We have, in short, the difficulty that the control of news by special interests may make prisoners of men who believe themselves to be free. The Englishman who has to form an opinion about a miners’ strike is not likely to be “free” in any sense to which meaning can be attached if the facts which he encounters have been specially doctored in order to make it as certain as possible that he conclude in favour of the mine owners. A Chinaman who hears that the “Liberal” party in Rumania has won a victory at the polls, an American who is informed that London is governed by Municipal “Reformers”, approaches the discovery of the facts with a body of preconceptions, derived from quite alien experience, which will make a true judgment of those facts a very complex matter. In the Conference of The Hague upon reparations in August 1929, the Italian newspapers continued to paint Mr Snowden as the Shylock withholding from Italy its due share, while the English Press was equally unanimous in painting him as the protagonist against a continental effort to make Great Britain the milch-cow of Europe. The Italian, or the Englishman, who wished to obtain a just view of the issues really at stake there, would have had to engage in arduous researches into technical material about which he might lack competence and for which he would certainly not easily find leisure. Let us remember, too, that our stereotype of the contemporary environment is only the last phase, so to speak, of the problem. The psychologists are unanimous in telling us how important for our future are the impressions we gather in our early years. Clearly, from that angle, the things we are taught, the mental habits of those who teach us, are of quite primary urgency. It may make all the difference to the intellectual climate of a people whether, for instance, the history learned by children in schools is wide and generous, or parochial and narrow, whether its teachers cultivate the sceptical mind, or the positive mind. People who are imprisoned in dogmas in childhood will have an agonizing struggle to escape from its stereotypes, and they may well have been so taught that they either, after effort, succumb, or do not even know that it is necessary to struggle at all. I do not know how to emphasize sufficiently the quite inescapable importance to freedom of the content of the educational process.