but these will not mature. It is as though the whole
system of the fish missed the freedom of space, the changes of season,
the variety of substances at the bottom of the water,--all that goes to
make "home" for it, and so languished in body as well as spirits.

The child who, in connection with a multitude of other interesting facts
concerning fish life, learns those concerning its multiplication, will
look upon them as perfectly natural and matter-of-fact.

But, some one objects, will not the child at this point guess the whole
truth? Suppose he does? Is not that just what we want him to do? Is it
not a sign that he has a good reasoning mind? He may arrive at the right
general conclusion, but he has a conception that is very general,
vague, not at all personal, and entirely lacking in any material for
malodorous thoughts and feelings. By constantly turning his thoughts to
the wonders and truths of heredity and to the marvel of the development
of living things from such insignificant yet momentous beginnings, and
by telling him interesting facts of animals and plants along these
lines, his thought can be kept general and on a high plane. Where
details are demanded, the parent ought to be thankful that these are
presented to him for elucidation instead of to some incapable outsider,
and he can meet the demand according to circumstances,--all of which
will be discussed more fully presently.

If the parent keeps ever in mind the fact that the child _must know_
some time, and ought to gain a high conception of the subject before
being exposed to degrading influences, if he asks himself in all
honesty, "Unless I answer this, who will? and how?" he will be helped to
do what in his own heart he knows to be his duty.

Moreover, there is a great gain to many a child in learning the main
facts at an age where they do not appeal powerfully to his imagination
nor move his senses. Later, when any reference to the subject may have
this effect, and when there is enough to understand and meet without
going back to the rudiments, it will be much less difficult to give the
needed aid with this background, which causes the child to feel that he
has "always known." To have always known a thing robs it of any great
special interest. We pay no attention to the sun that shines upon us,
but if this were a phenomenon of very rare occurrence we should be
thrilled by it and aroused to curiosity and special observation and
interest.

The chi