But the children of the cultured classes--why, surely their danger is rather to live too much in realms of fancy. A single sentence in lesson or talk, the slightest sketch of an historical character, and they will play at it for a week, inventing endless incidents. Like Tennyson, when he was a child, they will carry on the story of the siege and defence of a castle (represented by a mound, with sticks for its garrison) for weeks together, and a child engrossed with these larger interests feels a sensible loss of dignity when he flaps his wings as a pigeon or skips about as a lamb, though, no doubt, he will do these things with pleasure for the teacher he loves. Imagination is ravenous for food, not pining for culture, in the children of educated parents, and education need not concern herself directly, for them, with the development of the conceptive powers. Then with regard to the cultivated child’s reasoning powers, most parents have had experiences of this kind--Tommy is five. His mother had occasion to talk to him about the Atlantic Cable, and said she did not know how it was insulated; Tommy remarked next morning that he had been thinking about it, and perhaps the water itself was an insulator. So far from needing to develop their children’s reasoning powers, most parents say--“Oh, wad the gods the giftie gie us”--to answer the everlasting ‘why’ of the intelligent child. In a word, to develop the child’s so-called faculties is the main work of education when _ignorant_ or otherwise _deficient_ children are concerned; but the children of educated people are never _ignorant_ in this sense. They awake to the world all agog for knowledge, and with keen-edged faculties; therefore the principle of heredity causes us to recast our idea of the office of education, and to recognise that the child of intelligent parents is born with an inheritance of self-developing faculties. Thus education naturally divides itself into education for the children of _lettered_, and education for the children of _unlettered_ parents. In fact, this class question, which we are all anxious to evade in common life, comes practically into force in education. It is absolutely necessary to individualise and say, this part of education is the most important for _this_ child, or _this_ class, but may be relegated into a lower place for another child or another class.