wise she would
have failed to make due provision for the growth of Man's being
during the years which precede the outgrowth of self-consciousness,
and the possibility of self-discipline, of the narrower and sterner
kind.

And not only are the exercises by which healthy and harmonious growth
is secured intrinsically attractive, but also the sense of well-being
which accompanies such growth is an unfailing source of happiness. In
Utopia the end for which the children are working is not an external
reward or prize to be conferred on them if they achieve certain
prescribed results, but rather the actual goal to which the path that
they have entered is taking them,--a goal which is ever lighting the
path with its foreglow, and which is therefore at once an infinitely
distant lodestar and an ever present delight. For the consummation of
any process of growth is always the perfection, the final well-being,
of the thing that grows; and therefore in each successive stage of
the process there is a truer prefigurement of the perfection which
is being gradually achieved, and a fuller sense of that well-being
which, at its highest level, is perfection's other self.

For the Utopian, then, to walk in the path of self-realisation is its
own reward; and to wander from that path is its own punishment. But
as the forces of Nature are all co-operating to keep the child in
the path of self-realisation, and as Egeria has allied herself with
those forces and is working with them in every possible way, the
rewards which the Utopian wins for himself are very many, while the
punishments which he inflicts on himself are very few. In other
words, the pressure on him to exert himself is so strong, his
opportunities for exerting himself (under Egeria's sympathetic rule)
are so many, and the pleasure of exerting himself is found to be so
great, that the temptation to be idle or rebellious can scarcely be
said to exist.

It is indeed in respect of the motives to exertion which they
respectively supply, that the superiority of the Utopian to the
conventional type of education is perhaps most pronounced. I have
said that Egeria allies herself with the expansive forces of Nature.
The teacher of the conventional type has to fight against those
forces. Let us assume that the two teachers are on a level in respect
of their capacity for influencing and stimulating their pupils,
and let us indicate that level by the algebraical symbol _x_. Then
the diff