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THREE:The analogy between modern Europe and the Roman262 empire is, however, as we have already hinted, merely superficial. It has been shown in the course of our analysis that to ensure the triumph of superstition in the old world something more was necessary than the destruction of aristocratic government. Every feeling of liberty��except the liberty to die��and almost every feeling of self-respect had to be crushed out by the establishment of an authoritative hierarchy extending from the Emperor down to the meanest slaves, before the voice of Hellenic reason could be hushed. But among ourselves it is rather of the opposite fault��of too great independence and individualism��that complaints are heard. If we occasionally see a hereditary monarch or a popular minister invested with despotic power, this phenomenon is probably due to the circumstances of a revolutionary period, and will in course of time become more and more exceptional. Flatterers, parasites, and will-hunters are not an increasing but a diminishing class. Modern officers, as a body, show none of that contempt for reasoning and amenability to superstition which characterised the Roman centurions; in France, military men are even distinguished for their deadly hatred of priests. And, what is more important than any other element in our comparison, the reserves which modern civilisation is bringing to the front are of a widely different intellectual stature and equipment from their predecessors under Augustus and the Antonines. Since the reorganisation of industry by science, millions of working-men have received an education which prepares them to understand the universality of law much better than the literary education given to their social superiors, which, indeed, bears a remarkable resemblance to the rhetorical and sophistical training enjoyed by the contemporaries of Maximus Tyrius and Apuleius. If as much cannot be said of the middle classes, they are at any rate far more enlightened than Roman provincials, and are likely to improve still further with the spread of education��another peculiarly modern phenomenon.263 On this point we have, indeed, something better to argue from than �� priori probabilities. We see before our eyes the rationalistic movement advancing pari passu with the democratic movement, and, in some countries, overtly aided by it. To say that this alliance has been provoked by an accidental and temporary association of monarchy and aristocracy with Church establishments, is a superficial explanation. The paid advocates of delusion know well where their interest lies. They have learned by experience that democracy means the education of the people, and that the education of the people means the loss of their own prestige. And they know also that, in many cases, the people are already sufficiently educated to use political power, once they have obtained it, for the summary destruction of organised and endowed superstition. What has been said of popular influence applies equally to the influence of women. When they were either not educated at all or only received a literary education, every improvement in their position was simply so much ground gained for superstition. The prospect is very different now. Women are beginning to receive a training like that of men, or rather a training superior to what all but a very few men have hitherto enjoyed. And the result is that, wherever this experiment has been tried, they have flung aside traditional beliefs once supposed to be a necessity of their nature even more decisively and disdainfully than have the professors by whom they are taught.

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THREE:But instead of waiting to tell his chums his great discovery, instead of keeping vigil, Sandy went away from there as fast as he could walk.Taylor shrugged his shoulders. "Quien sabe? Can't prove it by me. Just vamoosed. Fell in love with a little terrier of a Greaser half her size, and cleaned out. Lawton was in here a day or two ago, lookin' for her and raisin' particular Cain with whiskey and six-shooters��bawlin' about her all over the place."

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THREE:Learning to warm up the engine, to check up on instruments, to keep the ship level while taxiing down the field to head into the wind, to make the turn, either in stiff wind or gentle breeze, so that the wind did not tip the craft and scrape wingtips��these and a dozen other things he acquired in several early lessons.

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