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liked it or not, and was hungry for it or not: and which had been chewed and digested over and over again by people who didn't care about it in order to serve it out to other people who didn't care about it."

I stopped the old man's rising wrath by a laugh, and said: "Well, you were not taught that way, at any rate, so you may let your anger run off you a little."

"True, true," said he, smiling. "I thank you for correcting my ill-temper: I always fancy myself as living in any period of which we may be speaking. But, however, to put it in a cooler way: you expected to see children thrust into schools when they had reached an age conventionally supposed to be the due age, whatever their varying faculties and dispositions might be, and when there, with like disregard to facts to be subjected to a certain conventional course of 'learning.' My friend, can't you see that such a proceeding means ignoring the fact of growth, bodily and mental? No one could come out of such a mill uninjured; and those only would avoid being crushed by it who would have the spirit of rebellion strong in them. Fortunately most children have had that at all times, or I do not know that we should ever have reached our present position. Now you see what it all comes to. In the old times all this was the result of poverty. In the nineteenth century, society was so miserably poor, owing to the systematised robbery on which it was founded, that real education was impossible for anybody. The whole theory of their socalled education was that it was necessary to shove a little information into a child, even if it were by means of torture, and accompanied by twaddle which it was well known was of no use, or else he would lack information lifelong: the hurry of poverty forbade anything else. All that is past; we are no longer hurried, and the information lies ready to each one's hand when his own inclinations impel him to seek it. In