But what, besides mere preaching, can be done to spread the conception of such a harmony of reason and passion, of thought and impulse, in political motive? One thinks of education, and particularly of scientific education. But the imaginative range which is necessary if students are to transfer the conception of intellectual conduct from the laboratory to the public meeting is not common. It would perhaps more often exist if part of all scientific education were given to such a study of the lives of scientific men as would reveal their mental history as well as their discoveries, if, for instance, the young biologist were set to read the correspondence between Darwin and Lyell, when Lyell was preparing to abandon the conclusions on which his great reputation was based, and suspending his deepest religious convictions, in the cause of a truth not yet made clear. But most school children, if they are to learn the facts on which the conception of intellectual conduct depends, must learn them even more directly. I myself believe that a very simple course on the well-ascertained facts of psychology would, if patiently taught, be quite intelligible to any children of thirteen or fourteen who had received some small preliminary training in scientific method. Mr. William James's chapter on Habit in his _Principles of Psychology_ would, for instance, if the language were somewhat simplified, come well within their range. A town child, again, lives nowadays in the constant presence of the psychological art of advertisement, and could easily be made to understand the reason why, when he is sent to get a bar of soap, he feels inclined to get that which is most widely advertised, and what relation his inclination has to that mental process which is most likely to result in the buying of good soap. The basis of knowledge necessary for the conception of intellectual duty could further be enlarged at school by the study in pure literature of the deeper experiences of the mind. A child of twelve might understand Carlyle's _Essay on Burns_ if it were carefully read in class, and a good sixth form might learn much from Wordsworth's _Prelude_. The whole question, however, of such deliberate instruction in the emotional and intellectual facts of man's nature as may lead men to conceive of the co-ordination of reason and passion as a moral ideal is one on which much steady thinking and observation is still required. The instincts of sex, for instance, are becoming in all civilised countries more and more the subject of serious thought. Conduct based upon a calculation of results is in that sphere claiming to an ever increasing degree control over mere impulse. Yet no one is sure that he has found the way to teach the barest facts as to sexual instinct either before or during the period of puberty, without prematurely exciting the instincts themselves.