we know that the literature of the new European peoples had at first a mercantile direction, then a free one in the spirit of the Physocrats and A. Smith, then a free one with limitations that science and practice required, like the views of Sismondi, List and others, then an anti-liberal direction, expressed in the teachings of the Socialists, and finally a historical-statistical direction, which prevails in our time, and the general conclusion can be drawn up because, the author says, “the use of statistical techniques leads to conclusions as indisputable as the truths obtained in the so-called hard ‘sciences.” Here, it seems, the author is already giving a foretaste of the last final word of science. We won’t argue. with him about these ‘views on the literature of political economy,’ without going into the details of the presentation: Let us assume everything, including everything that has been said; and we only ask how all this relates to police law. Considering this police law even as an integral part of political economy, we are still perplexed by the fact that the literature not of police law, but of political economy, is included in it. We are perplexed why and for what purpose does the component part of political economy often push political economy back into its component part? And why is there such luxury in the presentation of economic doctrines that it must be repeated without fail both in the presentation of political economics and in the doctrine of police law? But, having finally accepted everything as a completed act, we still have to ask the question, is everything in police law explained by these scientists? In the field of this law, a very important, if not the most important role is played by the doctrine of people's production, of people's upbringing, teaching, education.
0’sciences and arts. What can we learn from this DB school of mercantelists, who believed wealth in gold and money, or the class of the Hisocrats, who sought wealth in land, or the learned Sismondi, Carey, and even the historical-statistical school? In the name of what, among all peoples, all over the world, regardless of TVH or other economic teachings, the family educates entire generations in the most sophisticated principles of religion and morality? Why does every city, both in the ancient world and in the Middle Ages, and every community in present-day Europe triple its number of schools and colleges? On what basis are the Universities established in the West of Europe primarily by the Church: moving first into the realm of Holy administration, and then, according to the internal structure of direct relations between professors and students, clearly striving to become public, popular institutions?