In addition to moral discussions, that at the best are very second-rate eloquence, and at the worst are respect destroying, mind destroying gabble, there are various forms of “ethical” teaching, advocated and practised in America and in the elementary schools of this country. For example, a story of an edifying sort is told to the children, and comments are elicited upon the behaviour of the characters. “Would you have done that?” “Oh, _no_, teacher!” “Why not?” “Because it would be mean.” The teacher goes into particulars, whittling away at the verdict, and at last the fine point of the lesson stands out. Now it may be indisputable that such lessons can be conducted effectively and successfully by exceptionally brilliant teachers, that children may be given an excellent code of good intentions, and a wonderful skill in the research for good or bad motives for any given course of action they may or may not want to take, but that they can be systematically trained by the average teacher at our disposal in this desirable “subject” is quite another question. It is one of the things that the educational reformer must guard against most earnestly, the persuasion that what an exceptional man can do ever and again for display purposes can be done successfully day by day in schools. This applies to many other things besides the teaching of ethics. Professor Armstrong can give delightfully instructive lessons in chemistry according to the heuristic method, but in the hands of the average teacher by whom teaching _must_ be done for the next few years the heuristic system will result in nothing but a pointless fumble. Mr. Mackinder teaches geography--inimitably--just to show how to do it. Mr. David Devant--the brilliant Egyptian Hall conjuror--will show any assembly of parents how to amuse children quite easily, but for some reason he does not present his legerdemain as a new discovery in educational method.