fact that the individualist State spends at least five times as much for military purposes as upon elementary education. The more complete the division of labour, the more do employers tend to utilise the services of unskilled labourers--that is, the services of those whose work is of such a character that all they need know to enable them to perform it is at most a little reading, writing, and arithmetic. The capitalists have no use for workmen with more knowledge than this, for the unskilled workers are cheaper. The owning class are not inclined to make sacrifices to enable the children of workpeople to learn more in the elementary school. They know very well that to do this would merely be to do themselves harm, for the more the workman knows the more readily does he think independently, the more critical is he, and the more readily does he recognise the defects of the existing social order. _Science._--The modern public elementary school professes to teach children science. But they must first of all give their pupils desire and capacity for the acquirement of science. It should not be their aim to impart to the child the elements of any particular science, but rather to develop a capacity for a speedy acquisition of the knowledge it will find necessary in the course of its life. The procedure of the older elementary school which laid stress only upon memory is almost completely a thing of the past. But even to-day the elementary schools of Europe lay most emphasis upon the exhibition by their pupils of extensive knowledge, and this involves an overtaxing of the memory at the expense of the powers of thought. The elementary schools of the United States of America, on the other hand, do not so much endeavour to secure that a certain quantity of knowledge should be imparted, they do not so much insist upon thorough instruction, and strict concentration in the narrower sense of the term, as endeavour to effect a stimulated interest and a certain degree of orientation in all departments of knowledge. The latter system is the sounder. But a certain foundation of positive knowledge is absolutely essential, for upon this foundation is based the acquirement of all the knowledge subsequently gained, and necessary for the purposes of life. The modern elementary school teaches much and many things, including much that is altogether superfluous, but what the children will really need in life is either not taught at all, or taught defectively and inefficiently. Great emphasis is laid upon religion, grammar, and history; modern science is comparatively ignored; technical instruction, drawing, natural history, the principles of morals, political economy, and legislation, are neglected. (It is through the neglect of the last-mentioned that it results that man is perhaps able to understand his responsibilities towards his Heavenly Judge, but certainly not towards any earthly one.) When we examine