its bourgeois elements, assuming the form which it has already reached in the minds of many Socialists and Chartist leaders (who are nearly all Socialists), must, within a short time, play a weighty part in the history of the development of the English people. English Socialism, the basis of which is much more ample than that of the French, is behind it in theoretical development, will have to recede for a moment to the French standpoint in order to proceed beyond it later. Meanwhile the French, too, will develop farther. English Socialism affords the most pronounced expression of the prevailing absence of religion among the workingmen, an expression so pronounced indeed that the mass of the workingmen, being unconsciously and merely practically irreligious, often draw back before it. But here, too, necessity will force the workingmen to abandon the remnants of a belief which, as they will more and more clearly perceive, serves only to make them weak and resigned to their fate, obedient and faithful to the vampire property-holding class.
Hence it is evident that the workingmen’s movement is divided into two sections, the Chartists and the Socialists. The Chartists are theoretically the more backward, the less developed, but they are genuine proletarians all over, the representatives of their class. The Socialists are more farseeing, propose practical remedies against distress, but, proceeding originally from the bourgeoisie, are for this reason unable to amalgamate completely with the working-class. The union of Socialism with Chartism, the reproduction of French Communism in an English manner, will be the next step, and has already begun. Then only, when this has been achieved, will the working-class be the true intellectual leader of England. Meanwhile, political and social development will proceed, and will foster this new party, this new departure of Chartism.
These different sections of workingmen, often united, often separated, Trades Unionists, Chartists, and Socialists, have founded on their own hook numbers of schools and reading-rooms for the advancement of