As is well known, the child enters life with its cerebellum almost devoid of functions. The vital processes are carried on through the cerebrum and the medulla oblongata, purely by virtue of the stamp of heredity, and it is only after some days that the outside stimuli, such as light, heat, pressure or contact, etc., of the most elementary and primitive sort, are responded to by the infant. Its life is a matter of little or no individual interest to it, and it is usually only after many months, and, in some cases, years, before the child has any conception of its own existence. Previous to the comprehension of its existence, the infant has to learn to see and judge something of the distance and size of objects by the use of its eyes, if not to invert the retina image. In a non-monistic sense, the child, during this period, has no soul, and its life or death is of absolutely no moment to it. In the second, or adolescent stage, the most important of the individual's concrete knowledge is obtained--that upon which the basis of judgment rests in after-years. The developing mentality seizes new facts with avidity, and the memory is more keen, potentially, at this stage than at any other. The value of correct associations at this era cannot be over-estimated, as ideas and habits formed in this period cling tenaciously to the individual. So deeply seated do they become that they form a part of what we call, in after-years, our instinct, and upon these memories and the foundation of habits we build our later intuition. Voltaire has somewhere remarked that "Mankind is led more by instinct than by reason," and his observation is a just one. The acquisition of concrete facts or knowledge, in a specialized form, takes place at a very much more rapid rate at this period than during any other one, and the child's mind is very plastic, and absorbs information greedily. Nature has so arranged it that at this time, when most is to be learned, learning comes more easily than before or afterwards. In the normal child, the sense of duty begins to make itself felt at this juncture, and while this may be entirely an objective idea, nevertheless, it clearly shows an appreciation of justice in a regard for the rights of others. Coupled with this, there is a satisfaction which comes both from a sense of our knowledge--little though it be--and the feeling that this is being used as a guide to our conduct; a sentiment which Bacon eloquently expresses in his aphorism: "No pleasure is comparable with the standing upon the vantage ground of Truth." With this realization, life for the first time becomes worth living, and our desire for more knowledge follows directly upon our appreciation of the power which truth gives over our destiny. The grasping and comprehension of this idea by the child is one of the greatest, if not the most important, points to be attained in any educational system. The absorption of abstract facts