The girl, finished with her main dish, sat back in her chair, and looked at him from the side of her eyes, as though wondering whether or not he could take what she was about to say in the right way. She said, slowly, "You know, with possibly a few exceptions, you can't enslave a man if he doesn't want to be a slave. For instance, the white man was never able to enslave the Amerind; he died before he would become a slave. The majority of Jefferson's slaves _wanted to be slaves_. If there were those among them that had the ability to revolt against slave psychology, a Jefferson would quickly promote such. A valuable human being will be treated in a manner proportionate to his value. A wise, competent, trustworthy slave became the major domo of the master's estate--with privileges and authority actually greater than that of free employees of the master." Crawford thought about that for a moment. "I'll take that," he said. "What's the point you're trying to make?" "I, too, was set a-thinking by some of the things said at the meeting, Homer. In particular, what Dr. Smythe had to say. Homer, are we sure these people _want_ the things we are trying to give them?" He looked at her uncomfortably. "No they don't," he said bluntly. "Otherwise we wouldn't be here, either your AFAA or my African Development Project. We utilize persuasion, skullduggery, and even force to subvert their institutions, to destroy their present culture. Yes. I've known this a long time." "Then how do you justify your being here?" He grinned sourly. "Let's put it this way. Take the new government in Egypt. They send the army into some of the small back-country towns with bayoneted rifles, and orders to use them if necessary. The villagers are forced to poison their ancient village wells--one of the highest of imaginable crimes in such country, imposed on them ruthlessly. Then they are forced to dig new ones in new places that are not intimately entangled with their own sewage drainage. Naturally they hate the government. In other towns, the army has gone in and, at gun point, forced the parents to give up their children, taken the children away in trucks and 'imprisoned' them in schools. Look, back in the States we have trouble with the Amish, who don't want their children to be taught modern ways. What sort of reaction do you think the tradition-ritual-tabu-tribesmen of the six thousand year old Egyptian culture have to having modern education imposed on their children?" Isobel was frowning at him. Crawford wound it up. "That's the position we're in. That's what we're doing. Giving them things they need, in spite of the fact they don't want them." "But _why_?"