Flavour, again, offers a wide range for delicate discrimination. At first sight it would appear difficult to cultivate the sense of flavour without making a child more or less of a gourmand, but the fact is, that the strong flavours which titillate the palate destroy the power of perception. The young child who lives upon milk-foods has, probably, more pleasure in flavour than the diner-out who is _au fait_ with the confections of a _cordon bleu_. At the same time, one would prefer to make flavour a source of interest rather than of sensuous pleasure to children: it is better that they should try to discern a flavour with their eyes shut, for example, than that they should be allowed to think or say that things are “nice” or “nasty.” This sort of fastidiousness should be cried down. It is not well to make a child eat what he does not like, as that would only make him dislike that particular dish always; but to let him feel that he shows a want of self-control and manliness when he expresses distaste for wholesome food is likely to have a lasting effect. We have barely touched on the sorts of object lessons, appealing now to one sense and now to another, which should come incidentally every day in the family. We are apt to regard an American Indian as a quite uneducated person; he is, on the contrary, highly educated in so far as that he is able to discriminate sensory impressions, and to take action upon these in a way which is bewildering to the book-learned European. It would be well for parents to educate a child, for the first half-dozen years of his life at any rate, on “Red Indian” lines. Besides the few points we have mentioned, he should be able to discriminate colours and shades of colour; relative degrees of heat in woollen, wood, iron, marble, ice; should learn the use of the thermometer; should discriminate objects according to their degrees of hardness; should have a cultivated eye and touch for texture; should, in fact, be able to get as much information about an object from a few minutes’ study, as to its form, colour, texture, size, weight, qualities, parts, characteristics, as he could learn out of many pages of a printed book. We approach the subject by the avenue of the child’s senses rather than by that of the objects to be studied, because just now we have in view the occasional test exercises, the purpose of which is to give thorough culture to the several senses. An acquaintance with nature and natural objects is another thing, and is to be approached in a slightly different way. A boy who is observing a beetle does not consciously apply his several senses to the beetle, but lets the beetle take the initiative, which the boy reverently follows: but the boy who is in the habit of doing daily sensory gymnastics will learn a great deal more about the beetle than he who is not so trained.