We must regard society, therefore, as in the above definite subject, in the light of a mixture of many stages of evolution. We may still sit at table with palaeolithic man, put into modern dress and eating modern dishes it is true, but absolutely in the palaeolithic stage of thought and intellect; he is entirely absorbed in the interests of hunting wild animals, and devoted to his appliances for the chase, while incapable of making or improving anything belonging to a higher kind of civilisation. Crime and illegalities are very largely merely survivals of different conditions of society, which the law of the majority has not succeeded in repressing. As such, the more reasonable and favourable mode of dealing with them would be deportation to communities where such actions are still normal. Instead of five years' sentence for bigamy, let us exile a man to a Muhammedan country. If we were seriously to establish island communities where theft, violence, anarchy, and other phases incompatible with any passable diversity, were still normal and unpunished, we might leave all those who preferred to practise such conditions to work out their own life and views with kindred minds. Regarding now the individual rather than the community, we see in modern education a very serious force acting against that diversity which is needful for progress. So far as it is a social force, owing to the herding together of large masses of children, and so destroying family types, it is mainly deleterious. The enforcement of trivial and senseless regulations by boys themselves is entirely a detriment to character, as destroying a habit of dealing with matters on their own merits, and creating a terrible bogey of senseless public opinion. The compulsory games and the ordering of the use of personal time, is another detriment, for it certainly destroys some ability which might find its footing in the character permanently. But beside the detriment of the system of herding, there is the more direct question of the influence of the teaching. Most children begin with a great curiosity concerning the world and their experience of it, a curiosity which when unguided leads to many unpleasant and inconvenient results. Hence, instead of guiding it aright, and encouraging the benefits of it, the selfish and lazy plan of elders is to destroy and obliterate the reasoning interest in things, and try to enforce in its place a knowledge of matters, which are generally less useful, and certainly less interesting, than those which a child wants to know about. The leading factor of character, the acquisition of knowledge of benefits and injuries, of good and of evil, is mainly rooted out; and the new plants of abstract ideas and bookwork require generally many years to take good root, if they do so at all. This system lies at the base of the unintellectual character of the average educated Englishman, who takes no useful interest in anything. As an example of this, there is