If that child preserves and develops the faculties it exhibits, it will know how to harmonise egoism and altruism for its own good and that of society. A girl of eleven deplores that nations destroy each other in war, and laments the difference of social classes and that the rich live on the work and privation of the poor. She ends:— Why do not men, instead of killing each other in wars and hating each other for class-differences, devote themselves cheerfully to work and the discovery of things for the good of mankind? Men ought to unite to love each other and live fraternally. [10] A child of ten, in an essay which is so good that I would insert it whole if space permitted, and if it were not for the identity in sentiment with the previous passages, says of the school and the pupil:— Reunited under one roof, eager to learn what we do not know, without distinction of classes [there were children of university professors among them, it will be remembered], we are children of one family guided to the same end.... The ignorant man is a nullity; little or nothing can be expected of him. He is a warning to us not to waste time; on the contrary, let us profit by it, and in due course we will be rewarded. Let us not miss the fruits of a good school, and, honouring our teachers, our family, and society, we shall live happily. A child of ten philosophises on the faults of mankind, which, in her opinion, can be avoided by instruction and goodwill:— Among the faults of mankind are lying, hypocrisy, and egoism. If men, and especially women, were better instructed, and women were entirely equal to men, these faults would disappear. Parents would not send their children to religious schools, which inculcate false ideas, but to rational schools, where there is no teaching of the supernatural, which does not exist; nor to make war; but to live in solidarity and work in common. We will close with the following essay, written by a young lady of sixteen, which is correct enough in form and substance to quote in entirety:—