arded
and rewarded well; whereupon ensued one of the most enlightening
discussions, not only as a revelation of intelligence, but of complexes
and obsessions pervading many of the minds in whose power lies the
ultimate control of democracies. One, for instance, declared that--"if
every man went to church proper of a Sunday and minded his own business
the country would get along well enough." He was evidently of the
opinion that there was too much thinking and not enough of what he would
have termed "religion." Gradually that audience split up into liberals
and conservatives; and the liberals noticeably were the younger men who
had had the advantages of better board schools, who had formed fewer
complexes and had had less time in which to get them set. Of these, a
Canadian made a plea for the American system of universal education,
whereupon a combative "stand-patter" declared that every man wasn't fit
to be educated, that the American plan made only for discontent. "Look
at them," he exclaimed, "They're never satisfied to stay in their
places." This provoked laughter, but it was too much for the
sculptor--and for me. We both broke our vows and made speeches in favour
of equality and mental opportunity, while the lecturer looked on and
smiled. Mr. Lloyd George and his salary were forgotten. By some subtle
art of the chairman the debate had been guided to the very point where
he had from the first intended to guide it--to the burning question of
our day--education as the true foundation of democracy! Perhaps, after
all, this may be our American contribution to the world's advance.

As we walked homeward through the fog I talked to him of Professor
Dewey's work and its results, while he explained to me the methods of
the Reconstruction Department. "Out of every audience like that we get
a group and form a class," he said. "They're always a bit backward at
first, just as they were tonight, but they grow very keen. We have
a great many classes already started, and we see to it that they are
provided with text-books and teachers. Oh, no, it's not propaganda," he
added, in answer to my query; "all we do is to try to give them facts in
such a way as to make them able to draw their own conclusions and join
any political party they choose--just so they join one intelligently."
I must add that before Sunday was over he had organized his class and
arranged for their future instruction.

CHAPTER III

I would speak first of