Let us think of it again. Education is environment; religion is environment; business and politics are environment; all the ideals, conventions, and prejudices of race and class are environment; literature, science, and the Press are environment; music, history, and sport are environment; beauty and ugliness are environment; example and precept are environment; war and travel and commerce are environment; sunshine and ozone, honour and dishonour, failure and success, are environment; love is environment. I stress and multiply examples because the power of environment is so tremendous that we can hardly over-rate its importance. A child is not born with a conscience; but with the rudiments of a conscience: the materials from which a conscience may or may not be developed--by environment. A child is not born with capacities, but only with potentialities, or possibilities, for good or evil, which may or may not be developed--by environment. A child is born absolutely without knowledge. Every atom of knowledge he gets must be got from his environment. Every faculty of body or of mind grows stronger with use and weaker with disuse. This is as true of the reason and the will as of the muscles. The sailor has better sight than the townsman, because his eyes get better exercise. The blind have sharper ears than ours, because they depend more on their hearing. Exercise of the mind "alters the arrangement of the grey matter of the brain," and so alters the morals, the memory, and the reasoning powers. Just as dumb-bells, rowing, or delving develop the muscles, thought, study, and conversation develop the brain. And everything that changes, or develops, muscle or brain is a part of our environment. There must be bounds to the powers of environment, but no man has yet discovered the limits, and few have dared to place them wide enough. But the scope of environment is undoubtedly so great, as I shall try to prove, that, be the heredity what it may, environment has power to save or damn. Let us think what it means to be born quite without knowledge. Let us think what it means to owe all that we learn to environment. So it is. Were it not for the action of environment, for the help of other men and women, we should live and die as animals; without morality, without decency, without the use of tools, or arms, or arts, or letters. We should be savages, or superior kinds of apes. That we are civilised and cultured men and women we owe to the fellow-creatures who gave into our infant hands the key to the stored-up knowledge and experience of the race. The main difference between the Europe of to-day and the Europe of the old Stone Age is one of knowledge: that is, of environment