To our argument that this sort of teaching is not within the capacity of such teachers as we have, or are likely to have, we can, fortunately enough, add that whatever is attempted can be done far better through other agencies. More or less unknown to teachers there exists a considerable amount of well-written literature, true stories and fiction, in which, without any clumsy insistence upon moral points, fine actions are displayed in their elementary fineness, and baseness is seen to be base. There are also a few theatres, and there might be more, in which fine action is finely displayed. Now one nobly conceived and nobly rendered play will give a stronger moral impression than the best schoolmaster conceivable, talking ethics for a year on end. One great and stirring book may give an impression less powerful, perhaps, but even more permanent. Practically these things are as good as example--they are example. Surround your growing boy or girl with a generous supply of good books, and leave writer and growing soul to do their business together without any scholastic control of their intercourse. Make your state healthy, your economic life healthy and honest, be honest and truthful in the pulpit, behind the counter, in the office, and your children will need no specific ethical teaching; they will inhale right. And without these things all the ethical teaching in the world will only sour to cant at the first wind of the breath of the world. Quite without ethical pretension at all the school is of course bound to influence the moral development of the child. That most important matter, the habit and disposition towards industry, should be acquired there, the sense of thoroughness in execution, the profound belief that difficulty is bound to yield to a resolute attack--all these things are the necessary by-products of a good school. A teacher who is punctual, persistent, just, who tells the truth, and insists upon the truth, who is truthful, not merely technically but in a constant search for exact expression, whose own share of the school work is faultlessly done, who is tolerant to effort and a tireless helper, who is obviously more interested in serious work than in puerile games, will beget essential manliness in every boy he teaches. He need not lecture on his virtues. A slack, emotional, unpunctual, inexact, and illogical teacher, a fawning loyalist, an incredible pietist, an energetic snob, a teacher as eager for games, as sensitive to social status, as easy, kindly, and sentimental, and as shy really of hard toil as--as some teachers--is none the better for ethical flatulence. There is a good deal of cant in certain educational circles, there is a certain type of educational writing in which “love” is altogether too strongly present; a reasonably extensive observation of school-children and school-teachers makes one doubt whether there is ever anything more than a very temperate