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framework of democratic equality。 A social system which would render
them unproductive would stand condemned； whatever other merits it
might have。
The first thing to realizethough it is difficult in a commercial ageis
that what is best in creative mental activity cannot be produced by any
system of monetary rewards。 Opportunity and the stimulus of an
invigorating spiritual atmosphere are important； but； if they are presented；
no financial inducements will be required； while if they are absent；
material compensations will be of no avail。 Recognition； even if it takes
the form of money； can bring a certain pleasure in old age to the man of
science who has battled all his life against academic prejudice； or to the
artist who has endured years of ridicule for not painting in the manner of
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his predecessors； but it is not by the remote hope of such pleasures that
their work has been inspired。 All the most important work springs from an
uncalculating impulse； and is best promoted； not by rewards after the
event； but by circumstances which keep the impulse alive and afford scope
for the activities which it inspires。 In the creation of such circumstances
our present system is much at fault。 Will Socialism be better？
I do not think this question can be answered without specifying the
kind of Socialism that is intended： some forms of Socialism would； I
believe； be even more destructive in this respect than the present capitalist
regime； while others would be immeasurably better。 Three things which a
social system can provide or withhold are helpful to mental creation： first；
technical training； second； liberty to follow the creative impulse； third； at
least the possibility of ultimate appreciation by some public； whether large
or small。 We may leave out of our discussion both individual genius and
those intangible conditions which make some ages great and others sterile
in art and sciencenot because these are unimportant； but because they are
too little understood to be taken account of in economic or political
organization。 The three conditions we have mentioned seem to cover most
of what can be SEEN to be useful or harmful from our present point of
view； and it is therefore to them that we shall confine ourselves。
1。 Technical Training。Technical training at present； whether in
science or art； requires one or other of two conditions。 Either a boy must
be the son of well…to…do parents who can afford to keep him while he
acquires his education； or he must show so much ability at an early age as
to enable him to subsist on scholarships until he is ready to earn his living。
The former condition is； of course； a mere matter of luck； and could not be
preserved in its present form under any kind of Socialism or Communism。
This loss is emphasized by defenders of the present system； and no doubt
it would be； to same extent； a real loss。 But the well…to…do are a small
proportion of the population； and presumably on the average no more
talented by nature than their less fortunate contemporaries。 If the
advantages which are enjoyed now by those few among them who are
capable of good work in science or art could be extended； even in a
slightly attenuated form； to all who are similarly gifted； the result would
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almost infallibly be a gain； and much ability which is now wasted would
be rendered fruitful。 But how is this to be effected？
The system of scholarships obtained by competition； though better
than nothing； is objectionable from many points of view。 It introduces the
competitive spirit into the work of the very young； it makes them regard
knowledge from the standpoint of what is useful in examinations rather
than in the light of its intrinsic interest or importance； it places a premium
upon that sort of ability which is displayed precociously in glib answers to
set questions rather than upon the kind that broods on difficulties and
remains for a time rather dumb。 What is perhaps worse than any of these
defects is the tendency to cause overwork in youth； leading to lack of
vigor and interest when manhood has been reached。 It can hardly be
doubted that by this cause； at present； many fine minds have their edge
blunted and their keenness destroyed。
State Socialism might easily universalize the system of scholarships
obtained by competitive examination； and if it did so it is to he feared that
it would be very harmful。 State Socialists at present tend to be enamored
of the systems which is exactly of the kind that every bureaucrat loves：
orderly； neat； giving a stimulus to industrious habits； and involving no
waste of a sort that could be tabulated in statistics or accounts of public
expenditure。 Such men will argue that free higher education is expensive
to the community； and only useful in the case of those who have
exceptional abilities； it ought； therefore； they will say； not to be given to
all； but only to those who will become more useful members of society
through receiving it。 Such arguments make a great appeal to what are
called ‘‘practical'' men； and the answers to them are of a sort which it is
difficult to render widely convincing。 Revolt against the evils of
competition is； however； part of the very essence of the Socialist's protest
against the existing order； and on this ground； if on no other； those who
favor Socialism may be summoned to look for some better solution。
Much the simplest solution； and the only really effective one； is to
make every kind of education free up to the age of twenty…one for all boys
and girls who desire it。 The majority will be tired of education before that
age； and will prefer to begin other work sooner； this will lead to a natural
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selection of those with strong interests in some pursuit requiring a long
training。 Among those selected in this way by their own inclinations；
probably almost all tho have marked abilities of the kind in question will
be included。 It is true that there will also be many who have very little
ability； the desire to become a painter； for example； is by no means
confined to those who can paint。 But this degree of waste could well be
borne by the community； it would be immeasurably less than that now
entailed by the support of the idle rich。 Any system which aims at avoiding
this kind of waste must entail the far more serious waste of rejecting or
spoiling some of the best ability in each generation。 The system of free
education up to any grade for all who desire it is the only system which is
consistent with the principles of liberty； and the only one which gives a
reasonable hope of affording full scope for talent。 This system i