It is indeed in respect of the motives to exertion which they respectively supply, that the superiority of the Utopian to the conventional type of education is perhaps most pronounced. I have said that Egeria allies herself with the expansive forces of Nature. The teacher of the conventional type has to fight against those forces. Let us assume that the two teachers are on a level in respect of their capacity for influencing and stimulating their pupils, and let us indicate that level by the algebraical symbol _x_. Then the difference between the motive force which Egeria exerts, and the motive force which her rival exerts, is the difference between _x_ + _y_, and _x_ - _y_, _y_ being used to symbolise the aggregate motive force of the expansive tendencies of the child's inner nature. Such a difference is incalculable. The scheme of education which is based on distrust of the child's nature and belief in its intrinsic sinfulness and stupidity, necessarily arrays against itself the hidden forces of that maligned and despised nature, and must needs overcome their resistance before it can hope to achieve its proposed end. While Egeria is helping Nature to provide suitable channels for the various expansive tendencies that are at work in the child, and to guide them all into the central channel of self-realisation, her rival is engaged in digging a canal (to be filled, when finished, with dead, stagnant water) which is so designed that not only will no use be made by it of the life stream of the child's latent energies, but also costly culverts and other works will have to be constructed for it in order to divert and send to waste that troublesome current. The waste of motive force which goes on under any scheme of education through mechanical obedience, is indeed enormous. And what is most lamentable is that the energies of the teacher are being largely wasted in the effort to neutralise the latent energies of the child. No wonder that, in order to produce his meagre and illusory, "results," the teacher should have to resort to motive forces which, by appealing to the lower side of the child's nature, will enable him to bear down the resistance, and, in doing so, to impede the outgrowth of the higher,--to the hope of external rewards and the threat of external punishments. And no wonder that, owing to the teacher having to work unceasingly against the grain of the child's nature, of these two demoralising forces, the fear of punishment--which, if not the more demoralising, is certainly the more wasteful of energy--should bulk the more largely in the eyes of the child.