Money is at the bottom of all this to a great extent. If the parents would put their children in the way of earning a competence earlier than they do, the children would soon become self-supporting and independent. As it is, under the present system, the young ones get old enough to have all manner of legitimate wants (that is, if they have any “go” about them) before they have learnt the means of earning money to pay for them; hence they must either do without them, or take more money than the parents can be expected to spare. This is due chiefly to the schools of Unreason, where a boy is taught upon hypothetical principles, as I will explain hereafter; spending years in being incapacitated for doing this, that, or the other (he hardly knows what), during all which time he ought to have been actually doing the thing itself, beginning at the lowest grades, picking it up through actual practice, and rising according to the energy which is in him. These schools of Unreason surprised me much. It would be easy to fall into pseudo-utilitarianism, and I would fain believe that the system may be good for the children of very rich parents, or for those who show a natural instinct to acquire hypothetical lore; but the misery was that their Ydgrun-worship required all people with any pretence to respectability to send their children to some one or other of these schools, mulcting them of years of money. It astonished me to see what sacrifices the parents would make in order to render their children as nearly useless as possible; and it was hard to say whether the old suffered most from the expense which they were thus put to, or the young from being deliberately swindled in some of the most important branches of human inquiry, and directed into false channels or left to drift in the great majority of cases. I cannot think I am mistaken in believing that the growing tendency to limit families by infanticide—an evil which was causing general alarm throughout the country—was almost entirely due to the way in which education had become a fetish from one end of Erewhon to the other. Granted that provision should be made whereby every child should be taught reading, writing, and arithmetic, but here compulsory state-aided education should end, and the child should begin (with all due precautions to ensure that he is not overworked) to acquire the rudiments of that art whereby he is to earn his living. He cannot acquire these in what we in England call schools of technical education; such schools are cloister life as against the rough and tumble of the world; they unfit, rather than fit for work in the open. An art can only be learned in the workshop of those who are winning their bread by it.