oy's possibility of greatest success lying in one well marked
direction. The boy remains in a billet only so long as he fails to get
another with a greater wage attached to it, and when perhaps twenty
years of age are reached he is conscious of where the true lines of his
destiny lie; but it is then too late for him to begin the necessary
education, and the consequence is that his life loses its inspiration.
Now it is quite possible that if our school system were so reorganised
that parents saw as a result that their children developed a true love
for labour and worked with definite purpose, that they would take a more
intense pride in them and enter more sympathetically into their labours
and ambitions. The education of the child would thus be brought to react
upon the parent and tend immediately to reorganise the domestic life
and bring it closer to the Hebrew conception, which conception when
realised would most thoroughly solve the problem of the moral
regeneration of the race. It is impossible for the State to have to
commence to educate the parent except by reactionary methods and by
compelling the observance of all legitimate obligations. That our
present school system does not react favourably upon the parent must be
obvious from what has already been said. In the past when only the
fortunate few were able to secure the advantages of a good education,
they, for the most part, recognised the greatness of their opportunity
and prosecuted their studies with zeal. But to-day, with an universal
educational system the value of these opportunities is, by the child and
sometimes by the parent, very much lost sight of. The child needs now a
stimulant, something to arouse and sustain his interest in his work. He
should learn to regard his school work with pleasure and his home with
affection.

The three principal standpoints from which education is regarded
are:--(a) the utilitarian, (b) the disciplinarian, and (c) a compromise
between the two.

The Utilitarians consider that an educational system should store the
mind of the child with such knowledge only as shall be of direct value
to it in its after life. The disciplinarians consider that a child's
education should content itself with so developing the faculties that
when matured they may be adequate for such mental tasks as the after
life or vocation may provide. The middle course is held by those who
endeavour to train the faculties of the child in the manner prescr