I shall mention only one more of the most essential tools of our mental life--namely, our _figures_, which we call Arabic, because we received them from the Arabs, but which the Arabs called Indian, because they received them from the Indians--in order to show you how this nineteenth century of ours is under the sway of centuries long past and forgotten; how we are what we are, not by ourselves, but by those who came before us, and how the intellectual ground on which we stand is made up of the detritus of thoughts which were first thought, not on these isles nor in Europe, but on the shores of the Oxus, the Nile, the Euphrates, and the Indus. Now you may well ask _Quorsum hæc omnia?_--What has all this to do with freedom and with the free development of individuality? Because a man is born the heir of all the ages, can it be said that he is not free to grow and to expand, and to develop all the faculties of his mind? Are those who came before him, and who left him this goodly inheritance, to be called his enemies? Is that chain of tradition which connects him with the past really a galling fetter, and not rather the leading-strings without which he would never learn to walk straight? Let us look at the matter more closely. No one would venture to say that every individual should begin life as a young savage, and be left to form his own language, and invent his own letters, numerals, and coins. On the contrary, if we comprehend all this and a great deal more, such as religion, morality, and secular knowledge, under the general name of _education_, even the most advanced defenders of individualism would hold that no child should enter society without submitting, or rather without being submitted, to education. Most of us would even go further, and make it criminal for parents or even for communities to allow children to grow up uneducated. The excuse of worthless parents that they are at liberty to do with their children as they like, has at last been blown to the winds. I still remember the time when pseudo-Liberals were not ashamed to say that, whatever other nations, such as the Germans, might do, England would never submit to compulsory education. That wicked sophistry, too, has at last been silenced, and among the principal advocates of compulsory education, and of the necessity of curtailing the freedom of savage parents of savage children, have been Mill and his friends, the apostles of liberty and individualism.[12] A new era may be said to date in the history of every nation from the day on which "compulsory education" becomes part of their statute-book; and I may congratulate the most Liberal town in England on having proved itself the most inexorable tyrant in carrying out the principle of compulsory education.