instead of either leaving our
common terms undefined, or arbitrarily defining them anew, as economists
have alternately done--too literally losing or shirking essentials of
Work in the above formula, and with these missing essentials of Folk and
Place also.

Tabular and schematic presentments, however, such as those to which we
are proceeding, are apt to be less simple and satisfactory to reader
than to writer; and this even when in oral exposition the very same
diagram has been not only welcomed as clear, but seen and felt to be
convincing. The reason of this difficulty is that with the spoken
exposition the audience sees the diagram grow upon the blackboard;
whereas to produce anything of the same effect upon the page, it must be
printed at several successive stages of development. Thus our initial
formula,

PLACE ... WORK ... FOLK

readily develops into

FOLK

PLACE-WORK WORK FOLK-WORK
(Natural advantages) (Occupation)

PLACE

This again naturally develops into a regular table, of which the [Page:
72] filling up of some of the squares has been already suggested above,
and that of the remaining ones will be intelligible on inspection:--

PLACE FOLK WORK-FOLK FOLK
("Natives") ("Producers")

PLACE-WORK WORK FOLK-WORK

PLACE WORK-PLACE FOLK-PLACE

So complex is the idea of even the simplest Town--even in such a rustic
germ as the "farm-town" of modern Scottish parlance, the _ton_ of
place-names without number.

The varying development of the Folk into social classes or castes night
next be traced, and the influence and interaction of all the various
factors of Place, Work, and Family tabulated. Suffice it here, however,
for the present to note that such differentiation does take place,
without entering into the classification and comparison of the protean
types of patrician and plebeian throughout geography and history.

G--ANALYSIS CONTINUED.--(2) THE SCHOOL

Once and again we have noted how from the everyday life of action--the
Town proper of our terminology--there arises the corresponding
subjective world--the _Schools_ of thought, which may express itself
sooner or later in schools of education. The types of people, their
kinds and styles of work, their whole environment, all become
r