Mr. Spencer’s examination of this subject does not appear to have been so thorough as the occasion demands. In denying that education prevents crime, he relies mainly on Joseph Fletcher, who, as stated in both editions of _Social Statics_, “has entered more elaborately into this question than perhaps any other writer of the day,” and who admits that there is a “superficial evidence against instruction.” Spencer takes no notice of Fletcher’s having succeeded completely in breaking down this superficial evidence. In elaborate papers, published in the tenth, eleventh, and twelfth volumes of _The Journal of the London Statistical Society_, and illustrated by many tables and maps, Fletcher shows that the proportion to the population, in various parts of England, of people unable to sign their names, corresponded everywhere to the proportion of illegitimate births as well as of commitments for crime. Separating these latter into classes according to degree of guilt, he proves that the worst crimes are most common where there is the most ignorance. Thus he is enabled to say, “The conclusion is therefore irresistible that education is essential to the security of modern society.” That this testimony of Spencer’s principal witness is really the truth can be further proved by the statistics in the _Encyclopædia Britannica_, showing that between 1841 and 1876, while the percentage of illiterates to population in England and Wales was reduced one-half, that of criminals was reduced to one-third of what it was originally. (Vol. VIII, pp. 221 and 249-251.) Spencer also refers to the fact that schools have sometimes been carried on in the interest of despotism; but most kinds of food are easily adulterated; and education is valuable, notwithstanding, as food for liberty. This last consideration disposes completely of his comparison of state-churches with state-schools; and the fact, mentioned in the revised but not in the original edition of _Social Statics_, that opinions differ about the best methods of education, is really an additional instance of the encouragement given by our system of public schools to independence of thought.