those who expend the resources of the community, and as government officials undertake the organization of the defence and other great public services for the common good, shall put into practice the power of Nature-control which has been gained by mankind, and shall exert every sinew to obtain more. To effect this, the democracy will demand that those who carry on public affairs shall not be persons solely acquainted with the elegant fancies and stories of past ages, but shall be trained in the acquisition of natural knowledge and keenly active in the skilful application of Nature-control to the development of the well-being of the community.
It would not be necessary to wait for this pressure from below were the well-to-do class—which in most modern States exercises so large an influence both in the actual administration of Governments and by example—so situated as to be in any way aware of the responsibilities which rest upon it. Traditional education has, owing to causes which are not far to seek, deprived the well-to-do class of a knowledge of, and interest in, Man's relation to Nature, and of his power and necessity to control natural processes. During the whole period of the growth of man's knowledge of Nature—that is to say, ever since the days of Bruno—the education of the well-to-do has been directed to the acquirement of entertaining information and elegant accomplishments, whilst 'useful knowledge' has been despised and obtained, when considered necessary, from lower-class 'workmen' at workmen's wages. It is of course not to be overlooked that there have been notable exceptions to this, but they have been exceptions. Even at the present day, in some
