have (or ever have had) any confidence in the presuppositions and forecasts of socialism, whose books do make clearer to any fair-minded reader the painful exigencies of our own times. I often think of the economic historians of, say, two centuries hence who may find time to dig up the vestiges of the economic literature of to-day. We may in imagination appeal to their verdicts and in some cases venture to forecast them. Many of our writers they will throw aside as dominated by a desire merely to save the ill-understood present at all costs; others as attempting to realize plans which were already discredited in their own day. Future historians will, nevertheless, clearly distinguish a few who, by a sort of persistent and ardent detachment, were able to see things close at hand more fully and truly than their fellows and endeavored to do what they could to lead their fellows to perceive and reckon with the facts which so deeply concerned them. Blessed be those who aspire to win this glory. On the monument erected to Bruno on the site where he was burned for seeing more clearly than those in authority in his days, is the simple inscription, "Raised to Giordano Bruno by the generation which he foresaw." We are all purblind, but some are blinder than others who use the various means available for sharpening their eyesight. As an onlooker it seems to me safe to say that the lenses recommended by both the "radicals" and their vivid opponents rather tend to increase than diminish our natural astigmatism. Those who agree, on the whole, at least, with the _facts_ brought together in this essay and, on the whole, with the main _inferences_ suggested either explicitly or implicitly, will properly begin to wonder how our educational system and aims are to be so rearranged that coming generations may be better prepared to understand the condition of human life and to avail themselves of its possibilities more fully and guard against its dangers more skillfully than previous generations. There is now widespread discontent with our present educational methods and their elaborate futility; but it seems to me that we are rather rarely willing to face the fundamental difficulty, for it is obviously so very hard to overcome. _We do not dare to be honest enough to tell boys and girls and young men and women what would be most useful to them in an age of imperative social reconstruction._