what this fulminating powder is composed of, we find that it is a nitrogenous salt.”—Spencer. 11 Of course, the geometric progression does not represent _precisely_ the law of human progression; it is here employed because it is familiar and serves, better perhaps than any other simple mathematical means, to show _roughly_ how human progress goes on. The essential elements of a progression are the first term _P_ and the ratio _R_ and the number of the terms _T_; in the human progression _PR__1__, PR__2__, PR__3__, ... PR__T__, P_ is the starting status of the first generation, _R_ is the peculiar capacity of humans to bind time and is a _free gift_ and _law_ of _nature_, which it would be folly not to recognize and accept as such, _T_ is time, or number of generations. It is obvious that the magnitude, _PR__T_, is entirely dependent on the magnitudes of _PR_, and _T_. The existence of _R_ and _T_ is independent of humans, _R_ being a law of nature, _T_ a gift of nature, _P_ the starting status of the initial generation. With _P = 0_ or _R = 0_ THERE WOULD BE NO PROGRESS or progression at all; each term in the case of human progression is mainly dependent upon the time and the work done by the dead. The existence of _R_ and _T_ is entirely beyond human control. Humans can control only the MAGNITUDE of those elements by education. Here comes the tremendous responsibility of education. It is not necessary to use much imagination to see that if humanity had always been rightly educated, science would have long ago discovered the natural forces and laws essential to human welfare, and human misery would to-day be relatively small. 12 See Appendix III.