it is a means of inspiring others with fear of the law and its agents. Another says that it is a device for destroying the unfit. Another holds it to be a fee exacted by society from the evil-doer for protecting him against the excesses of private revenge. Still another looks upon it as society's declaration of war against its enemies. Yet another says that it is a scheme for making the criminal realize his guilt and repent. Nietzsche shows that all of these ideas, while true, perhaps, in some part, are fallacies at bottom. It is ridiculous, for instance, to believe that punishment makes the law-breaker acquire a feeling of guilt and sinfulness. He sees that he was indiscreet in committing his crime, but he sees, too, that society's method of punishing his indiscretion consists in committing a crime of the same sort against him. In other words, he cannot hold his own crime a sin without also holding his punishment a sin - which leads to an obvious absurdity. As a matter of fact, says Nietzsche, punishment really does nothing more than "augment fear, intensify prudence and subjugate the passions." And in so doing it tames man, but does not make him better. If he refrains from crime in future, it is because he has become more prudent and not because he has become more moral. If he regrets his crimes of the past, it is because his punishment, and not his so-called conscience, hurts him.

But what, then, is conscience? That there is such a thing every reasonable man knows. But what is its nature and what is its origin? If it is not the regret which follows punishment, what is it? Nietzsche answers that it is nothing more than the old will to power,

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turned inward. In the days of the cave men, a man gave his will to power free exercise. Any act which increased his power over his environment, no matter how much it damaged other men, seemed to him good. He knew nothing of morality. Things appeared to him, not as good or evil, but as good or bad - beneficial or harmful. But when civilization was born, there arose a necessity for controlling and regulating this will power. The individual had to submit to the desire of the majority and to conform to nascent codes of morality. The result was that his will to power, which once spent itself in battles with other individuals, had to be turned upon himself. Instead of torturing others, he began to torture his own body and mind. His ancient delight in cruelty and persecution (a characteristic of all healthy animals) remained, but he could not longer satisfy it upon his fellow men and so he turned it upon himself, and straightway became a prey to the feeling of guilt, of sinfulness, of wrong-doing — with all its attendant horrors.

Now, one of the first forms that this self-torture took was primitive man's accusation against himself that he was not properly grateful for the favors of his god. He saw that many natural phenomena benefited him, and he thought that these phenomena occurred in direct obedience to the deity's command. Therefore, he regarded himself as the debtor of the deity, and constantly accused himself of neglecting to discharge this debt, because he felt that, by so accusing, he would be most apt to discharge it in full, and thus escape the righteous consequences of insufficient payment. This led him to make sacrifices to place food and drink upon his god's altar,

and in the end, to sacrifice much more valuable things, such, for instance, as his first born child. The more vivid the idea of the deity became and the more terrible he appeared, the more man tried to satisfy and appease him. In the early days, it was sufficient to sacrifice a square meal or a baby. But when Christianity—with its elaborate and certain theology arose, it became necessary for a man to sacrifice himself.

Thus arose the Christian idea of sin. Man began to feel that he was in debt to his creator hopelessly and irretrievably, and that, like a true bankrupt, he should offer all he had in partial payment. So he renounced everything that made life on earth bearable and desirable and built up an ideal of poverty and suffering. Sometimes he hid himself in a cave and lived like an outcast dog and then he was called a saint. Sometimes he tortured himself with whips and poured vinegar into his wounds and then he was a flagellant of the middle ages. Sometimes, he killed his sexual instinct and his inborn desire for property and power -and then he became a penniless celibate in a cloister.

Nietzsche shows that this idea of sin, which lies at the bottom of all religions, was and is an absurdity; that nothing, in itself, is sinful, and that no man is, or can be a sinner. If we could rid ourselves of the notion that here is a God in Heaven, to whom we owe a debt, we would rid ourselves of the idea of sin. Therefore, argues Nietzsche, it is evident that skepticism, while it makes no actual change in man, always makes him feel better. It makes him lose his fear of hell and his consciousness of

sin. It rids him of that most horrible instrument of useless, senseless and costly torture his conscience. "Atheism," says Nietzsche, "will make a man innocent."

XII

EDUCATION

EDUCATION, as everyone knows, has two two main objects: to impart knowledge and to implant culture. It is the object of a teacher, first of all, to bring before his pupil as many concrete facts about the universe the fruit of long ages of inquiry and experience — as the latter may be capable of absorbing in the time available. After that, it is the teacher's aim to make his pupil's habits of mind sane, healthy and manly, and his whole outlook upon life that of a being conscious of his efficiency and eager and able to solve new problems as they arise. The educated man, in a word, is one who knows a great deal more than the average man and is constantly increasing his area of knowledge, in a sensible, orderly logical fashion; one who is wary of sophistry and leans automatically and almost instinctively toward clear thinking.

Such is the purpose of education, in its ideal aspect. As we observe the science of teaching in actual practice, we find that it often fails utterly to attain this end. The concrete facts that a student learns at the average school are few and unconnected, and instead of being led into habits of independent thinking he is trained to accept authority. When he takes his degree it is usually no