On this point, however, as on many others,democratic ideas are in profound disagreement with the results of psychology and experience. Many eminent philosophers, among them Herbert Spencer,have had no difficulty in showing that instruction neither renders a man more moral nor happier, that it changes neither his instincts nor his hereditary passions, and that at times—for this to happen it need only be badly directed—it is much more pernicious than useful. Statisticians have brought confirmation of these views by telling us that criminality increases with the generalisation of instruction, or at any rate of a certain kind of instruction, and that the worst enemies of society, the anarchists, are recruited among the prize-winners of schools; while in a recent work a distinguished magistrate, M. Adolphe Guillot,made the observation that at present 3,000 educated criminals are met with for every 1,000 illiterate delinquents, and that in fifty years the criminal percentage of the population has passed from 227 to 552 for every 100,000 inhabitants, an increase of 133 per cent. He has also noted in common with his colleagues that criminality is particularly on the increase among young persons, for whom, as is known, gratuitous and obligatory schooling has—in France—replaced apprenticeship.