The second distinguishing feature of Stoicism I have noticed was the complete suppression of the affections to make way for the absolute ascendancy of reason. There are two great divisions of character corresponding very nearly to the Stoical and Epicurean temperaments I have described—that in which the will predominates, and that in which the desires are supreme. A good man of the first class is one whose will, directed by a sense of duty, pursues the course he believes to be right, in spite of strong temptations to pursue an opposite course, arising either from his own passions and tendencies, or from the circumstances that surround him. A good man of the second class is one who is so happily constituted that his sympathies and desires instinctively tend to virtuous ends. The first character is the only one to which we can, strictly speaking, attach the idea of merit, and it is also the only one which is capable of rising to high efforts of continuous and heroic self-sacrifice; but on the other hand there is a charm in the spontaneous action of the unforced desires which disciplined virtue can perhaps never attain. The man who is consistently generous through a sense of duty, when his natural temperament impels him to avarice and when every exercise of benevolence causes him a pang, deserves in the very highest degree our admiration; but he whose generosity costs him no effort, but is the natural gratification of his affections, attracts a far larger measure of our love. Corresponding to these two casts of character, we find two distinct theories of education, the aim of the one being chiefly to strengthen the will, and that of the other to guide the desires. The principal examples of the first are the Spartan and Stoical systems of antiquity, and, with some modifications, the asceticism of the Middle Ages. The object of these systems was to enable men to endure pain, to repress manifest and acknowledged desires, to relinquish enjoyments, to establish an absolute empire over their emotions. On the other hand, there is a method of education which was never more prevalent than in the present day, which exhausts its efforts in making virtue attractive, in associating it with all the charms of imagination and of prosperity, and in thus insensibly drawing the desires in the wished-for direction. As the first system is especially suited to a disturbed and military society, which requires and elicits strong efforts of the will, and is therefore the special sphere of heroic virtues, so the latter belongs naturally to a tranquil and highly organised civilisation, which is therefore very favourable to the amiable qualities, and it is probable that as civilisation advances, the heroic type will, in consequence, become more and more rare, and a kind of self-indulgent goodness more common. The circumstances of the ancient societies led them to the former type, of which the Stoics furnished the