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on it. It's a very good commission. They'll be in London very shortly. I'm going there from here.”

“Well,” he said, “how's it going to make out?”

“Oh, it's going to make out all right.”

“Well,” he said, “it occurred to me. . ..” I saw right away he was going to have somebody to suggest. “It occurred to me you ought to have an educator on that.”

I said, “I don't see why I have to have an educator, Mr. Baruch. It's got nothing to do with education.”

“Well,” he said, “you know labor and education are much the same subject. They're the same field. Education has a great deal to do with labor and labor with education.”

“Well,” I said, “not very much in this particular aspect to it which is to provide a method of preventing strikes by legislation. They're aiming to study how the English do it, if they do it. First, we don't know whether they really do it, or whether they fool themselves. Second, if they do it, we want to know how they do it. I don't see that education has anything to do with that.”

“Well,” he said, “you know the educators of England are very much interested in that. They're very concerned about it. Some of the educators in England are among some of their most liberal thinkers.”