England, he tells us, has attained political democracy but not social democracy. America has won both political and social democracy, but he warns us that both phases are losing ground in this country.

We might take issue with the first part of this statement. We have not yet achieved in this country either a political or social democracy. Great Britain has outdistanced us as an example of a practical working democracy. It would require much more space than can be given to it here to indicate the many obstacles thrown in the way of the expression of the people's will. We know of few systems anywhere on earth where the exercise of the will of the majority is so cunningly hampered, where the judicial, executive and legislative functions are so ingeniously contrived to offer positive resistance to everything short of an overwhelming majority organized to resist or alter the decrees of government. A political democracy is a country where the people have their way, and a democratic system of government is one that makes it easy for a people to have their way. The United States, despite professions to the contrary in public speeches of many eminent personages, is far enough from a real political democracy.

And now as to America being a social democracy. As the defect 8 of the British system of education spring from a stratification of class, so must American schools, colleges and universities reflect the caste system. For it makes little difference whether this caste system is typified by the owners of great estates or by the more vulgar plutocrats of privilege. For under democratic forms without the reality the same caste system may flourish under disguise not readily discerned.

Prof. Roman is hopeful, however. He says of our own country: " There is a rising tide of opinion that the people are not being consulted. This is our hope that it may be better on another day. " p. 63. And indeed there are many signs that that day is coming.

Prof. Roman speaks less critically of education in Scotland and he has much to say in its praise. Of Ireland, where cultural development antedates the Middle Ages, and where it has steadily retrogressed since that time, he has more to say in criticism, though he attributes the defects of Ireland's educational system, and the general backwardness of its people, to the long unsettled state of the country and its bloody factional quarrels.

The chapters dealing with France and Germany are examples of painstaking observation and study. An occasional comment is arresting by reason of that democratic vision which animates the entire work. For example:

"Before the War the German people and all foreign visitors to these schools were so occupied in admiring the magnificent results, that the question of what might be the effect on the world, and even on the nation itself, of a system of education in which everything was done for the people, and nothing by them, was hardly ever raised. " p. 220.

Dr. Roman has presented a picture of a new Germany. No one has done it so well. Our author is an optimist as regards both Germany and France, and his is not an optimism that blinds him to the lurking dangers.

An account of the striking achievements in education of the Scandinavian countries forms part 4 of this volume. The Folk High Schools of Denmark have long been favorably known to students of popular education. The name of Gruntvig comes in for special mention, as does that of our friend, Jakob Lange. The educational system of Denmark is popularizing new ideals of social justice.

Dr. Roman tells us that from the early days when the Vikings first appear in history the peasants had certain rights to land from which they have never been excluded as they have in other countries. In theory they have held the common right to land and in part at least have carried out this theory in practise. Nowhere, Prof. Roman tells us, has the Physiocratic idea developing later with Henry George and his teachings found such permanent lodgement as it has in Den- mark.

The review of education in Russia is sympathetic and enlightening.

It is of great importance at this juncture of the world's history that eminent scholars like Prof. Dewey and Dr. Roman are able to divest themselves of such economic and religious predilections as they may hold long enough to consider impartially the extraordinary happenings that are taking place in Russia. And that they do so with no unfriendliness should impress and indeed has impressed -Russian communist leaders with the belief that they have sincere well-wishers in this country, who though parting company with them on fundamental grounds, are content to see the experiment on which they have embarked fully tested with no outside interference on the lines they have undertaken. They must nevertheless be reminded in the words of Dr. Roman, that "Not until they themselves practise freedom will it be possible to sound trumpets of the approach of a new dawn for mankind." p. 378.

We have tried to convey some idea of the value of this work. We would indicate the care and thoroughness which Dr. Roman has brought to his task, the wealth of detail, the baring of significant weaknesses in the educational systems under observation, but above all giving to the reader glimpses of those influences which are moulding the world and determining its future. In this respect, if in no other, this is a valuable and extraordinary work.

And now we must stop. Here and there we would differ, as we have said, with some of our author's statements rarely with his conclusions. For these are grounded in those democratic principles which are part of his social and political philosophy, principles which are part of the Georgean philosophy. And because of these he avoids any really serious pitfalls.

Ah, we must make one exception. He seems to think that something should be done for or to the liquor problem. The truth is, when we cease trying to do anything about it, it will cease to be a problem. Pretty nearly all the trouble exists by reason of governmental interference. And he links "liquor to tobacco" in several places as if he would advocate doing something to tobacco, too. Fie, Doctor!