h both with the
interests of the employers and the ancient principles of English freedom
and independence, behind which the employers consequently sheltered
themselves. The early attempts to legislate on these lines were thus
fruitless. It was not until a distinguished aristocratic philanthropist
of great influence, the seventh Earl of Shaftesbury, took up the
question, that factory legislation began to be accepted. It continues to
develop even to-day, ever enlarging the sphere of its action, and now
meeting with no opposition. But, in England, at all events, its
acceptance marks a memorable stage in the growth of the national spirit.
It was no longer easy and natural for the Englishmen to look on at
suffering without interference. It began to be recognized that it was
perfectly legitimate, and even necessary, to put a curb on the freedom
and independence which involved suffering to others.

But as the era of factory legislation became established, a further
advance was seen to be necessary. Factory legislation had forbidden the
child to work. But the duty of the community towards the child, the
citizen of the future, was evidently by no means covered by this purely
negative step. The child must be prepared to take his future part in
life, in the first place by education. The nationalization of education
in England dates from 1870. But during the subsequent half century
"education" has come to mean much more than mere instruction; it now
covers a certain amount of provision for meals when necessary, the
enforcement of cleanliness, the care of defective conditions, inborn or
acquired, with special treatment for mentally defective children, an
ever-increasing amount of medical inspection and supervision, while it
is beginning to include arrangements for placing the child in work
suited to his capacities when he leaves school.

During the past ten years the movement of social reform has entered a
fourth stage. The care of the child during his school-days was seen to
be insufficient; it began too late, when probably the child's fate for
life was already decided. It was necessary to push the process further
back, to birth and even to the stage before birth, by directing social
care to the infant, and by taking thought of the mother. This
consideration has led to a whole series of highly important and fruitful
measures which are only beginning to develop, although they have already
proved very beneficial. The immediate notif