donotproposetobotheraboutasupplyofspecificgeniuswhichdoesnotexist，andwhich，ifitdidexist，couldoperateonlybyatoncerecognizingandestablishingtherightsofchildren。
WhatWeDoNotTeach，andWhyTomymind，aglanceatthesubjectsnowtaughtinschoolsoughttoconvinceanyreasonablepersonthattheobjectofthelessonsistokeepchildrenoutofmischief，andnottoqualifythemfortheirpartinlifeasresponsiblecitizensofafreeState。ItisnotpossibletomaintainfreedominanyState，nomatterhowperfectitsoriginalconstitution，unlessitspubliclyactivecitizensknowagooddealofconstitutionalhistory，law，andpoliticalscience，withitsbasisofeconomics。IfasmuchpainshadbeentakenacenturyagotomakeusallunderstandRicardo\'slawofrentastolearnourcatechisms，thefaceoftheworldwouldhavebeenchangedforthebetter。Butforthatveryreasonthegreatestcareistakentokeepsuchbeneficiallysubversiveknowledgefromus，withtheresultthatinpubliclifeweareeitherplace-hunters，anarchists，orsheepshepherdedbywolves。
Butitwillbeobservedthatthesearehighlycontroversialsubjects。
Nownocontroversialsubjectcanbetaughtdogmatically。Hewhoknowsonlytheofficialsideofacontroversyknowslessthannothingofitsnature。Theableraschoolmasteris，themoredangerousheistohispupilsunlesstheyhavethefullestopportunityofhearinganotherequallyablepersondohisutmosttoshakehisauthorityandconvicthimoferror。
Atpresentsuchteachingisveryunpopular。Itdoesnotexistinschools；buteveryadultwhoderiveshisknowledgeofpublicaffairsfromthenewspaperscantakein，atthecostofanextrahalfpenny，twopapersofoppositepolitics。Yettheordinarymansodislikeshavinghismindunsettled，ashecallsit，thatheangrilyrefusestoallowapaperwhichdissentsfromhisviewstobebroughtintohishouse。Evenathisclubheresentsseeingit，andexcludesitifithappenstoruncountertotheopinionsofallthemembers。Theresultisthathisopinionsarenotworthconsidering。AchurchmanwhoneverreadsTheFreethinkerverysoonhasnomorerealreligionthantheatheistwhoneverreadsTheChurchTimes。Theattitudeisthesameinbothcases:theywanttohearnothinggoodoftheirenemies；