"'Yes,' said he, with a peculiar smile; 'there is hardly one of our big boys but has a live mouse in his pocket.' "'A live mouse? What for?' "'Well,' said the master, 'human nature is human nature, and the little fellows want something to love. Some time ago the inspector cautioned a boy about putting his hand in his pocket, and ordered him to be still. The boy repeated the action, and as I guessed what was the cause, I called him out. He had a live mouse in his trousers pocket, and was afraid of its climbing out and showing itself in school. He took it out on his hand It was quite tame.' "But still more touching was a curious demonstration of the infants as we crossed their playground. Released from the restraint of parade discipline, these little creatures, girls and boys between three and seven years of age, came crowding round us. They took hold of our hands, several of them taking each hand; they stroked our clothes, and embraced our legs. Several of them seemed fascinated by my gold watch-guard (it is rather loud), and wanted to kiss it. I gave one the watch to play with--my own children have often used it roughly--and his little eyes dilated with admiration. They followed us right up to the barrier, and shook hands with us. "'That,' said the master, 'is a peculiarity of all workhouse children. They will touch you. They will handle and kiss any glittering thing you have about you. It is because you are from the outside world.'" What an environment. It set me thinking of the stories I had read about savages crowding round white men who have landed on their shores. "From the outside world." "Something to love." In England--where some five millions a year are spent on hunting--such environment is forced upon an innocent and defenceless child. One wonders as to the "hooligan." and the tramp, and the harlot, and the sot; how were _they_ brought up, and had they anything to love? EDUCATION There are many who under-rate the power of environment But there are few who deny the value of education. And education is environment. All education, good or bad, in the home or the school, is environment. And we all know, though some of us forget, that good education makes us better and that bad education makes us worse. And we all know, though some of us forget, that we have to be educated by others, and that those others are part of our environment. For even in the case of self-education we must learn from books, which were written by other men. And if we take the word education in its widest sense, as meaning all that we learn, the importance of this part of our environment stares us in the face. For as we are born not with morals, nor knowledge, nor capacities, but only with the rudiments of such, it is plain to every mind that our goodness or badness, our ignorance or knowledge, our helplessness or power, depends to a very great extent upon the kind of teaching we get.