emerging to plain statements in 1908.
I reasoned after this fashion. The line of human improvement and the expansion of human life lies in the direction of education and finer initiatives. If humanity cannot develop an education far beyond anything that is now provided, if it cannot collectively invent devices and solve problems on a much richer, broader scale than it does at the present time, it cannot hope to achieve any very much finer order or any more general happiness than it now enjoys. We must believe, therefore, that it CAN develop such a training and education, or we must abandon secular constructive hope. And here my peculiar difficulty as against crude democracy comes in. If humanity at large is capable of that high education and those creative freedoms our hope demands, much more must its better and more vigorous types be so capable. And if