does not constitute, primarily, any part of an education, as Spencer has so clearly shown; but the implanting of the desire for truth, and the manner in which we should assimilate and use it, does attain the highest aim of any scheme of erudition. It is in this second stage of development that this must be done rudimentally; consequently, compulsory education must be carried at least through this period. At the beginning of the third subdivision in the life of the individual, we find a peculiar nervous tension, which is invariably an accompaniment of this stage of physical development. The imaginative faculties are enormously stimulated, and, unless directed into the right channels, are sure to work to the eternal harm of both male and female children. They should have been given a general knowledge of their physical peculiarities, previous to this time, by their parents, and should be allowed the companionship of playmates of the opposite sex so long as their characters are not objectionable. These close acquaintances between girls and boys should be fostered and allowed to become friendship, rather than be discouraged and ridiculed, by the parents and guardians, as is so often the case. The polarity of sex will assert itself at this early age, and the boys will strive to appear manly, strong and noble, while the girls, in a less positive sense, perhaps, but in an equally beneficial manner, will attempt to assume the womanly peculiarities of reserved kindliness and sympathy, which has made the female character so lovable and universally admired through all the ages. In this matter of the intersexual association of children, our public school system is usually in error, since, in most towns, the playgrounds of the boys and girls are separated by high fences, and communication is entirely cut off during play times. The association with a large number of individuals of the opposite sex gives the child a broader basis upon which to form a judgment concerning any one, and if taught at the same time to use his mind analytically, will mean a correspondingly high ideal of his own. The ideal of the child is but the selected striking characteristics of his own acquaintances, coalesced into an imaginative being. This ideal is high or low, just as he has been taught to reverence and worship beautiful or unlovely and vile things; but, all conditions being equal, there is no other time in life when the human mind will so readily respond to the pure and noble stimulation of æstheticism as against the baseness and depravity of unbridled sensuality.