368 SCIENCE PROGRESS 



their own expense. The fee or honorary which the scholar pays 

 to the master, naturally constitutes a revenue of this kind." 



Our author regarded all additions to this natural source of 

 income, that is, all endowments, as devices to enable the teacher 

 to defy public opinion. The teacher, being more or less in- 

 dependent of the approval of his students and their friends, 

 would be apt to neglect his duties. He would continue to 

 teach his subject as he had himself learned it and to ignore 

 modern developments. " Exploded and antiquated " systems of 

 science " can subsist nowhere but in those incorporated societies 

 for education, where prosperity and revenue are in a great 

 measure independent of their industry." The " salaries, too," 

 of endowed teachers, " put the private teacher, who would 

 pretend to come into competition with them, in the same state 

 with a merchant who attempts to trade without a bounty, 

 in competition with those who trade with a considerable one." 

 " Thus the endowments of schools and colleges have in this 

 manner not only corrupted the diligence of public teachers, 

 but have rendered it almost impossible to have any good 

 private ones." 



Finally, there were, in Adam Smith's time, " no public in- 

 stitutions for the education of women," and the instruction of 

 girls was in his opinion in a much healthier state than that of 

 men. They learned nothing " useless, absurd, or fantastical." 

 "They are taught," he says, "what their parents and guardians 

 judge it necessary or useful for them to learn, and they are 

 taught nothing else." 



Nor has our author much faith in any system of control. If 

 the Governing Body consists wholly or in large part of the 

 Professors, " they are likely to make common cause, to be very 

 indulgent to one another, and every man to consent that his 

 neighbour may neglect his duty provided he himself is allowed 

 to neglect his own." If it consists of some external person such 

 as a bishop, governor, or minister of state, the most that he can 

 do is to compel the teacher to give lectures; he cannot compel 

 him to give them well. 



Our author, then, held that the student should pay at all 

 events a part of the cost of his education, and the only case 

 in which part-payment is directly sanctioned is that of the 

 elementary education of the poor. 



Secondly, he was of opinion that this was not only natural 



