teaching of moral science in the years immediately preceding majority. Here the philosopher is necessary. But the chief duties of the philosopher lie with adults; his aim being to recall them, individually or collectively, to principles impressed on them in childhood, and to enforce the right application of these principles to special cases as they may arise. That part of education which has the greatest influence on life, what may be called the spontaneous training of the feelings, belongs entirely to the mother. Hence it is, as I have already observed, of the greatest importance to allow the pupil to remain with his family, and to do away with the monastic seclusion of our public schools. The peculiar fitness of women for inculcating these elementary principles of morality is a truth which every true philosopher will fully recognize. Women, having stronger sympathies than men, must be better able to call out sympathies in others. Men of good sense have always felt it more important to train the heart than the head; and this is the view adopted by Positive Philosophy. There is a danger of exaggerating the importance of system and of forgetting the conditions on which its utility depends; but the Positivist is preserved from this danger by the peculiar reality of his philosophy. In morals, even more than in other subjects, we can only systematize what has existed previously without system. The feelings must first be stimulated to free and direct action, before we attempt to bring them under philosophic discipline. And this process, which begins with birth, and lasts during the whole period of physical growth, should be left for women to superintend. So specially are they adapted for it, that failing the mother, a female friend, if well chosen, and if she can make herself sufficiently a member of the family, will in most cases do better than the father himself. The importance of the subject can only be appreciated by minds dominated, as women’s minds are, by feeling. Women can see, what men can seldom see, that most actions, and certainly the actions of youth and childhood, ought not to be judged in themselves so much as by the tendencies which they show or by the habits to which they lead. Viewed with reference to their influence on character, no actions are indifferent. The simplest events in a child’s life may serve as an occasion for enforcing the fundamental principle by which the early as well as later stages of Positivist education should be directed; the strengthening of Social Feeling, the weakening of Self-love. In fact, actions of an unimportant kind are precisely those in which it is easiest to appreciate the feelings which prompted them; since the mind of the observer, not being occupied with the consequences of such actions, is more free to examine their source. Moreover, it is only by teaching the child to do right in small things that he can be trained for the hard inward struggle that lies