“I admit there’s a difference; it tallies, too, with what I notice in the young boys who enter with us. You mean that their mothers have definitely set themselves for a month or two, say, to form a habit--now obedience, now truthfulness, now attention, and so on--and that is why the boys come to me with _character_, not mere disposition?” “Yes, that’s what I mean; and it’s on these lines we have been advancing for a whole century. In another direction, too, education has been going forward; but, here, we have only analogy to guide us, not yet certainty. It cannot be predicated as yet, whether we are simple or complex beings, whether in each of us is bound up one life or several. It is not impossible, for instance, that, just as our physical life is sustained because multitudinous organisms come to life, feed, grow, multiply, and die, perpetually in our substance, so, perhaps what we may call our immaterial life is sustained by multitudinous lives such as our philosophy has never dreamed of. An idea, for instance, what is it? We don’t know yet; but this we know, that every idea we get is quick within us as a living being, that it feeds, grows, multiplies, and then, behold it is no more! There are bodies natural and there are bodies spiritual. Perhaps this sort of thing is too immature to be pressed into service. But of other parts of us, to which names and ideas of something like personality are attached--conscience, will, our spiritual being--this it is quite safe to assert: they thrive upon their appropriate meat and work, they perish of inanition and idleness. This, too, we take into our scheme of education, and with great results.” The Dean got up:--