Democracy and Education

Abstract

During the last few months I have asked several scores of people, in discussions of present issues, just what they mean by “democracy.” I received many stumbling, fumbling answers most of which concerned themselves with inessentials and externals; not one went back to first principles; none could be accepted as more than what, except in inessentials, I should call a distinction without a difference. Most of them took it for granted that the answer was obvious; that democracy and totalitarianism could not be mistaken; that their aims were irreconcilable. Some used time-honoured phrases which, on closer enquiry, meant nothing any longer in the welter of the day, though at the time of their formulation they had been pregnant with revelation. Among those whom I asked were university teachers, politicians, industrialists, business men, farmers, and labourers. My approach, invariably, was that of one who desired to be informed.