart of a parent than that which
leads through interest manifested in the offspring. If I
were a department store owner, and used whole pages
of newspaper space, as most of them do, I would run a
comic strip at the bottom of each page, illustrating it
with scenes in my play-room, and in this way induce
the children to read my advertisements.

If I were a preacher, I would equip the basement
of my church with a children’s play-room that would
attract the children of the community every day in the
week; and, if my study were near by, I would go into
that play-room and enjoy the fun with the little
fellows, thereby gaining the inspiration with which to
preach better sermons while at the same time raising
parishioners for tomorrow. I can think of no more
effective method than this of rendering a service that
would be in harmony with Christianity, and which
would, at the same time, make my church a popular
place of abode for the young folks.

SINGLENESS of pur-
pose is one of the chief
essentials for success in
life, no matter what may
be one’s aim.
-John D. Rockefeller, Jr.

If I were a national advertiser, or the owner of a
mail order house, I would find appropriate ways and
means of establishing a point of contact with the
children of the country; for, let me repeat, there is no
better way of influencing the parent than that of
“capturing” the child.

If I were a barber, I would have a room equipped
exclusively for children, for this would bring me the
patronage of both the children and their parents.

In the outskirts of every city there is an
opportunity for a flourishing business for someone
who will operate a restaurant and serve meals of the
better “home-cooked” quality, and cater to families
who wish to take the children and dine out
occasionally. I would have the place equipped with
well stocked fishing ponds, and ponies, and all sorts
of animals and birds in which children are interested,
if I were operating it, and induce the children to come
out regularly and spend the entire day. Why speak of
gold mines when opportunities such as this are
abundant?

These are but a few of the ways in which the
principle of social heredity might be used to
advantage in business,

Attract the children and you attract the parents!

If nations can build soldiers of war to order, by
bending the minds of their young in the direction of
war, business men can build customers to order
through the same principle.

We come, now, to another important feature of
this lesson through which we may see, from another
angle, how power may be accumulated by co-
operative, organized effort.

In the plan for the abolition of war, you observed
how co-ordination of effort between three of the great
organized powers of the world (the schools, churches
and the public press) might serve to force universal
peace.

We learned many lessons of value from the world
war, outrageous and destructive as it was, but none of
greater importance than that of the effect of organized
effort. You will recall that the tide of war began to
break in favor of the allied armies just after all armed
forces were placed under the direction of Foch, which
wrought about complete co-ordination of effort in the
allied ranks.

Never before, in the history of the world, had so
much power been concentrated in one group of men as
that which was created through the organized effort of
the allied armies. We come, now, to one of the most
outstanding and significant facts to we found in the
analysis of these allied armies, namely, that they were
made up of the most cosmopolitan group of soldiers
ever assembled on this earth.

Catholics and Protestants, Jews and Gentiles,
blacks and whites, yellows and tans, and every race
on earth were represented in those armies. If they had
any differences on account of race or creed, they laid
them aside and subordinated them to the cause for
which they were fighting. Under the stress of war, that
great mass of humanity was reduced to a common
level where they fought shoulder to shoulder, side by
side, without asking any questions as to each other’s
racial tendencies or religious beliefs.

If they could lay aside intolerance long enough to
fight for their lives over there, why can we not do the
same while we fight for a higher standard of ethics in
business and finance and industry over here?

Is it only when civilized people are fighting for
their lives that they have the foresight to lay aside
intolerance and co-operate in the furtherance of a
common end?

If it were advantageous to the allied armies to
think and act as one thoroughly co-ordinated body,
would it we less advantageous for the people of a city
or a community or an industry to do so?

If all the churches and schools and newspapers
and clubs and civic organizations of your city allied
themselves for the furtherance of a common cause, do
you not see how such an alliance would create
sufficient power to insure the success of that cause?

Bring the illustration still nearer your own
individual interests by an imaginary alliance between
all of the employers and all of the employees of your
city, for the purpose of reducing friction and
misunderstandings, thereby enabling them to render
better service at a lower cost to the public and greater
profit to themselves.

We learned from the world war that we cannot
destroy a part without weakening the whole; that when
one nation or group of people is reduced to poverty
and want, the remainder of the world suffers, also.
Stated conversely, we learned from the world war that
co-operation and tolerance are the very foundation of
enduring success.

Surely the more thoughtful and observant
individuals will not fail to profit (as individuals) by
these great lessons which we learned from the world
war.

I am not unmindful of the fact that you are prob-
ably studying this course for the purpose of profiting,
in every way possible, from a purely personal
viewpoint, by the principles upon which it is founded.
For this very reason, I have endeavored to outline the
application of these principles to as wide a scope of
subjects as possible.

In this lesson, you have had opportunity to
observe the application of the principles underlying
the subjects of organized effort, tolerance and social
heredity to an extent which must have given you much
food for thought, and which must have given your
imagination much room for profitable exercise.

I have endeavored to show you how these
principles may be employed both in the furtherance of
your own individual interests, in whatever calling you
ma be engaged, and for the benefit of civilization as a
whole.

Whether your calling is that of preaching
sermons, selling goods or personal services, practicing
law, directing the efforts of others, or working as a
day laborer, it seems not too much to hope that you
will find in this lesson a stimulus to thought which
may lead you to higher achievements. If, perchance,
you are a writer of advertisements you will surely find
in this lesson sufficient food for thought to add more
power to your pen. If you have personal services for
sale, it is not unreasonable to expect that this lesson
will suggest ways and means of marketing those
services to greater advantage.

In uncovering for you the source from which
intolerance is usually developed, this lesson has led
you, also, to the study of other thought-provoking
subjects which might easily mark the most profitable
turning-point of your life. Books and lessons, in
themselves, are of but little value; their real value, if
any, lies not in their printed pages, but in the possible
action which they may arouse in the reader.

For example, when my proof-reader had finished
reading the manuscript of this lesson, she informed me
that it had so impressed her and her husband that they
intended to go into the advertising business and
supply banks with an advertising service that would
reach the parents through the children. She believes
the plan is worth $10,000.00 a year to her.

Frankly, her plan so appealed to me that I would
estimate its value at a minimum of more than three
times the amount she mentioned, and I doubt not that
it could be made to yield five times that amount, if it
were properly organized and marketed by an able
salesman.

Nor is that all that this lesson has accomplished
before passing from the manuscript stage. A prominent
business college owner, to whom I showed the
manuscript, has already begun to put into effect the
suggestion which referred to the use of social heredity
as a means of “cultivating” students; and he is
sanguine enough to believe that a plan, similar to the
one he intends using, could be sold to the majority of
the 1500 business colleges in the United States and
Canada, on a basis that would yield the promoter of
the plan a yearly income greater than the salary
received by the president of the United States.

And, as this lesson is being completed, I am in
recepit of a letter from Dr. Charles F. Crouch, of
Atlanta, Georgia, in which he informs me that a group
of prominent business men in Atlanta have just organized
the Golden Rule Club, the main object of
which is to put into operation, on a nation-wide scale,
the plan for the abolition of war, as outlined in this
lesson. (A copy of that portion of this lesson dealing
with the subject of abolition of war was sent to Dr.
Crouch several weeks before the completion of the
lesson.)

These three events, happening one after the other,
within a period of a few weeks, have strengthened my
belief that this is the most important lesson of the
entire sixteen, but its value to you will depend
entirely upon the extent to which it stimulates you to
think and to act as you would not have done without
its influence.

The chief object of this course and, particularly,
of this lesson is to educate, more than it is to inform –
meaning by the word “educate” to educe, to draw out!
to develop from within; to cause you to use the power
that lies sleeping within you, awaiting the awakening
hand of some appropriate stimulus to arouse you to
action.

In conclusion, may I not leave with you my
personal sentiments on tolerance, in the following
essay which I wrote, in the hour of my most trying
experience, when an enemy was trying to ruin my
reputation and destroy the results of a life-time of
honest effort to do some good in the world.

A handsome wall hanger of this essay on
Intolerance will be sent to each student of this course,
along with the report on the Personal Analysis
Questionnaire. This hanger is printed in two colors
and personally autographed by the author of the Law
of Success course.

TOLERANCE!

When the dawn of Intelligence shall have spread
its wings over the eastern horizon of progress, and
Ignorance and Superstition shall have left their last
footprints on the sands of Time, it will be recorded
in the book of man’s crimes and mistakes that his
most grievous sin was that of Intolerance!

The bitterest Intolerance grows out of racial and
religious differences of opinion, as the result of
early childhood training. How long, O Master of
Human Destinies, until we poor mortals will
understand the folly of trying to destroy one another
because of dogmas and creeds and other superficial
matters over which we do not agree?

Our allotted time on this earth is but a fleeting
moment, at most!

Like a candle, we are lighted, shine for a
moment and flicker out! Why can we not so live
during this short earthly sojourn that when the Great
Caravan called Death draws up and announces this
visit about finished we will be ready to fold our
tents, and, like the Arabs of the Desert, silently
follow the Caravan out into the Darkness of the
Unknown without fear and trembling?

I am hoping that I will find no Jews or Gentiles,
Catholics or Protestants, Germans or Englishmen,
Frenchmen or Russians, Blacks or Whites, Reds or
Yellows, when I shall have crossed the Bar to the
Other Side.

I am hoping I will find there only human Souls,
Brothers and Sisters all, unmarked by race, creed or
color, far I shall want to be done with Intolerance so
I may lie down and rest an son or two, undisturbed
by the strife, ignorance, superstition and petty mis-
understandings which mark with chaos and grief this
earthly existence.

IF a man has built a
sound character it
makes but little difference
what people say
about him, because he
will win in the end.
– Napoleon Hill, Sr.