dapt himself to conditions as
he finds them; he sees and feels that he is but a tiny part of a big
system, in which most matters are determined for him, by the system
itself. Aside from which, his nature is very trusting and sensitive,
rather shy at first, and totally without experience of this new and
perplexing world.

The feelings and ideals which have been growing so tenderly in his
little heart and soul are not robust enough to offer much resistance to
repeated and covert attacks. They are in as great a need as ever, of
guidance and encouragement and nourishment and the sunlight of loving
sympathy. The formation of character was proceeding in a beautiful and
promising way, but it may not be safely assumed that the results are
complete and permanent at such an early age--the customary age which
most parents accept for sending their children to school. And where, in
the chance companionship of school life, is a fitting substitute to be
found for the right kind of family influence and the devotion of mother
love?

It is sad to say it, but I have, in my own experience, known a number of
cases, where the havoc caused in a promising character was directly
traceable to the influence and bad example of youthful associates.

A practical, up-to-date mind might say complacently that such characters
must have been so weak that they would probably have gone that way,
anyhow. But that is merely to close one's eyes to the understanding of a
vital principle, the inner feelings of heart and soul which play such a
large part in the formation of character, are subject to growth and
alteration, like all other living things; and until they are given a
fair chance to become strong, by development and exercise and proper
care, why should anything more than a relative weakness be expected of
them? If you abandon them too soon to blighting influences, there is
always danger of their being more or less spoiled.

The other side of the school question relates to the school-books and
school-rooms and the teaching of the teachers.

When we stop and consider that the average little boy, or girl, between
the ages of six and fourteen, spends thousands upon thousands of hours,
in a more or less dreary and distasteful and uninspiring way, over
school-books, in school and out, it might seem as if we had a right to
ask ourselves: Does the result justify the means? Does any one claim, or
imagine, that school-books contain much nourishment for the