in recognition of the power of inheritance; it is not merely to dispose of the idea that men are born inherently equal; but it is also to combat the idea that education is a levelling process. On the contrary, it accentuates the differences between men. You may confuse the unpolished pebble and the diamond, but not when education has done its utmost for both. If education were a process of addition to what inheritance gives, it would almost level men: the addition of a large sum to figures such as, say, 1, 2, and 3, would almost obliterate their original disproportion. But the analogy is with multiplication, as I have suggested: and the larger the sum by which 1, 2 and 3 are multiplied, the greater is the disparity between the products. This is, perhaps, one of the truths of vast importance which the common rim of contemporary Socialism implicitly denies: though it is of course abundantly recognised by such a socialist as that master-thinker Professor Forel. The socialist's panacea, ideal education for all, is much to be desired, and will accomplish much, as we began by admitting; but it is not a panacea. Those who believe it to be such do not understand the nature of education nor its limitations. They should remember the remark of Epictetus, “the condition and characteristic of a fool is this: he never expects from himself profit nor harm, but from externals.” The dogma of the unthinking socialist--who exists, though he is doubtless rarer than the unthinking individualist--is that all evil is of economic origin: correct your economics and your education and you obliterate evil. But it is not so. As Lowell said, “A great part of human suffering has its root in the nature of man, and not in that of his institutions.” When by means of eugenics we can give education the right material to work upon, we shall have a Utopia, and as for forms of government they may be left for fools to contest. Forel, incomparably the greatest socialist thinker of the day, sees this. He makes his Utopian predictions not so much as to mere externals, like clothing and language, but as regards the kind of man and woman: and, unlike some writers, he entitles himself to paint these pictures, for in that great eugenic treatise _Die Sexuel Frage_, he tells us how to realise them by pedagogic reform working upon the materials provided by human selection. A paragraph may be quoted from Forel:-- “Malgré tout l'enthousiasme qu'on doit montrer pour une pédagogie rationelle, il ne faut jamais oublier qu'elle est incapable de remplacer la sélection. Elle sert au but immédiat et rapproché, qui est d'utiliser le mieux possible le matérial humain tel qu'il existe maintenant. Mais, par elle-même, elle n'améliore en rien la qualité des germes à venir. Elle peut, néanmoins, grâce à l'instruction donnée à la jeunesse sur la valeur sociale de la sélection, la préparer à mettre cette dernière en œuvre.” #/ and another from Spencer:--