Facts and Fictions of Life. Gardener Helen Hamilton
them to start, in embryo, right here where the returning convict lands, what appears to have vast possibilities as you say. Now if this effort for the prevention of crime and want were at the other end of the line in municipal government, don't you think it might go even nearer the root of the matter and do more good?"
"How would you like to be a ward politician and a heeler?" he inquired, wiping a smile away and looking at my gloves.
"I should not like it at all."
"Well, now, look at that! Of course no lady would, so – "
"Do you think it possible that the world might get on fairly comfortably without having 'heelers' and 'ward politicians' – in the sense you mean – in municipal or state government? And that it might be better without such crime producers?" I added, as he began to laugh.
"You women are always visionary. Never practical. You – "
"I thought you said that the one and only really practical measure yet taken to reduce the criminal population as it returns from the Islands was invented and is conducted by women and – "
"You can just make up your mind that in every family of six there'll be one hypocrite and one fool, either one of which is liable to be a criminal, too, and the State has got to take care of 'em somehow. But the prisons are getting too full and the Almshouses and Insane Asylums are growing very large. But there is the Two Brothers' Island. I've got to attend to my business now. Take the trip with me again some time."
But it seems to me, I shall not need to go again, and that no judge or legislator would need to take the journey more than once, unless, perchance, he took it in the person of either the hypocrite or the fool of his family; which, let us hope, no judge and no legislator is in a position to do.
AN IRRESPONSIBLE EDUCATED CLASS
Education, using the word in its restricted scholastic sense, is always productive of restlessness and discontent, unless education, in its practical relations to life, furnishes an outlet and safety valve for the whetted and strengthened faculties. Mere mental gymnastics are unsatisfactory after the first flush of pleasurable excitement produced in the mind newly awakened to its own capabilities.
There seems to be something within us which demands that our knowledge be in some way applied, and that the logic of thought find fruition in the logic of events. The moment the laborers of the country found time and opportunity to whet their minds, they also developed a vast and persistent unrest – a dissatisfaction with the order of things which gave to them the tools with which to carve a fuller, broader life, but had not yet furnished them the material upon which they might work. Their plane of thought was raised, their outlook was expanded, their possibilities multiplied; but the materials to work with remained the same. Their status and condition clashed with their new hopes and needs. This state of things produced what we call "labor troubles," with all their complications. Capital and labor had no contest until labor became (to a degree) educated.
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