In the mental basis of a high spiritual life even now our children are a reproach, for here and there they emit sparks indicative of embryonic sentiment in advance of practice around them. At the height of the Boer War a child in his nursery on being told that his nurse was opening a tin of boar’s head for breakfast, exclaimed, every feature quivering with sudden disgust, “Catch me eat my enemy’s head.” When a nation repudiates with similar disgust that wholesale destruction of life, which is no whit less evil than the cannibalism of an earlier date, then will war and patriotism cease to be—their place taken by a civilization standing firm on the foundation of human happiness and love. Given such outward conditions of life as are favourable to a freer exercise of the noblest social attributes and impulses of man, and the ethical temper will prevail. By ethical temper I mean not only the absence of all animosities that engender conflict, but the presence of a strong sense of personal rights and an equally strong protectiveness over the rights of others—a national impulse, in short, to an equivalence of liberty and social comfort for all mankind. But this justice is a supremely complex emotion—the one of all others that demands most of human capacity. It rests upon mental development, i.e. a universal enlargement of mind. Industrial changes there must be, but these alone will not secure progress; we need _true education_, for in the deeper strata of existence—the region of feeling, the movements of change must be guided from the old order to the new. Hence the vital importance of moral education—an education that will create an intelligent appreciation of truth wherever presented, and bind all men together in loyalty to truth. _PART V_ EDUCATION OR DIRECT TRAINING OF CHILDHOOD TO THE CIVILIZED HABIT OF MIND We acquire the virtues by doing the acts. We become builders by building. ARISTOTLE. EDUCATION Next in importance to the inborn nature is the acquired nature which a person owes to his education and training; not alone to the education which is called learning, but to that development of character which has been evoked by the conditions of life.—Dr. H. MAUDSLEY. We are beginning to realize the responsibilities that rest on each generation of adults in respect of the life evolving around us. It is not merely the structure and texture of civilization that is affected by every passing generation, it is the intrinsic quality of the human life to follow.