These propositions lie beyond possible contradiction. We need not raise the question of the general Weismannian theory of heredity; but we must recognize, as wholly undeniable, that the characters and qualities acquired by education are not in any degree inherited. The testimony of every-day observation is, on this point, so unanimous and so overwhelming that further insistence would seem superfluous. We may refer however, to the broad, patent, universally recognized fact that centuries of culture and most careful training have never been known to improve the breed, the stock, the inherent quality of any race of men or plants or domestic animals. Wherever any of these have been organically modified, it has been by other agencies, more especially by some form of natural or artificial selection. While the extra-organic development of civilization has gone on and still goes on, and apparently will go on apace indefinitely, under the guidance of science and invention, there is no evidence of any organic improvement in man in thousands of years, since the working of natural selection ceased to be progressive. The Mesopotamian of to-day is surely not the superior of his sculptured ancestors who observed and measured the precession of the equinoxes nearly 6,000 years ago. The Jew of to-day can boast nothing above the authors of the Psalms, and of Job, and of the prophecies of Isaiah. The modern Greek may or may not have _descended_ from Homer or Pericles; but, surely, he has not _ascended_ very far. It is needless to multiply illustrations. We believe firmly in the mutability of species; but the phenomenon of the permanence, even of sub-species and varieties, is far more universal and impressive. Education, then, can do much; but its mission is to the present--it cannot stamp itself upon the future. The limits of its efficiency, though absolutely wide, are relatively narrow and are speedily reached. It plays with man the function of care and training, of cultivation and domestication, with the lower animals and with the products of the soil. By diligent tillage, by the spade, the hoe, the plough, by irrigation and fertilization, the planter may greatly increase the yield of his field or his orchard and even refine, in a measure, the quality of his fruit or his grain. By feeding, grooming, and the like, the horse-dealer may much improve the appearance and serviceability of his horses and may even add no little to their health, vigour, and value. It would be insanity in these men to neglect or despise such artificial helps and to trust their crops and their stock to grow and to take care of themselves. The farmer and the stockman know very well that only by the highest cultivation and the most watchful attention can they secure the best results in field or fold and maintain themselves in competition with wide-awake neighbours.