Nequa; or, The Problem of the Ages

by Alcanoan O. Grigsby; Mary P. Lowe

We frequently conferred with Battell, and he kept us advised in regard to everything of interest relating to the Ice King, and other matters in which we felt especially interested. Acting upon MacNair's suggestion, I gave my entire time to the study of our immediate surroundings. I found that this magnificent home contained over 2000 people, men, women, and children, and still there was no crowding. The main building contained all the offices and store rooms, public halls, school rooms, library, museum, dining hall, kitchen and laundry. Powerful storage batteries furnished electricity for heating and lighting, and motor power for manufacturing, which formed a part of the educational system in every home. The wings were given up entirely to apartments, so that the members of this immense family could be just as secluded and exclusive as they desired. Each one had a private apartment furnished to his or her taste.

Each room was numbered and connected by telephone with the library, storerooms and business offices, and could be placed in communication with the occupants of any other apartment, or with the District Exchange which could place them in communication with any part of the world. If a book was wanted from the library or any article from the storeroom, it was ordered by telephone, and delivered at once, by pneumatic tube. Every apartment could be connected by phonograph with the lecture room or music hall, and the occupant could listen to the lecture or music, without leaving his or her room. There was also a universal distribution of news by the same means to any person who desired such service.

In each of these communal homes was a publishing department, and all the facilities for manufacturing furniture, clothing and almost any utensil needed, equal to the supply of the community, if it was found to be necessary. While the district was devoted mostly to agriculture, in its educational system, every member was trained in the mechanic arts and general business methods.

This training began with the children and continued for life as occasion might require. People never imagined that they would become too old to learn. They were taught that the most important service they could render to themselves and to society was to educate themselves, physically, mentally and morally, and that for this kind of service society could well afford to give them access to all that was required for their sustenance and comfort.

Hence all facilities for improvement, books, papers, scientific instruments and instruction were not only free, but the use of them was regarded as a valuable service to society. The pupil attended school, got his or her evidence of labor performed, which entitled the holder to food, shelter, clothing, etc., the same as the teacher,—as both were alike serving society. The pupils, in training themselves for lives of usefulness, were regarded as benefiting the community as well as themselves, and hence the community was in duty bound to provide them with all the essentials for their highest development of body and mind, in harmony with the demands of an advanced or advancing civilization.

These lessons concerning this inner world civilization, derived from conversations with MacNair, Iola and others who could converse in English, and confirmed by our own observations as far as they had gone were intensely interesting, and we never tired of asking questions, which were always answered courteously and in a satisfactory manner. But I soon reached the point where I began to feel the need of more comprehensive sources of information. I wanted to be able to speak the language of the country, converse with all the people, attend lectures and make the fullest use practicable of the extensive libraries and numerous publications which contained the current literature of the times, so that I could enter into the spirit and purpose of this wonderful civilisation, which seemed to be far more attractive than the most entrancing picture of Utopia. Feeling thus, I was prepared for what was to follow.

One morning after we had somewhat familiarized ourselves with our new surroundings, and we felt inclined to rest and think, rather than to roam around, MacNair asked:

"How do you like your new home since you have had time to look around and get acquainted?"

"So far as I am concerned," I replied, "I am delighted with the country and the treatment I receive wherever I go. But there is so much to learn, that I feel overwhelmed. If I were able to converse with the people, and enter into the spirit of their daily life, I would be more at home. I want to be able to utilize all the sources of learning which are contained in your literature and I think that the time has come when the best thing we can do is to settle down in earnest to the study of the language."

"I knew that you would soon come to that conclusion," said MacNair, "but what you have seen is a necessary step in your education. We must soon go to our classes and you can go with us and take your first lesson. In order to facilitate your studies, you have been assigned apartments adjoining the Library and Lecture room."