A few columns further on and you read how one is wailing like a lost soul over heaps of scrap metal and rags and waste paper, because he cannot get permission to work them over into money and so make us all millionaires. And who is he? A college graduate. And who are his supporters? Millions who have gone to school and take in the newspapers and magazines. These few illustrations of the reign of illogic are cited from the multitude available with a double purpose. In the first place, they faintly suggest to what an extent the citizen of a Democracy is prey to charlatanism. In countries with other forms of government--in monarchies and the like--a few charlatans are licensed and erected into respectability and power, and given the range of the people, while all others are rigidly repressed. In a Democracy any charlatan may license himself. The people are prey to every and any form of charlatanism, fraudulent or both. They must protect themselves, or they will not be protected at all. And right education is the only means. The second point made obvious by these examples of superstition theological, superstition medical, superstition political, is that our education in the past must have been defective and must still be so. It has been seeking, it now seeks, as its chief object, to impart knowledge, not to cultivate the art of using knowledge, the art of thinking correctly. The ideal has been an education that is reminiscent and is only incidentally constructive. The democratic ideal is the education that is constructive and only incidentally reminiscent. There is only one way to this true education. Just as a child is taught to walk, to ride, to swim, just as it is taught to read, to write, to cipher, with just as much care, with just as much patience, with just as much deliberateness of purpose, must it be taught to reason. This is not in advocacy of courses in formal logic. Those courses do not teach men to think. They teach men what certain other men have thought about the processes of thinking. And too often they teach it in such a way as to discourage the exercise of the reasoning faculty. No; the education that will soundly educate must make of every kind of lesson a lesson in logic, an incessant pointing out of reasons, reasons, reasons why certain facts are so, certain allegations false; an incessant demand that reasons, reasons, reasons be given--always reasons. The interrogation point should be the symbol over the door of every school, high and low, as the indication of what is going on within.