rave offence because its
fancied knowledge finds no adherents among the people.

The domain of medicine, like the domain of technical science, still lies
untouched. All questions as to how the time of labor is best divided,
what is the best method of nourishment, with what, in what shape, and
when it is best to clothe one's self, to shoe one's self, to counteract
dampness and cold, how best to wash one's self, to feed the children, to
swaddle them, and so on, in just those conditions in which the working-
people find themselves,--all these questions have not yet been
propounded.

The same is the case with the activity of the teachers of
science,--pedagogical teachers. Exactly in the same manner science has
so 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 of
fulfilling its obligation, which is, to serve the people.

But in nothing is this false course of science so obviously apparent, a