Education, the second means by which the moral ideal is defended, is not identical with social progress, by which the moral ideal is itself changed, but is the individual progress included within each definite moral ideal. Education and progress are, however, inseparably bound together, in that education goes hand in hand with punishment, and in that it leads to the discovery of new ideals. If we take only the irregular line which includes the good, and discard the ideals which are exterminated or left behind, the movement of ideals is continuous with education, and progress may therefore be described as an education of society. The education of children has to put them in possession of the present moral achievement, and to make them independent individuals,--so to penetrate them with the moral order that it shall appear in them as spontaneous character. It is an evolving of an ideal already present; for, to be capable of education, a person must have already set foot on the right path. As in the physical world, so in the moral, we have the survival of many different genera and species,--various ideals of conduct or institutions of life, some of which may be grouped together by strong resemblances, others of which stand to each other in the relation of lower to higher organisms; the survival of archaic institutions in the higher as well as their history of progress showing their affinities with the lower. "History is the palaeontology of moral ideals," and provides us with a better means of studying the growth of morality than exists for the study of the growth of species. As in the organic world, varieties develop from species by a gradual and continuous movement of sentiment, each successful variation forming the basis of a new variation, and the differences of the varieties from each other and from the original species increasing with their distance from the original species, until the difference amounts to a difference of species. We may call these modifications "accidental," but, as in the physical world, they are so only as we regard them from the position occupied by a person before the event; they have their causes if we can find them. These causes are to be found in the contact of different minds. Variability depends to a considerable extent on the size of a genus, but only in so far as greater size involves greater complexity and variety of interests; the vast but homogeneous societies of the East being less progressive than the smaller but more complex ones of the West. "Where freer scope is left to individual inclinations or aptitudes, there the friction of mind against mind is more intense. New ideas are generated in the more vivid consciousness of the people, and life becomes more inventive."