Here we have sketched out a magnificent educational charter. It is as well, perhaps, that we do not realise the extent of our liberties; if we did, it may be, such a fervour of educational enthusiasm would seize us, that we should behave as did those early Christians who every day expected the coming of the Lord. How should a man have patience to buy and sell and get gain had it been revealed to him that he was able to paint the greatest picture ever painted? And we, with the enthralling vision of what our little child might become under our hands, how should we have patience for common toils? That science should have revealed the _rationale_ of education in our day is possibly the Divine recognition that we have become more fit for the task, because we have come to an increasing sense of moral responsibility. What would it be for an immoral people to discern fully the possibilities of education? But how slow we are! how-- “Custom lies upon us with a weight, Heavy as frost, and deep almost as life!” It is now more than five-and-twenty years since these words of Dr. Maudsley, and many of like force by other physiologists, were published to the world. We have purposely chosen words that have stood the test of time; for to-day a hundred eminent scientific men, at home and abroad, are proclaiming the same truths. Every scientist believes them! And we? We go on after our use and wont, as if nothing had been said; dropping, hour by hour, out of careless hands, seeds of corn and hemlock, of bramble and rose. Let us run over the charter of our liberties, as Dr. Maudsley sums them up. We may lay the physical basis of memory: while the wide-eyed babe stretches his little person with aimless kickings on his rug, he is receiving unconsciously those first impressions which form his earliest memories; and we can order those memories for him: we can see that the earliest sights he sees are sights of order, neatness, beauty; that the sounds his ear drinks in are musical and soft, tender and joyous; that the baby nostrils sniff only delicate purity and sweetness. These memories remain through life, engraved on the unthinking brain. As we shall see later, memories have a certain power of accretion--where there are some others of a like kind gather, and all the life is ordered on the lines of these first pure and tender memories. We may lay the foundation of the development of all the mental functions. Are there children who do not wonder, or revere, or care for fairy tales, or think wise child-thoughts? Perhaps there are not; but if there are, it is because the fertilising pollen grain has never been conveyed to the ovule waiting for it in the child’s soul. These are some of the things that--according to the citations we have given from Dr. Maudsley’s _Physiology of Mind_--his parents may settle for the future man, even in his early childhood:-- His definite ideas upon particular subjects, as, for example, his relations with other people.