As I looked into these methods and compared them with our own, my strange uncomfortable sense of race-humility grew apace. Ellador could not understand my astonishment. She explained things kindly and sweetly, but with some amazement that they needed explaining, and with sudden questions as to how we did it that left me meeker than ever. I betook myself to Somel one day, carefully not taking Ellador. I did not mind seeming foolish to Somel--she was used to it. “I want a chapter of explanation,” I told her. “You know my stupidities by heart, and I do not want to show them to Ellador--she thinks me so wise!” She smiled delightedly. “It is beautiful to see,” she told me, “this new wonderful love between you. The whole country is interested, you know--how can we help it!” I had not thought of that. We say: “All the world loves a lover,” but to have a couple of million people watching one’s courtship--and that a difficult one--was rather embarrassing. “Tell me about your theory of education,” I said. “Make it short and easy. And, to show you what puzzles me, I’ll tell you that in our theory great stress is laid on the forced exertion of the child’s mind; we think it is good for him to overcome obstacles.” “Of course it is,” she unexpectedly agreed. “All our children do that--they love to.” That puzzled me again. If they loved to do it, how could it be educational? “Our theory is this,” she went on carefully. “Here is a young human being. The mind is as natural a thing as the body, a thing that grows, a thing to use and enjoy. We seek to nourish, to stimulate, to exercise the mind of a child as we do the body. There are the two main divisions in education--you have those of course?--the things it is necessary to know, and the things it is necessary to do.” “To do? Mental exercises, you mean?” “Yes. Our general plan is this: In the matter of feeding the mind, of furnishing information, we use our best powers to meet the natural appetite of a healthy young brain; not to overfeed it, to provide such amount and variety of impressions as seem most welcome to each child. That is the easiest part. The other division is in arranging a properly graduated series of exercises which will best develop each mind; the common faculties we all have, and most carefully, the especial faculties some of us have. You do this also, do you not?” “In a way,” I said rather lamely. “We have not so subtle and highly developed a system as you, not approaching it; but tell me more. As to the information--how do you manage? It appears that all of you know pretty much everything--is that right?”