erence 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.

In fine, then, whereas the conventional type of education is so
wasteful of motive force that it dissipates the greater part of the
teachers' and the scholars' energies in needless friction,--in
Utopia, on the other hand, there is such an economy of motive force
that the very joy which, under its scheme of education, always
accompanies the child's expenditure of energy, and whi