e only. But most take up
several--some for their regular work, some to grow with."

"To grow with?"

"Yes. When one settles too close in one kind of work there is a tendency
to atrophy in the disused portions of the brain. We like to keep on
learning, always."

"What do you study?"

"As much as we know of the different sciences. We have, within our
limits, a good deal of knowledge of anatomy, physiology, nutrition--all
that pertains to a full and beautiful personal life. We have our botany
and chemistry, and so on--very rudimentary, but interesting; our own
history, with its accumulating psychology."

"You put psychology with history--not with personal life?"

"Of course. It is ours; it is among and between us, and it changes with
the succeeding and improving generations. We are at work, slowly and
carefully, developing our whole people along these lines. It is glorious
work--splendid! To see the thousands of babies improving, showing
stronger clearer minds, sweeter dispositions, higher capacities--don't
you find it so in your country?"

This I evaded flatly. I remembered the cheerless claim that the human
mind was no better than in its earliest period of savagery, only better
informed--a statement I had never believed.

"We try most earnestly for two powers," Somel continued. "The two that
seem to us basically necessary for all noble life: a clear, far-reaching
judgment, and a strong well-used will. We spend our best efforts, all
through childhood and youth, in developing these faculties, individual
judgment and will."

"As part of your system of education, you mean?"

"Exactly. As the most valuable part. With the babies, as you may have
noticed, we first provide an environment which feeds the mind without
tiring it; all manner of simple and interesting things to do, as soon
as they are old enough to do them; physical properties, of course, come
first. But as early as possible, going very carefully, not to tax the
mind, we provide choices, simple choices, with very obvious causes and
consequences. You've noticed the games?"

I had. The children seemed always playing something; or else, sometimes,
engaged in peaceful researches of their own. I had wondered at first
when they went to school, but soon found that they never did--to their
knowledge. It was all education but no schooling.

"We have been working for some sixteen hundred years, devising better
and better games for children," continued Somel.