38o SCIENCE PROGRESS 



apparatus, or to handle a pen, should, in return, learn to handle 

 a rifle to defend her in her hour of need. 



And now to sum up. We have seen that the great econo- 

 mist's opinions as to the proper relations between teacher and 

 pupil, between education and the State, have all or nearly all 

 been abandoned by universal or nearly universal consent. 

 He disapproved of free and compulsory education, and ele- 

 mentary education is both compulsory and free. He disapproved 

 of endowments and State aid, but we live in an age of munifi- 

 cent founders and of grants to University Colleges. He 

 approved of a form of education for women that is not the most 

 popular type. He approved of direct economic relations between 

 the teacher and student, whereas we interpose Governing 

 Bodies to control both the one and the other. He did not 

 believe that " great objects " had much influence apart from 

 the necessity for earning a living, but there never was a time 

 when so many teachers were also serious students who aimed 

 at adding to knowledge. We have invented a new form of 

 governing Universities which works well, though he ignored 

 it. He called a man who was incapable of defending himself 

 a " coward," and most of us take no pains not to deserve the 

 epithet. Was he altogether wrong or altogether right, or were 

 truth and error mixed in the Wealth of Nations as else- 

 where? If I am to choose I should say that I think he was 

 right in two points. I doubt if posterity will always believe 

 that identical educations are necessarily the best for men and 

 women ; and I am sure that if disaster ever befalls this country 

 posterity will say that it was because long immunity from 

 imminent danger to our families and our homes had deadened 

 in us the instinct of self-defence. 



