Evidence of the truth of this is so abundant that any person can obtain it by visiting the factories and workshops and other centres of paid workers, by inquiring what is the manner of life of those in the higher and those in the lower social rank, by frequenting what are called courts of justice, and by asking the prisoners in our penal institutions what were the motives for their misconduct. If all this does not suffice to prove that the State favours those who are in possession of wealth and frowns on those who rebel against injustice, it may be useful to notice what has happened in Belgium. Here, according to Señor C., the government is so attentive to education and conducts it so excellently that private schools are impossible. In the official schools, he says, the children of the rich mingle with the children of the poor, and one may at times see the child of wealthy parents arm in arm with a poor and lowly companion. It is true, I admit, that children of all classes may attend the Belgian schools; but the instruction that is given in them is based on the supposed eternal necessity for a division of rich and poor, and on the principle that social harmony consists in the fulfilment of the laws. It is natural enough that the masters should like to see this kind of education given on every side. It is a means of bringing to reason those who might one day be tempted to rebel. Not long ago, in Brussels and other Belgian towns, the sons of the rich, armed and organised in national troops, shot down the sons of the poor who were claiming universal suffrage. On the other hand, my acquaintance with the quality of Belgian education differs considerably from that of the lecturer. I have before me various issues of a Belgian journal (L’Exprèss de Liège) which devotes an article to the subject, entitled “The Destruction of our National System of Education.” The facts given are, unfortunately, very similar to the facts about education in Spain, though in this country there has been a great development of education by religious orders, which is, as everybody knows, the systematisation of ignorance. In fine, it is not for nothing that a violently clerical government rules in Belgium. As to the modern education which is given in French schools, we may say that not a single one of the books used in them serves the purpose of a really secular education. On the very day on which Señor C. was lecturing in Gracia the Parisian journal L’Action published an article, with the title “How Secular Morality is Taught,” in regard to the book Recueil de maximes et pensées morales, and quoted from it certain ridiculously anachronistic ideas which offend the most elementary common sense.