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antidotes against the tendencies of a social system which degrades the working man into a mere instrument for the accumulation of capital, and transforms parents by their necessities into slave-holders, sellers of their own children. The right of children and young persons must be vindicated. They are unable to act for themselves. It is, therefore, the duty of society to act on their behalf. If the middle and higher classes neglect their duties towards their offspring, it is their own fault. Sharing the privileges of these classes, the child is condemned to suffer from their prejudices. The case of the working class stands quite different. The working man is no free agent. In too many cases, he is even too ignorant to understand the true interest of his child, or the normal conditions of human development. However, the more enlightened part of the working class fully understand that the future of their class, and, therefore, of mankind, altogether depends upon the formation of the rising working generation. They know that, before everything else, the children and juvenile workers must be saved from the crushing effects of the present system. This can only be effected by converting social reason into social force, and under given circumstances, there exists no other method of doing so, than through general laws, enforced by the power of the state. In enforcing such laws, the working class do not fortify governmental power. On the contrary, they transform that power, now used against them, into their own agency. They effect by one general act what they would vainly attempt by a multitude of isolated individual efforts. Proceeding from this standpoint, we say that no parent and no employer ought to be allowed to use juvenile labour, except when combined with education. By education we understand three things. Firstly: Mental education. Secondly: Bodily education, such as is given in schools, by gymnastics, and by military exercise. Thirdly: Technological training, which in parts the general principles of all processes of production, and, simultaneously initiates the child and young person in the practical use and handling of the elementary instruments of all trades. A gradual and progressive course of mental, gymnastic, and technological training ought to correspond with the classification of the juvenile labourers. The costs of the technological schools ought to be partly met by the sale of their products. The combination of paid productive labour, mental education, bodily exercise and poly-
