And thus the _Politics Class_ became a school of liberalism.[1] It was no intolerant liberalism, for intolerant liberalism is not liberalism at all. From first to last we stood for the examination of all points of view. We were for reading the views of those we disagreed with, not for abusing them unheard or burning their books unread. In so far as some of our pupils carried liberalism to the point of intolerance, they lost the spirit of the movement they professed to support. There were not many against whom this charge could be brought. One of our most ardent democrats, I remember, sent me during the time of his military training a careful and painstaking examination of Mr. Mallock's latest big book. The excuse of those that fell into intolerance must be, I suppose, that they were young, and that they found themselves confronted by an astonishing spectacle of intolerance in some of their "conservative" masters. When this change was taking place, we sought to redress the balance by taking into partnership in the running of the _Politics Class_ a strongly Conservative master. Such an arrangement would have been admirable had the genuine educational spirit been there. It was not. The overture was a failure and only added to our difficulties. To some men it seemed better to root out the Liberal masters as "traitors" than to co-operate with them as teachers. On the eve of the final collapse, a similar experiment was tried with _The School Observer_. The last number bears the names of two "editors," and contains both a Liberal and a Conservative "leader" written on the same topic. The innovation was made at the last minute, and the Conservative "leader" is not a genuine schoolboy production, but the model may be a useful one for future work on the same lines. But there was another influence making for the collapse. We quoted in our previous book a head master who remarked at a school prize-giving that the only questions worth asking are those that cannot get a definite answer. Political education consists almost entirely of such questions. Its sheet anchor is freedom of thought; its method is controversy; its end is not in complete mastery of a box of intellectual tricks such as will win full marks in an examination, but in the modesty of realised ignorance and the enthusiastic search for fresh lights in the darkness. Socrates was put to death by the Athenians because he would not desist from asking them questions, and it is to be feared that some of our pupils would have incurred the same fate had the customs of the time permitted it. The taste for controversy on the fundamental subjects will grip a youth like the taste for drink, as many who have passed through undergraduate days at Oxford or Cambridge can remember. Suppose a boy enters into political controversy with his form master, over the| giving back of an essay, or with his house master at the luncheon table....