arranged this matter, that only wealthy people are able to study
science, and teachers, like technologists and physicians, cling to
money.

And this cannot be otherwise, because a school built on a model plan
(as a general rule, the more scientifically built the school, the
more costly it is), with pivot chains, and globes, and maps, and
library, and petty text-books for teachers and scholars and
pedagogues, is a sort of thing for which it would be necessary to
double the taxes in every village. This science demands. The
people need money for their work; and the more there is needed, the
poorer they are.

Defenders of science say: "Pedagogy is even now proving of
advantage to the people, but give it a chance to develop, and then
it will do still better." Yes, if it does develop, and instead of
twenty schools in a district there are a hundred, and all
scientific, and if the people support these schools, they will grow
poorer than ever, and they will more than ever need work for their
children's sake. "What is to be done?" they say to this. The
government will build the schools, and will make education
obligatory, as it is in Europe; but again, surely, the money is
taken from the people just the same, and it will be harder to work,
and they will have less leisure for work, and there will be no
education even by compulsion. Again the sole salvation is this:
that the teacher should live under the conditions of the working-
men, and should teach for that compensation which they give him
freely and voluntarily.

Such is the false course of science, which deprives it of the power