It would not be necessary to wait for this pressure from below were the well-to-do class--which in most modern States exercises so large an influence both in the actual administration of Governments and by example--so situated as to be in any way aware of the responsibilities which rest upon it. Traditional education has, owing to causes which are not far to seek, deprived the well-to-do class of a knowledge of, and interest in, Man’s relation to Nature, and of his power to control natural processes. During the whole period of the growth of man’s knowledge of Nature--that is to say, ever since the days of Bruno--the education of the well-to-do has been directed to the acquirement of entertaining information and elegant accomplishments, whilst ‘useful knowledge’ has been despised and obtained, when considered necessary, from lower-class ‘workmen’ at workmen’s wages. It is of course not to be overlooked that there have been notable exceptions to this, but they have been exceptions. Even at the present day, in some civilized States, a body of clerks, without any pretence to an education in the knowledge of Nature, headed by gentlemen of title, equally ignorant, are entrusted with, and handsomely paid and rewarded for, the superintendence of the armies, the navies, the agriculture, the public works, the fisheries, and even the public education of the State. When compelled to seek the assistance of those who have been trained in the knowledge of Nature (for even in these States there are a few such eccentric persons to be found), the officials demand that such assistance shall be freely given to them without pay, or else offer to buy the knowledge required at the rate paid to a copying clerk. This state of things is not one for which it is possible to blame those who, in blissful ignorance, contentedly perform what they consider to be their duty to their country. There are, however, in many States, institutions, of vast influence in the education of the whole community, known as Universities. In many countries they as well as the schools are directly controlled by the State. In England, however, we are happy in having free Universities, the older of which, though in some important respects tied down by law, yet have the power to determine almost absolutely, not only what shall be studied within their own walls, but what shall be studied in all the schools of the country frequented by the children of the well-to-do.