The feelings and ideals which have been growing so tenderly in his little heart and soul are not robust enough to offer much resistance to repeated and covert attacks. They are in as great a need as ever, of guidance and encouragement and nourishment and the sunlight of loving sympathy. The formation of character was proceeding in a beautiful and promising way, but it may not be safely assumed that the results are complete and permanent at such an early age--the customary age which most parents accept for sending their children to school. And where, in the chance companionship of school life, is a fitting substitute to be found for the right kind of family influence and the devotion of mother love? It is sad to say it, but I have, in my own experience, known a number of cases, where the havoc caused in a promising character was directly traceable to the influence and bad example of youthful associates. A practical, up-to-date mind might say complacently that such characters must have been so weak that they would probably have gone that way, anyhow. But that is merely to close one's eyes to the understanding of a vital principle, the inner feelings of heart and soul which play such a large part in the formation of character, are subject to growth and alteration, like all other living things; and until they are given a fair chance to become strong, by development and exercise and proper care, why should anything more than a relative weakness be expected of them? If you abandon them too soon to blighting influences, there is always danger of their being more or less spoiled. The other side of the school question relates to the school-books and school-rooms and the teaching of the teachers. When we stop and consider that the average little boy, or girl, between the ages of six and fourteen, spends thousands upon thousands of hours, in a more or less dreary and distasteful and uninspiring way, over school-books, in school and out, it might seem as if we had a right to ask ourselves: Does the result justify the means? Does any one claim, or imagine, that school-books contain much nourishment for the heart and soul, or the moral feelings, or love of beauty? Upon what grounds, does any one claim, or imagine, that such things are less important to the growth of character, and a cheerful disposition, and fine standards of conduct, than the training of the intellect? If we are perfectly satisfied that the method employed to train the intellect does not and need not interfere with a corresponding development of those other sides of human nature--that is one thing. But let us not be satisfied to take so much for granted, without giving it a little thought. That is the first point to get clear.