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 have been used simultaneously to confer knowledge and to promote superstition. Since we are not tempted to Mikado-worship, we see clearly what is absurd in Japanese teaching. Our own national superstitions strike us as natural and sensible, so that we do not take such a true view of them as we do of the superstitions of Nippon. But if a travelled Japanese were to maintain the thesis that our schools teach superstitions just as inimical to intelligence as belief in the divinity of the Mikado, I suspect that he would be able to make out a very good case.

For the present I am not in search of remedies, but am only concerned with diagnosis. We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom ot thought. This is due primarily to the fact that the State claims a monopoly; but that is by no means the sole cause.

(2) Propaganda.—Our system of education turns young people out of the schools able to read, but for the most part unable to weigh evidence or to form an independent opinion. They are then assailed, throughout the rest