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 of which Dickens made fun and of which educationalists make fusses. When I was in America another newspaper produced a marvellous child of six who had the intellect of a child of twelve. The only test given, and apparently one on which the experiment turned, was that she could be made to understand and even to employ the word 'annihilate.' When asked to say something proving this, the happy infant offered the polished aphorism, 'When common Sense comes in, superstition is annihilated.' In reply to which, by way of showing that I also am as intelligent as a child of twelve, and there is no arrested development about me, I will say in the same elegant diction, 'When psychological education comes in, common sense is annihilated.' Everybody seems to be sitting round this child in an adoring fashion. It did not sees to occur to anybody that we do not particularly want even a child of twelve to talk about annihilating superstition; that we do not want a child of six to talk like a child of twelve, or a child of twelve to talk like a man of fifty, or even a man of fifty to talk like a fool. And on the principle of hoping that a little girl of six will have a massive and mature brain, there is every reason for hoping that a little boy of six will grow a magnificent and bushy beard.

Now there is any amount of this nonsense cropping up among American cranks. Anybody may propose to establish coercive Eugenics; or enforce psychoanalysis—that is, enforce confession without absolution. And I confess I cannot connect this feature with the genuine democratic spirit of the mass. I can only suggest, in concluding this chapter, two possible causes rather peculiar to America, which may have made this great democracy so unlike all