l nor social conduct can be
rightly regulated. It will eventually be seen, too, that the laws of
life are essentially the same throughout the whole organic creation.

No one can compare the faces and manners of two boys--the one made happy
by mastering interesting subjects, and the other made miserable by
disgust with his studies, by consequent inability, by cold looks, by
threats, by punishment--without seeing that the disposition of one is
being benefited and that of the other injured. Whoever has marked the
effects of success and failure upon the mind and the power of the mind
over the body, will see that in the one case both temper and health are
favourably affected, while in the other there is danger of permanent
moroseness, of permanent timidity, and even of permanent constitutional
depression.

As suggesting a final reason for making education a process of
self-instruction, and by consequence a process of pleasurable
instruction, we may advert to the fact that, in proportion as it is made
so, there is a probability that it will not cease when schooldays end.
As long as the acquisition of knowledge is rendered habitually
repugnant, so long will there be a prevailing tendency to discontinue it
when free from the coercion of parents and masters. And when the
acquisition of knowledge has been rendered habitually gratifying, then
there will be as prevailing a tendency to continue, without
superintendence, that self-culture previously carried on under
superintendence.

_III.--Moral Education_

The greatest defect in our programmes of education is entirely
overlooked. Though some care is taken to fit youths of both sexes for
society and citizenship, no care whatever is taken to fit them for the
position of parents. While it is seen that for the purpose of gaining a
livelihood, an elaborate preparation is needed, it appears to be thought
that for the bringing up of children no preparation whatever is needed.
While many years are spent by a boy in gaining knowledge of which the
chief value is that it constitutes the "education of a gentleman," and
while many years are spent by a girl in those decorative acquirements
which fit her for evening parties, not an hour is spent by either in
preparation for a family. Is it that this responsibility is but a remote
contingency? On the contrary, it is sure to devolve on nine out of ten.
Is it that the discharge of it is easy? Certainly not: of all functions
which the adult ha