Amongst duties to society, which are seldom fully realised in their social aspect, is the duty of bringing up children in such a manner as to render them useful to the state, instead of a burden upon it.  Under this head, there are two distinct cases, that of the rich and that of the poor, or, more precisely, that of those who are in sufficiently good circumstances to educate their children without the assistance of the state or of their neighbours, and that of those who require such assistance.  In the latter case, it is the duty of society to co-operate with the parent in giving the child an education which shall fit it for the industrial occupations of life, and hence the moral obligation on the richer members of a community to provide elementary schools, aided by the state or by some smaller political aggregate, or else by voluntary efforts.  The object of this assistance is not so much charity to the parent or the individual children, as the prevention of crime and pauperism, and the supply of an orderly and competent industrial class.  In rendering the assistance, whether it come from public or private funds, great care ought to be taken not to weaken, but, rather to stimulate, the interest of the parent in the child’s progress, both by assigning to him a share of the responsibility of supervision, and, if possible, by compelling him to contribute an equitable proportion of the cost.  So largely, if not so fully, are the duties of the state and of individuals of the wealthier classes, in the matter of educating the children of the poor, now recognised, that the dangers arising from a defective or injudicious education seem, in the immediate future, to threaten the richer rather than the poorer classes.  Over-indulgence and the encouragement of luxurious habits during childhood; the weakened sense of responsibility, on the part of the parent, which is often caused by the transference to others of authority and supervision during boyhood or girlhood; the undue stimulation of the love of amusement, or of the craving for material comforts, during the opening years of manhood or womanhood; the failure to create serious interests or teach adequately the social responsibilities which wealth and position bring with them,—­all these mistakes or defects in the education of the children of the upper classes constitute a grave peril to society, unless they are remedied in time.  It seems, so far as we can forecast the future, that it is only by all classes taking pains to ascertain their respective duties and functions in sustaining and promoting the well-being of the community, and making serious efforts to perform them, that the society of the next few generations can be saved from constant convulsions.  As intelligence expands, and a sense of the importance of social co-operation becomes diffused, it is almost certain that the existence of a merely idle and self-indulgent class will no longer be tolerated.  Hence, it is as much to the interests of the wealthier classes themselves as of society at large, that their children should be educated with a full sense of their social responsibilities, and equipped with all the moral and intellectual aptitudes which are requisite to enable them to take a lead in the development of the community of which they are members.