In the second place, as the author himself partly admits, the influence that education may exert cannot be exactly fixed, no matter what progress pedagogical science may make, for the following reasons. It is only in school that the scientific pedagogical method is applied, and plainly in an incomplete and imperfect manner. In order that children shall be taught and developed they must be well fed and well clothed. Without this the results will be very small, but pupils insufficiently fed and clothed are to be counted by thousands. It is also necessary that a class include as few pupils as possible, in order that the instructor may not have to divide his attention too much. Yet how many cases are there where this is found? For these reasons, to which might be added others, all of an exclusively economic nature, the school does not contribute as much as it might to moral education. The advantage of the education given in school over that furnished by the parents consists in its practical application, at least in part, according to pedagogical rules. The parents who set themselves to bring up their children on scientific principles are so few as to be easily counted. Almost all are novices in this very difficult trade; little attention is paid to whether parents are ignorant or educated, good or bad, patient or irascible, capable or incapable, in short, of bringing up their children. The present organization of society is based upon the fiction that the person who gives life to a child is also fitted to bring it up. Further, existing social conditions put many parents, however capable they might otherwise be, in a position where they cannot give their children any care, on account of the long working-day, the labor of married women, etc. These remarks, it seems to me, are in themselves enough to show that we cannot just now come to a definite conclusion, that the influence of education may extend to such and such a point, but no further. In the third place, it remains to make valid objections to the principal thesis that forms the foundation of the chapter. Here it is in brief. There was a time when men lived in anti-social conditions; all were enemies one of another. This situation lasted for ages until the social sentiments grew up and civilization developed. But these anti-social germs having lasted for ages, while the social germs are only of recent date, it follows that the former are generally much stronger than the latter. This is why the tendency to evil has predominated in man, and why crime has such enormous dimensions.