11. There is yet another feature in the exhibition of the moral sense in adults, which ought not to be overlooked by the Educationist in his treatment of the young. We here allude to the remarkable fact, that the conscience scarcely ever refers to consequences connected merely with this world and time, but compels the man, in spite of himself, to fear, that his actions will, in some way or other, have an influence upon his happiness or his misery in another world, and through eternity.--The mere uneasiness arising from the fear of detection and punishment by men, is a perfectly different kind of feeling, and never is, and never ought to be, dignified with the name of conscience. It is the consequence of a mere animal calculation of chances;--similar to the feelings which give rise to the cautious prowling of the hungry lion, or the stealthy advances of the timorous fox. But the forebodings, as well as the gnawings of conscience, extend much farther, and strike much deeper, than these superficial and animal sensations. Conscience in man, as long as it is permitted to act freely, has always a reference to God, to a future judgment, and to eternity, and is but rarely affected by worldly considerations. The valuable lesson to be drawn from this circumstance obviously is, that the parent and teacher ought, in their moral training of the young, to make use of the same principle. The anticipated approbation or displeasure of their earthly parents or teachers, or even the fear of the rod and correction, is not enough. Children are capable of being restrained by much higher motives, and stimulated to duty by nobler and more generous feelings. The greatness, the holiness, the unwearied goodness, and the omnipresence of their heavenly Father, present to the rational and tender affections of the young, a constantly increasing stimulus to obedience and self-controul;--while the fear of mere physical suffering will be found daily to decrease, and may perhaps in some powerful minds at last altogether disappear. The horse and the dog were intended to be trained in the one way;--but rational and intelligent minds were obviously intended to be trained in the other. Of these facts, connected as they are with the application of knowledge by means of the moral sense, the Educationist must make use for the perfecting of his science. They are the most valuable, and therefore they ought to form the most important branch of his investigations. All the other parts of Nature's teaching were but means;--this is obviously the great end she designed by using them, and therefore it ought to be his also.