Nequa; or, The Problem of the Ages

by Alcanoan O. Grigsby; Mary P. Lowe

"This," I said, "is certainly a work in which I am most anxious to engage, just as soon as I can qualify myself for the task, and I shall certainly need all the help I can get. I do indeed want the people of America, the great republic of the outer world, to learn that the highest ideals of their revolutionary sires, are not mere 'glittering generalities,' but realities, and have been carried out to their logical culmination in this country with the most beneficent results to humanity. To this end, that they should not only learn this most significant fact, but that they should have laid before them a clear and concise statement of the methods that have been used so successfully to produce these results and evolve this wonderful Altrurian civilization. I most keenly realize that it is my duty to accomplish this work for humanity, but when I think of the vast libraries, written in a strange tongue, that must not only be read but studied, in order to trace the operation of the evolutionary forces which have produced these grand results, I am overwhelmed at the contemplation of the magnitude of the task set before me."

"Do not be alarmed," said Oqua, "at the multitudinous array of ponderous volumes. These records are only preserved for reference. The scholars of every age have been over them, with the special object in view of condensing and simplifying their lessons, for the benefit of students who could not afford to neglect other studies of the most pressing importance, in order to familiarize themselves with the details of so many thousands of years of history. Hence the lessons of permanent value, such for instance as relate to the social, economic and ethical progress of the people, have been carefully arranged in the form of attractive condensations, with marginal references to the authorities. With these lessons from History, designed for the use of the pupils in our schools, the students can rapidly trace every step in our progress, from the original half-civilized condition down to the present time, and if there is any matter which they wish to examine more closely, the marginal references will direct them to volume and page. So, my dear Nequa, you will find that the greater part of your work which looks so overwhelming, is ready made for you, in our School Concordances. Another thing will help you; these lessons of progress have all been treated in the shape of allegories and historical romances, in order to make them attractive. Perhaps you could not transmit them to your own people in a better shape, than by translating some of the works that bear directly upon what they need to understand. These works trace in a most attractive form the operation of every evolutionary force which has contributed to our Altrurian civilization as you find it to-day."

"This, indeed, my dear Oqua, relieves my mind of a load of doubt and apprehension, which amounted almost to a dread, whenever I thought of reading so many ponderous volumes in order to get a clear idea of the forces which have contributed to your present ideal conditions. It also explains to me how it is, that your entire people have such a clear understanding of every economic, social and ethical problem. These things are taught to the children in your primary schools."

"Yes," said Oqua, "the blessings of a high state of civilization can only be preserved by educating the children of a country into a comprehensive understanding of the laws of progress, by which these blessings are secured. While a very few can set the machinery in motion by which the masses may be relieved of any burdens that can be imposed upon them, yet unless the children are universally educated in regard to these matters, a few will be able to re-enslave them. These so-called 'great problems' which you inform me are puzzling the brains of your statesmen, ought to be thoroughly understood by the children. Hence we teach these things to children while the mind is the most receptive and the most capable of acquiring knowledge rapidly."

"But," I remarked, "it sounds so strange to hear you speak of children thoroughly understanding these questions of world-wide importance, with which the great statesmen of the outer world have grappled for ages, without finding a solution."

"Nothing strange about it," said Oqua. "The mind of the child is plastic and is remarkable for the facility with which it receives and retains impressions. When it reaches the adult stage these impressions become crystallized and are hard to change. Hence the importance of starting the child rightly, with correct habits of thought on these vital matters, upon which its future weal, and that of every other human being depends. If the impressions on the mind of the child are erroneous, they are liable to crystallize and be retained through life, no matter how absurd they may be. As an apt illustration of this tendency, I have only to refer to some of the notions which were popular in this country at the time when the old economic system had run its course and was producing widespread poverty and suffering among the people. At that period all of the exchanges among the people were on a money basis, and the few had control of the money while the many were not able to utilize their labor to produce the wealth they needed because they could not get the money to effect the necessary exchanges. The reformers of that time were loud in the demand for more money, while the controlling minds among the majority insisted that the one thing needed was less money so that the money they had would purchase more; and others were equally sure that more tax on products of foreign countries was just the thing to relieve the industrial depression by holding the home market for the products of our own labor. Keep foreign products out by a high tariff and protect home industry, was the doctrine. But we cannot help smiling as we read that these same people who wanted to exclude foreign products from our markets in order to protect our own labor, expected to get revenues from a tax on foreign goods to run the government. It is difficult to imagine at this time that any sane people ever entertained such absurd and self contradictory opinions, but it is nevertheless a fact, as demonstrated by the history of that time. These absurd notions could not have found lodgement in the human mind, if as children, the people had been trained to correct habits of reasoning."

"And such," I said, "are the notions which predominate at this time in my own country and the result is, that a few are very rich while the many are hard pressed and poor. The few who protest against this system are denounced as cranks, agitators and dangerous characters."

"This is just what might be expected," said Oqua. "Like causes produce like effects. The masses of mankind are always prone to deride and persecute isolated individuals who know more than the mass, which is physically so much more powerful. This is the protest of brute force against mental, moral and spiritual superiority. This was why your Jesus was crucified and this is why your reformers of the present day are denounced as cranks, agitators and dangerous characters. It is an invariable trait of human nature in a certain stage of development."

"I have long entertained these same views," I replied, "but the object lessons which can be drawn from your history will cover all these questions and they ought to reach our people with the first announcement of the discovery of this inner world where all the great problems of human development have been solved. I have found your language remarkably easy to learn and from what you say, I expect to find lessons from your history equally easy, but still I need your assistance. I want to make the very best possible use of my opportunities, and to that end, I want the benefit of your experience, observation and knowledge of Altrurian civilization as it is to-day."