Thus, as it is the earliest and most influential school, it behoves every one who is bound by its responsibilities to make it an agent of the _best culture_. The great subject of Home Education, is of itself enough for a series of discourses; and I have not room to lay down even the general propositions which belong to it, much less for specifications. But I would remind you--and I think the suggestion is especially needed amidst the whirl of city life--that there _is_ such a thing as Home Education, and it presses its claims upon everybody who inhabits a Home. There is such a thing as Home Education, differing from school education, whether of the week day or the Sabbath, and therefore it is a matter we ought to attend to, and not suppose we have done enough when we patronize an academy, or help fill a class on Sunday. To every parent--to every influential member of a household--there is committed a charge which can be shifted to no one else; there is an opportunity which no outside teacher possesses. There are some duties in life that we have to look for and to go after; there are others which are passed right into our hands, whether we will or not. And this duty of Home Education is of the latter kind. Now, I have just said that I cannot specify here, and even if there were room I am not sure that it would be advisable. For I doubt whether we can give any manual of methods and instruments in this respect, any more than there can be a manual of religious exercises suited to every spiritual peculiarity. Dispositions, capacities, circumstances, must create their own methods. And perhaps the poorest method of all would be some system of domestic education, which the experimenter thinks will do the work exactly. I am somewhat suspicious of systems. I am more than suspicious of any constrained formal method, bringing up children in a mere manual drill, crimping them into a mould of mincing proprieties, and making them speak with an automaton click. Perhaps the most headlong young men that can be found, are those who spent their early days in a sort of strait jacket with a clock-work movement. They were wound up so tight when they were boys, that now they take great pleasure in going fast, and running down. In other words, having felt their early training to be mere _training_, the moment they strip off the constraint, they plunge into the opposite extreme of _no_ constraint. Nay, I believe that even children who are left to their own instincts, and shoved out into the world to take care of themselves, are generally better balanced, and go with steadier motion than these. Of course, however, neither extreme is right. There is such a thing, I say once more, as Home Education, involving all necessary training and true constraint; and yet not oppressively felt as such, because it is free, informal, and respects the spontaneity of the childish nature. But, whether our Home Education be formal or informal,