But whatever its causes, Social Democracy is one of the most curious and anomalous societies extant. In a country which worships order, it calls for absolute disorder. A revolutionary movement, it anxiously avoids revolution. It is a magnificent organization for no apparent practical, direct, or immediate purpose. Proclaiming the protection of the law and enjoying the blessing of efficient government, it yet refuses to vote the budget to pay for them. It supports a large parliamentary party without any clear or consistent parliamentary policy in internal or external affairs, unless to be "agin the Government" is a policy. And lastly, if some of its economic demands are justifiable, and have in several respects been satisfied by modern legislation, its fundamental doctrine, the basis of the entire edifice, is a wild hallucination, sickening to common sense, and completely out of harmony with the progressive economic development of all nations, including its own. In conclusion, it may be added that the social side of the Social Democracy is perhaps too often unrecognized or ignored by the foreign observer. Life for the poorer classes in Germany is apt to be more monotonous and dull than for the poorer classes of any country which nature has blessed with more fertility, more sunshine, more diversity of hill and dale, and where people are more mutually sociable and accommodating. Social Democracy offers something by way of remedy to this: a field of interest in which the workers can organize and make processions and public demonstrations and can talk and theorize and dispute, and in which the woman can share the interest with the man; or a club, a social club with the largest membership in the world except freemasonry. We must return, however, to the Emperor. During this period, in December, 1890, he, like every one else with his own ideas on education as well as on art and religion, delivered his views on popular instruction. At this time--he was then thirty--he called together forty-five of the ablest educational experts of the country and addressed them on the subject of high-school education. His Minister of Education, Dr. von Grossler, had drawn up a programme of fourteen points for discussion, and the Emperor added to these a few others he wished to have considered.