And this, as has previously been pointed out, gives the only reliable basis for the cultivation of character. The whole aim of education, whether it be that received in the home, in the school, or the larger and more protracted education of social life, has the aim and purpose of securing the spontaneous response of a particular action to a particular stimulus, or on the negative side that certain circumstances shall not arouse desires of a socially unwelcome character. The phrase "Patriotism" thus serves to arouse a group of feelings that cluster round the state and social life. "Home" awakens its own groups of domestic and parental feelings. "Duty," again, covers a wider sphere, but involves the same process. By instruction and by training, certain conditions, circumstances, words, or associations are made to call up trains of connected feelings which, culminating in a desire, imperatively demand conduct along a given line. The more complete the education, the stronger the desire; the stronger the desire, the more certain the action. The more defective the education the less the certainty with which we can count upon specific conduct. The man who acts to-day in one way and to-morrow in another way is not a man of strong desires, so much as he is a man whose desires are undisciplined. The man who acts with uniform certainty is not a man of weak desire, but one whose desires run with strength and swiftness in a uniform direction. And it is a curious feature of indeterministic psychology that it should take as clear evidence of the subordination of desire to "will" the man whose desire is so strong as to preclude hesitation between it and action. The whole of education, the whole of the discipline of life, is thus based upon the determination of conduct by circumstances and character. If the principle of cause and effect does not fully apply to conduct, all our training is so much waste of time. But it is because we cannot really think of the past not influencing the present, once we bring the two into relation, that we, Determinist and Indeterminist alike, proceed with our deterministic methods of training, and in this instance at least wisdom is justified of her children.