Does this doctrine of ideas as the spiritual food needful to sustain the immaterial life throw any light on the doctrines of the Christian religion? Yes; the Bread of Life, the Water of Life, the Word by which man lives, the “meat to eat which ye know not of,” and much more, cease to be figurative expressions, except that we must use the same words to name the corporeal and the incorporeal sustenance of man. We understand, moreover, how suggestions emanating from our Lord and Saviour, which are of His essence, are the spiritual meat and drink of His believing people. We find it no longer a “hard saying,” nor a dark saying, that we must sustain our spiritual selves upon Him, even as our bodies upon bread. What practical bearing upon the educator has this doctrine of ideas? He knows that it is his part to place before the child daily nourishment of ideas; that he may give the child the right initial idea in every study, and respecting each relation and duty of life; above all, he recognises the divine co-operation in the direction, teaching, and training of the child. How would you summarise the functions of education? Education is a discipline--that is, the discipline of the good habits in which the child is trained. Education is a life, nourished upon ideas; and education is an atmosphere--that is, the child breathes the atmosphere emanating from his parents; that of the ideas which rule their own lives. What part do lessons and the general work of the schoolroom play in education thus regarded? They should afford opportunity for the discipline of many good habits, and should convey to the child such initial ideas of interest in his various studies as to make the pursuit of knowledge on those lines an object in life and a delight to him. What duty lies upon parents and others who regard education thus seriously, as a lever by means of which character may be elevated, almost indefinitely? Perhaps it is incumbent upon them to make conscientious endeavours to further all means used to spread the views they hold; believing that there is such “progress in character and virtue” possible to the redeemed human race as has not yet been realised, or even imagined. “Education is an atmosphere, a discipline, a life.”[18] FOOTNOTES: [17] From Archbishop Thompson’s _Laws of Thought_. [18] Matthew Arnold. CHAPTER XXIV _WHENCE AND WHITHER_ PART I