Doctors, again, are more and more recognising that nutrition depends not only upon the chemical composition of food but upon our appetite, and that we can become aware of our appetite and to some extent control and direct it by our will. Sir William Macewen said not long ago, 'We cannot properly digest our food unless we give it a warm welcome from a free mind with the prospect of enjoyment.'[62] But it would not be easy to create by teaching that co-ordination of the intellect and impulse at which Sir William Macewen hints. If you tell a boy that one reason why food is wholesome is because we like it, and that it is therefore our duty to like that food which other facts of our nature have made both wholesome and likeable, you may find yourself stimulating nothing except his sense of humour. [62] _British Medical Journal_, Oct. 8, 1904. So, in the case of the political emotions, it is very easy to say that the teacher should aim first at making his pupils conscious of the existence of those emotions, then at increasing their force, and finally at subordinating them to the control of deliberate reasoning on the consequences of political action. But it is extraordinarily difficult to discover how this can be done under the actual conditions of school teaching. Mr. Acland, when he was Education Minister in 1893, introduced into the Evening School Code a syllabus of instruction on the Life and Duties of the Citizen. It consisted of statements of the part played in social life by the rate-collector, the policeman, and so on, accompanied by a moral for each section, such as 'serving personal interest is not enough,' 'need of public spirit and intelligence for good Government,' 'need of honesty in giving a vote,' 'the vote a trust as well as a right.' Almost every school publisher rushed out a text-book on the subject, and many School Boards encouraged its introduction; and yet the experiment, after a careful trial, was an acknowledged failure. The new text-books (all of which I had at the time to review), constituted perhaps the most worthless collection of printed pages that have ever occupied the same space on a bookshelf, and the lessons, with their alternations of instruction and edification, failed to stimulate any kind of interest in the students. If our youths and maidens are to be stirred as deeply by the conception of the State as were the pupils of Socrates, teachers and the writers of text-books must apparently approach their task with something of Socrates' passionate love of truth and of the searching courage of his dialectic.