At sixteen or upwards the young thus trained may safely leave home for high school or university, in pursuit of the special instruction required for their future career. An education that has laid the foundation of noble character, comes to no abrupt conclusion. The love of truth when firmly implanted prompts to the acquisition of new knowledge, and knowledge is boundless as the universe. Fields of science become the happy hunting-ground of minds that are markedly intellectual, and although self-culture supersedes formal instruction, and original research supersedes the following of authority, education moves continuously and steadily forward. “The environment,” says Clifford Harrison, “that lies open to men rationally developed is as vast as the ideal that lies before them. This environment is not a spiritual matter merely; not of the soul alone, but of body, mind, soul and spirit; not of heaven only, but of earth as well; not of eternity and a beyond, but of time and here.” _PART VI_ CONDITIONS IN AID OF HAPPY LIFE IN A DEVELOPING CIVILIZATION CHAPTER I THE NEEDS OF ADOLESCENCE The woman’s cause is man’s: they rise or sink Together, dwarf’d, or godlike, bond or free: · · · · · If she be small, slight-natured, miserable, How shall men grow? —TENNYSON. Adolescence is a critical period in the life of an individual. At that period, character, speaking generally, fully manifests, and the life is decided for good or evil. What advanced ethics requires is that each adult generation should deliberately examine its inheritance from the previous, less conscious, less informed epoch, in order to detect and destroy every social snare that entangles unwary feet in adolescence; and to devise the best methods of bringing to the young the wisdom and sympathy of their seniors.