persons in the same social set, differ widely as between social sets, and between two nations, or two colors, may differ to the point where there is no common assumption whatever. That is why people professing the same stock of religious beliefs can go to war. The element of their belief which determines conduct is that view of the facts which they assume.
That is where codes enter so subtly and so pervasively into the making of public opinion. The orthodox theory holds that a public opinion constitutes a moral judgment on a group of facts. The theory I am suggesting is that, in the present state of education, a public opinion is primarily a moralized and codified version of the facts. I am arguing that the pattern of stereotypes at the center of our codes largely determines what group of facts we shall see, and in what light we shall see them. That is why, with the best will in the world, the news policy of a journal tends to support its editorial policy; why a capitalist sees one set of facts, and certain aspects of human nature, literally sees them; his socialist opponent another set and other aspects, and why each regards the other as unreasonable or perverse, when the real difference between them is a difference of perception. That difference is imposed by the difference between the capitalist and socialist pattern of stereotypes. "There are no classes in America," writes an American editor. "The history of all hitherto existing society is the history of class struggles," says the Communist Manifesto. If you have the editor's pattern in your mind, you will see vividly the facts that confirm it, vaguely and inef-
