l of the
community, just as the evil of class control can only be effectually
abolished by the rise and spread of the true democratic spirit, ever
seeking that the agencies of the State shall be directed towards the
removing of the obstacles which hinder the full realisation of the life
of each of its members.

FOOTNOTES:

[9] Cf. Graham Balfour, _Educational System of Great Britain_, p. 27,
2nd ed.

[10] _Brass-workers of Berlin and Birmingham_ (King).

[11] "It must not be forgotten that the instruction of the common
schools (_Volksschule_), closing with the pupil's fourteenth year, ends
too soon, that the period most susceptible to aid, most in need of
education, the years from fifteen to twenty ... are now not only allowed
to lie perfectly fallow, but to lose and waste what has been so
laboriously acquired during the preceding period at school." In the
rural parts of Northern Germany efforts are being made to remedy this
evil by the institution of schools providing half-year winter courses.
Cf. Professor Paulsen's _The German Universities and University Study_,
p. 117 (English translation).

[12] Cf. _Education and Empire_.

CHAPTER V

THE RELATION OF THE STATE TO EDUCATION--THE COST OF EDUCATION

But while we may hold that it is the duty of the State to see that the
means for the education of the children of the nation is both adequate
in extent and efficient in quality, and so organised that it affords
opportunities for each to secure the education which is needed to equip
him for his after-work in life, it by no means follows as a logical
consequence that the whole cost of this provision should be borne by the
community in its corporate capacity and that the individual parent
should, if he so chooses, be relieved from any direct payment for the
education of his children. To assert this would be implicitly to affirm
that the education of a man's children is no part of his duty--that it
is an obligation which does not fall upon him as an individual, but only
as a member of a community, and that so long as he pays willingly the
proportion of the cost of education assigned to him by taxes and rates,
he has fulfilled his obligation. Education, on such a view, becomes a
matter of national concern in which as a private individual the parent
has no direct interest. This position carried out to its logical
conclusion would imply that the child and his future belong wholly to
the State, and it would also