ly their
own feelings. The conditions under which they succeed or fail are fixed,
for both, by facts in our emotional nature which they cannot change.
One, however, appeals by easy tricks to part only of the nature of his
hearers, while the other appeals to their whole nature, requiring of
those who would follow him that for the time their intellect should sit
enthroned among the strengthened and purified passions.

But what, besides mere preaching, can be done to spread the conception
of such a harmony of reason and passion, of thought and impulse, in
political motive? One thinks of education, and particularly of
scientific education. But the imaginative range which is necessary if
students are to transfer the conception of intellectual conduct from the
laboratory to the public meeting is not common. It would perhaps more
often exist if part of all scientific education were given to such a
study of the lives of scientific men as would reveal their mental
history as well as their discoveries, if, for instance, the young
biologist were set to read the correspondence between Darwin and Lyell,
when Lyell was preparing to abandon the conclusions on which his great
reputation was based, and suspending his deepest religious convictions,
in the cause of a truth not yet made clear.

But most school children, if they are to learn the facts on which the
conception of intellectual conduct depends, must learn them even more
directly. I myself believe that a very simple course on the
well-ascertained facts of psychology would, if patiently taught, be
quite intelligible to any children of thirteen or fourteen who had
received some small preliminary training in scientific method. Mr.
William James's chapter on Habit in his _Principles of Psychology_
would, for instance, if the language were somewhat simplified, come well
within their range. A town child, again, lives nowadays in the constant
presence of the psychological art of advertisement, and could easily be
made to understand the reason why, when he is sent to get a bar of
soap, he feels inclined to get that which is most widely advertised, and
what relation his inclination has to that mental process which is most
likely to result in the buying of good soap. The basis of knowledge
necessary for the conception of intellectual duty could further be
enlarged at school by the study in pure literature of the deeper
experiences of the mind. A child of twelve might understand Carlyle's