donotproposetobotheraboutasupplyofspecificgeniuswhichdoesnotexist，andwhich，ifitdidexist，couldoperateonlybyatoncerecognizingandestablishingtherightsofchildren。
WhatWeDoNotTeach，andWhyTomymind，aglanceatthesubjectsnowtaughtinschoolsoughttoconvinceanyreasonablepersonthattheobjectofthelessonsistokeepchildrenoutofmischief，andnottoqualifythemfortheirpartinlifeasresponsiblecitizensofafreeState。ItisnotpossibletomaintainfreedominanyState，nomatterhowperfectitsoriginalconstitution，unlessitspubliclyactivecitizensknowagooddealofconstitutionalhistory，law，andpoliticalscience，withitsbasisofeconomics。IfasmuchpainshadbeentakenacenturyagotomakeusallunderstandRicardo\'slawofrentastolearnourcatechisms，thefaceoftheworldwouldhavebeenchangedforthebetter。Butforthatveryreasonthegreatestcareistakentokeepsuchbeneficiallysubversiveknowledgefromus，withtheresultthatinpubliclifeweareeitherplace-hunters，anarchists，orsheepshepherdedbywolves。
Butitwillbeobservedthatthesearehighlycontroversialsubjects。
Nownocontroversialsubjectcanbetaughtdogmatically。Hewhoknowsonlytheofficialsideofacontroversyknowslessthannothingofitsnature。Theableraschoolmasteris，themoredangerousheistohispupilsunlesstheyhavethefullestopportunityofhearinganotherequallyablepersondohisutmosttoshakehisauthorityandconvicthimoferror。
Atpresentsuchteachingisveryunpopular。Itdoesnotexistinschools；buteveryadultwhoderiveshisknowledgeofpublicaffairsfromthenewspaperscantakein，atthecostofanextrahalfpenny，twopapersofoppositepolitics。Yettheordinarymansodislikeshavinghismindunsettled，ashecallsit，thatheangrilyrefusestoallowapaperwhichdissentsfromhisviewstobebroughtintohishouse。Evenathisclubheresentsseeingit，andexcludesitifithappenstoruncountertotheopinionsofallthemembers。Theresultisthathisopinionsarenotworthconsidering。AchurchmanwhoneverreadsTheFreethinkerverysoonhasnomorerealreligionthantheatheistwhoneverreadsTheChurchTimes。Theattitudeisthesameinbothcases:theywanttohearnothinggoodoftheirenemies；
consequentlytheyremainenemiesandsufferfrombadbloodalltheirlives；whereasmenwhoknowtheiropponentsandunderstandtheircase，quitecommonlyrespectandlikethem，andalwayslearnsomethingfromthem。
Here，again，asatsomanypoints，wecomeupagainsttheabuseofschoolstokeeppeopleinignoranceanderror，sothattheymaybeincapableofsuccessfulrevoltagainsttheirindustrialslavery。Themostimportantsimplefundamentaleconomictruthtoimpressonachildincomplicatedcivilizationslikeoursisthetruththatwhoeverconsumesgoodsorserviceswithoutproducingbypersonalefforttheequivalentofwhatheorsheconsumes，inflictsonthecommunitypreciselythesameinjurythatathiefproduces，andwould，inanyhonestState，betreatedasathief，howeverfullhisorherpocketsmightbeofmoneymadebyotherpeople。Thenationthatfirstteachesitschildrenthattruth，insteadoffloggingthemiftheydiscoveritforthemselves，mayhavetofightalltheslavesofalltheothernationstobeginwith；butitwillbeatthemaseasilyasanunburdenedmanwithhishandsfreeandwithallhisenergiesinfullplaycanbeataninvalidwhohastocarryanotherinvalidonhisback。
This，however，isnotanevilproducedbythedenialofchildren\'srights，norisitinherentinthenatureofschools。Imentionitonlybecauseitwouldbefollytocallforareformofourschoolswithouttakingaccountofthecorruptresistancewhichawaitsthereformer。
Awordmustalsobesaidabouttheoppositiontoreformofthevestedinterestoftheclassicalandcoerciveschoolmaster。He，poorwretch，hasnoothermeansoflivelihood；andreformwouldleavehimasaworkmanisnowleftwhenheissupersededbyamachine。Hehadthereforebetterdowhathecantogettheworkmancompensated，soastomakethepublicfamiliarwiththeideaofcompensationbeforehisownturncomes。
TabooinSchoolsThesuppressionofeconomicknowledge，disastrousasitis，isquiteintelligible，itscorruptmotivebeingasclearasthemotiveofaburglarforconcealinghisjemmyfromapoliceman。Buttheothergreatsuppressioninourschools，thesuppressionofthesubjectofsex，isacaseoftaboo。Inmankind，thelowerthetype，andthelesscultivatedthemind，thelesscouragethereistofaceimportantsubjectsobjectively。Theablestandmosthighlycultivatedpeoplecontinuallydiscussreligion，politics，andsex:itishardlyanexaggerationtosaythattheydiscussnothingelsewithfully-awakenedinterest。Commonerandlesscultivatedpeople，evenwhentheyformsocietiesfordiscussion，makearulethatpoliticsandreligionarenottobementioned，andtakeitforgrantedthatnodecentpersonwouldattempttodiscusssex。Thethreesubjectsarefearedbecausetheyrousethecrudepassionswhichcallforfuriousgratificationinmurderandrapineatworst，and，atbest，leadtoquarrelsandundesirablestatesofconsciousness。
Evenwhenthisexcuseofbadmanners，illtemper，andbrutishness(forthatiswhatitcomesto)compelsustoacceptitfromthoseadultsamongwhompoliticalandtheologicaldiscussiondoesasamatteroffactleadtothedrawingofknivesandpistols，andsexdiscussionleadstoobscenity，ithasnoapplicationtochildrenexceptasanimperativereasonfortrainingthemtorespectotherpeople\'sopinions，andtoinsistonrespectfortheirownintheseasinotherimportantmatterswhichareequallydangerous:forexample，money。
Andinanycasetherearedecisivereasons；superior，likethereasonsforsuspendingconventionalreticencesbetweendoctorandpatient，toallconsiderationsofmeredecorum，forgivingproperinstructioninthefactsofsex。Thosewhoobjecttoit(notcountingcoarsepeoplewhothoughtlesslyseizeeveryopportunityofaffectingandparadingafictitiousdelicacy)are，ineffect，advocatingignoranceasasafeguardagainstprecocity。Ifignorancewerepracticabletherewouldbesomethingtobesaidforituptotheageatwhichignoranceisadangerinsteadofasafeguard。Evenasitis，itseemsundesirablethatanyspecialemphasisshouldbegiventothesubject，whetherbywayofdelicacyandpoetryortooimpressivewarning。Buttheplainfactisthatinrefusingtoallowthechildtobetaughtbyqualifiedunrelatedelders(theparentsshrinkfromthelesson，evenwhentheyareotherwisequalified，becausetheirownrelationtothechildmakesthesubjectimpossiblebetweenthem)wearevirtuallyarrangingtohaveourchildrentaughtbyotherchildreninguiltysecretsanduncleanjests。Andthatsettlesthequestionforallsensiblepeople。
Thedogmaticobjection，thesheerinstinctivetaboowhichrulesthesubjectoutaltogetherasindecent，hasnoagelimit。Itmeansthatatnomatterwhatageawomanconsentstoaproposalofmarriage，sheshoulddosoinignoranceoftherelationsheisundertaking。Whenthisactuallyhappens(andapparentlyitdoeshappenoftenerthanwouldseempossible)ahorriblefraudisbeingpracticedonboththemanandthewoman。Heisledtobelievethatsheknowswhatsheispromising，andthatheisinnodangeroffindinghimselfboundtoawomantowhomheiseugenicallyantipathetic。Shecontemplatesnothingbutsuchaffectionaterelationsasmayexistbetweenherandhernearestkinsmen，andhasnoknowledge
oftheconditionwhich，ifnotforeseen，mustcomeasanamazingrevelationandadangerousshock，endingpossiblyinthediscoverythatthemarriagehasbeenanirreparablemistake。Nothingcanjustifysucharisk。Theremaybepeopleincapableofunderstandingthattherighttoknowallthereistoknowaboutoneselfisanaturalhumanrightthatsweepsawayallthepretencesofotherstotamperwithone\'sconsciousnessinordertoproducewhattheychoosetoconsideragoodcharacter。Buttheymustherebowtotheplainmischievousnessofentrappingpeopleintocontractsonwhichthehappinessoftheirwholelivesdependswithoutlettingthemknowwhattheyareundertaking。
AllegedNoveltiesinModernSchoolsThereisjustonemorenuisancetobedisposedofbeforeIcometothepositivesideofmycase。Imeanthepersonwhotellsmethatmyschooldaysbelongtoabygoneorderofeducationalideasandinstitutions，andthatschoolsarenotnowabitlikemyoldschool。
Ireply，withSirWalterRaleigh，bycallingonmysoultogivethisstatementthelie。SomeyearsagoIlecturedinOxfordonthesubjectofEducation。AfriendtowhomImentionedmyintentionsaid，\"Youknownothingofmoderneducation:schoolsarenotnowwhattheywerewhenyouwereaboy。\"Iimmediatelyprocuredthetimesheetsofhalfadozenmodernschools，andfound，asIexpected，thattheymightallhavebeenmyoldschool:therewasnorealdifference。Imaymention，too，thatIhavevisitedmodernschools，andobservedthatthereisatendencytohangprintedpicturesinanuntidyandsoullessmanneronthewalls，andoccasionallytodisplayonthemantel-shelfadeplorableglasscasecontainingcertainobjectswhichmightpossibly，ifplacedinthehandsofthepupils，givethemsomepracticalexperienceoftheweightofapoundandthelengthofaninch。Andsometimesascoundrelwhohasrifledabird\'snestorkilledaharmlesssnakeencouragesthechildrentogoanddolikewisebyputtinghisvictimsintoanimitationnestandbottleandexhibitingthemasaidsto\"Naturestudy。\"AsuggestionthatNatureisworthstudywouldcertainlyhavestaggeredmyschoolmasters；soperhapsI
mayadmitagleamofprogresshere。Butasanychildwhoattemptedtohandlethesedustyobjectswouldprobablybecaned，Idonotattachanyimportancetosuchmodernitiesinschoolfurniture。Theschoolremainswhatitwasinmyboyhood，becauseitsrealobjectremainswhatitwas。Andthatobject，Irepeat，istokeepthechildrenoutofmischief:mischiefmeaningforthemostpartworryingthegrown-ups。
WhatistobeDone?
Thepracticalquestion，then，iswhattodowiththechildren。
Toleratethemathomewewillnot。Letthemrunlooseinthestreetswedarenotuntilourstreetsbecomesafeplacesforchildren，which，toouruttershame，theyarenotatpresent，thoughtheycanhardlybeworsethansomehomesandsomeschools。
ThegrotesquedifficultyofmakingevenabeginningwasbroughthometomeinthelittlevillageinHertfordshirewhereIwritetheselinesbytheladyofthemanor，whoaskedmeveryproperlywhatIwasgoingtodoforthevillageschool。Ididnotknowwhattoreply。Astheschoolkeptthechildrenquietduringmyworkinghours，IdidnotforthesakeofmyownpersonalconvenmencewanttoblowitupwithdynamiteasIshouldliketoblowupmostschools。
SoIaskedforguidance。\"Yououghttogiveaprize，\"saidthelady。Iaskediftherewasaprizeforgoodconduct。AsIexpected，therewas:oneforthebest-behavedboyandanotherforthebest-behavedgirl。OnreflectionIofferedahandsomeprizefortheworst-behavedboyandgirlonconditionthatarecordshouldbekeptoftheirsubsequentcareersandcomparedwiththerecordsofthebest-behaved，inordertoascertainwhethertheschoolcriterionofgoodconductwasvalidoutofschool。Myofferwasrefusedbecauseitwouldnothavehadtheeffectofencouragingthechildrentogiveaslittletroubleaspossible，whichisofcoursetherealobjectofallconductprizesinschools。
Imustnotpretend，then，thatIhaveasystemreadytoreplacealltheothersystems。Obstructingthewayoftheproperorganizationofchildhood，asofeverythingelse，liesourridiculousmisdistributionofthenationalincome，withitsaccompanyingclassdistinctionsandimpositionofsnobberyonchildrenasanecessarypartoftheirsocialtraining。Theresultofoureconomicfollyisthatweareanationofundesirableacquaintances；andthefirstobjectofallourinstitutionsforchildrenissegregation。If，forexample，ourchildrenweresetfreetoroamandplayaboutastheypleased，theywouldhavetobepoliced；andthefirstdutyofthepoliceinaStatelikeourswouldbetoseethateverychildworeabadgeindicatingitsclassinsociety，andthateverychildseenspeakingtoanotherchildwithalower-classbadge，oranychildwearingahigherbadgethanthatallottedtoitby，say，theCollegeofHeralds，should
immediatelybeskinnedalivewithabirchrod。Itmightevenbeinsistedthatgirlswithhigh-classbadgesshouldbeattendedbyfootmen，grooms，orevenmilitaryescorts。Inshort，thereishardlyanylimittothefollieswithwhichourCommercialismwouldinfectanysystemthatitwouldtolerateatall。Butsomethinglikeachangeofheartisstillpossible；andsincealltheevilsofsnobberyandsegregationarerampantinourschoolsatpresentwemayaswellmakethebestastheworstofthem。
Children\'sRightsandDutiesNowletusaskwhatareachild\'srights，andwhataretherightsofsocietyoverthechild。Itsrights，beingclearlythoseofanyotherhumanbeing，aresummedupintherighttolive:thatis，tohavealltheconclusiveargumentsthatprovethatitwouldbebetterdead，thatitisachildofwrath，thatthepopulationisalreadyexcessive，thatthepainsoflifearegreaterthanitspleasures，thatitssacrificeinahospitalorlaboratoryexperimentmightsavemillionsoflives，etc。etc。etc。，putoutofthequestion，anditsexistenceacceptedasnecessaryandsacred，alltheoriestothecontrarynotwithstanding，whetherbyCalvinorSchopenhauerorPasteurorthenearestpersonwithatasteforinfanticide。Andthisrighttoliveincludes，andinfactis，therighttobewhatthechild
likesandcan，todowhatitlikesandcan，tomakewhatitlikesandcan，tothinkwhatitlikesandcan，tosmashwhatitdislikesandcan，andgenerallytobehaveinanaltogetherunaccountablemannerwithinthelimitsimposedbythesimilarrightsofitsneighbors。Andtherightsofsocietyoveritclearlyextendtorequiringittoqualifyitselftoliveinsocietywithoutwastingotherpeoplestime:thatis，itmustknowtherulesoftheroad，beabletoreadplacardsandproclamations，fillvotingpapers，composeandsendlettersandtelegrams，purchasefoodandclothingandrailwayticketsforitself，countmoneyandgiveandtakechange，and，generally，knowhowmanybeansmadefive。Itmustknowsomelaw，wereitonlyasimplesetofcommandments，somepoliticaleconomy，agricultureenoughtoshutthegatesoffieldswithcattleinthemandnottotrampleongrowingcrops，sanitationenoughnottodefileitshaunts，andreligionenoughtohavesomeideaofwhyitisalloweditsrightsandwhyitmustrespecttherightsofothers。Andtherestofitseducationmustconsistofanythingelseitcanpickup；forbeyondthissocietycannotgowithanycertainty，andindeedcanonlygothisfarratherapologeticallyandprovisionally，asdoingthebestitcanonveryuncertainground。
ShouldChildrenEarntheirLiving?
Nowcomesthequestionhowfarchildrenshouldbeaskedtocontributetothesupportofthecommunity。Inapproachingitwemustputasidetheconsiderationsthatnowinduceallhumaneandthoughtfulpoliticalstudentstoagitatefortheuncompromisingabolitionofchildlaborunderourcapitalistsystem。Itisnottheleastofthecursesofthatsystemthatitwillbequeathtofuturegenerationsamassoflegislationtopreventcapitalistsfrom\"usingupninegenerationsofmeninonegeneration，\"astheybeganbydoinguntiltheywererestrainedbylawatthesuggestionofRobertOwen，thefounderofEnglishSocialism。MostofthislegislationwillbecomeaninsufferablerestraintuponfreedomandvarietyofactionwhenCapitalismgoesthewayofDruidichumansacrifice(amuchlessslaughterousinstitution)。Thereiseveryreasonwhyachildshouldnotbeallowedtoworkforcommercialprofitorforthesupportofitsparentsattheexpenseofitsownfuture；butthereisnoreasonwhateverwhyachildshouldnotdosomeworkforitsownsakeandthatofthecommunityifitcanbeshewnthatbothitandthecommunitywillbethebetterforit。
Children\'sHappinessAlsoitisimportanttoputthehappinessofthechildrenrathercarefullyinitsplace，whichisreallynotafrontplace。Theunsympathetic，selfish，hardpeoplewhoregardhappinessasaveryexceptionalindulgencetowhichchildrenarebynomeansentitled，thoughtheymaybeallowedaverylittleofitontheirbirthdaysoratChristmas，aresometimesbetterparentsineffectthanthosewhoimaginethatchildrenareascapableofhappinessasadults。Adultshabituallyexaggeratetheirowncapacityinthatdirectiongrossly；
yetmostadultscanstandanallowanceofhappinessthatwouldbequitethrownawayonchildren。Thesecretofbeingmiserableistohaveleisuretobotheraboutwhetheryouarehappyornot。Thecureforitisoccupation，becauseoccupationmeanspre-occupation；andthepre-occupiedpersonisneitherhappynorunhappy，butsimplyaliveandactive，whichispleasanterthananyhappinessuntilyouaretiredofit。Thatiswhyitisnecessarytohappinessthatoneshouldbetired。Musicafterdinnerispleasant:musicbeforebreakfastissounpleasantastobeclearlyunnatural。Topeoplewhoarenotoverworkedholidaysareanuisance。Topeoplewhoare，andwhocanaffordthem，theyareatroublesomenecessity。Aperpetualholidayisagoodworkingdefinitionofhell。
TheHorrorofthePerpetualHolidayItwillbesaidherethat，onthecontrary，heavenisalwaysconceivedasaperpetualholiday，andthatwhoeverisnotborntoanindependentincomeisstrivingforoneorlongingforonebecauseitgivesholidaysforlife。TowhichIreply，first，thatheaven，asconventionallyconceived，isaplacesoinane，sodull，souseless，somiserable，thatnobodyhaseverventuredtodescribeawholedayinheaven，thoughplentyofpeoplehavedescribedadayattheseaside；
andthatthegenuinepopularverdictonitisexpressedintheproverb\"HeavenforholinessandHellforcompany。\"Second，Ipointoutthatthewretchedpeoplewhohaveindependentincomesandnousefuloccupation，dothemostamazinglydisagreeableanddangerousthingstomakethemselvestiredandhungryintheevening。Whentheyarenotinvolvedinwhattheycallsport，theyaredoingaimlesslywhatotherpeoplehavetobepaidtodo:drivinghorsesandmotorcars；tryingondressesandwalkingupanddowntoshewthemoff；andactingasfootmenandhousemaidstoroyalpersonages。Thesoleandobviouscauseofthenotionthatidlenessisdelightfulandthatheavenisaplacewherethereisnothingtobedone，isourschoolsystemandourindustrialsystem。Theschoolisaprisoninwhichworkisapunishmentandacurse。
Inavowedprisons，hardlabor，theonlyalleviationofaprisoner\'slot，istreatedasanaggravationofhispunishment；andeverythingpossibleisdonetointensifytheprisoner\'sinculcatedandunnaturalnotionthatworkisanevil。Inindustryweareoverworkedandunderfedprisoners。Undersuchabsurdcircumstancesourjudgmentofthingsbecomesaspervertedasourhabits。Ifwewerehabituallyunderworkedandoverfed，ournotionofheavenwouldbeaplacewhereeverybodyworkedstrenuouslyfortwenty-fourhoursadayandnevergotanythingtoeat。
Oncerealizethataperpetualholidayisbeyondhumanendurance，andthat\"Satanfindssomemischiefstillforidlehandstodo\"anditwillbeseenthatwehavenorighttoimposeaperpetualholidayonchildren。Ifwedid，theywouldsoonoutdotheLaborPartyintheirclaimforaRighttoWorkBill。
Inanycasenochildshouldbebroughtuptosupposethatitsfoodandclothescomedownfromheavenoraremiraculouslyconjuredfromemptyspacebypapa。Loathsomeaswehavemadetheideaofduty(liketheideaofwork)wemusthabituatechildrentoasenseofrepayableobligationtothecommunityforwhattheyconsumeandenjoy，andinculcatetherepaymentasapointofhonor。Ifwedidthattoday——andnothingbutflatdishonestypreventsusfromdoingit——weshouldhavenoidlerichandindeedprobablynorich，sincethereisnodistinctioninbeingrichifyouhavetopayscotandlotinpersonaleffortliketheworkingfolk。Therefore，ifforonlyhalfanhouraday，achildshoulddosomethingserviceabletothecommunity。
Productiveworkforchildrenhastheadvantagethatitsdisciplineisthedisciplineofimpersonalnecessity，notthatofwantonpersonalcoercion。Theeagernessofchildreninourindustrialdistrictstoescapefromschooltothefactoryisnotcausedbylightertasksorshorterhoursinthefactory，noraltogetherbythetemptationofwages，norevenbythedesirefornovelty，butbythedignityofadultwork，theexchangeofthefactitiouspersonaltyrannyoftheschoolmaster，fromwhichthegrown-upsarefree，forthesternbutentirelydignifiedLawsofLifetowhichallfleshissubject。
UniversitySchoolboyishnessOlderchildrenmightdoagooddealbeforebeginningtheircollegiateeducation。Whatisthematterwithouruniversitiesisthatallthestudentsareschoolboys，whereasitisoftheveryessenceofuniversityeducationthattheyshouldbemen。ThefunctionofauniversityisnottoteachthingsthatcannowbetaughtaswellorbetterbyUniversityExtensionlecturesorbyprivatetutorsormoderncorrespondenceclasseswithgramophones。Wegotothemtobesocialized；toacquirethehallmarkofcommunaltraining；tobecomecitizensoftheworldinsteadofinmatesoftheenlargedrabbithutcheswecallhomes；tolearnmannersandbecomeunchallengeableladiesandgentlemen。Thesocialpressurewhicheffectsthesechangesshouldbethatofpersonswhohavefacedthefullresponsibilitiesof
adultsasworkingmembersofthegeneralcommunity，notthatofabarbarousrabbleofhalfemancipatedschoolboysandunemancipablepedants。Itistruethatinareasonablestateofsocietythisoutsideexperiencewoulddoforusverycompletelywhattheuniversitydoesnowsocorruptlythatwetolerateitsbadmannersonlybecausetheyarebetterthannomannersatall。Buttheuniversitywillalwaysexistinsomeformasacommunityofpersonsdesirousofpushingtheirculturetothehighestpitchtheyarecapableof，notassolitarystudentsreadinginseclusion，butasmembersofabodyofindividualsallpursuingculture，talkingculture，thinkingculture，aboveall，criticizingculture。Ifsuchpersonsaretoreadandtalkandcriticizetoanypurpose，theymustknowtheworldoutsidetheuniversityatleastaswellastheshopkeeperintheHighStreetdoes。
Andthisisjustwhattheydonotknowatpresent。Youmaysayofthem，paraphrasingMr。Kipling，\"WhatdotheyknowofPlatothatonlyPlatoknow?\"Ifouruniversitieswouldexcludeeverybodywhohadnotearnedalivingbyhisorherownexertionsforatleastacoupleofyears，theireffectwouldbevastlyimproved。
TheNewLazinessThechildofthefuture，then，ifthereistobeanyfuturebutoneofdecay，willworkmoreorlessforitslivingfromanearlyage；andindoingsoitwillnotshockanyone，providedtherebenolongeranyreasontoassociatetheconceptionofchildrenworkingfortheirlivingwithinfantstoilinginafactoryfortenhoursadayorboysdrudgingfromninetosixundergaslampsinundergroundcityoffices。
Ladsandlassesintheirteenswillprobablybeabletoproduceasmuchasthemostexpensivepersonnowcostsinhisownperson(itisretinuethateatsupthebigincome)withoutworkingtoohardortoolongforquiteasmuchhappinessastheycanenjoy。Thequestiontobebalancedthenwillbe，nothowsoonpeopleshouldbeputtowork，buthowsoontheyshouldbereleasedfromanyobligationofthekind。
Alife\'sworkislikeaday\'swork:itcanbeginearlyandleaveoffearlyorbeginlateandleaveofflate，or，aswithus，begintooearlyandneverleaveoffatall，obviouslytheworstofallpossibleplans。Inanyeventwemustfinallyreckonwork，notasthecurseourschoolsandprisonsandcapitalistprofitfactoriesmakeitseemtoday，butasaprimenecessityofatolerableexistence。Andifwecannotdevisefreshwantsasfastaswedevelopthemeansofsupplyingthem，therewillcomeascarcityoftheneeded，cut-and-dried，appointedworkthatisalwaysreadytoeverybody\'shand。Itmayhavetobesharedoutamongpeopleallofwhomwantmoreofit。Andthenanewsortoflazinesswillbecomethebugbearofsociety:thelazinessthatrefusestofacethementaltoilandadventureofmakingworkbyinventingnewideasorextending
thedomainofknowledge，andinsistsonaready-maderoutine。Itmaycometoforcingpeopletoretirebeforetheyarewillingtomakewayforyoungerones:thatis，todrivingallpersonsofacertainageoutofindustry，leavingthemtofindsomethingexperimentaltooccupythemonpainofperpetualholiday。Menwillthentrytospendtwentythousandayearforthesakeofhavingtoearnit。Insteadofbeingwhatwearenow，thecheapestandnastiestoftheanimals，weshallbethecostliest，mostfastidious，andbestbred。Inshort，thereisnoendtotheastonishingthingsthatmayhappenwhenthecurseofAdambecomesfirstablessingandthenanincurablehabit。Andinthatdaywemustnotgrudgechildrentheirshareofit。