remains a fair case to prove our point, which is, give them opportunity and direction, and children will do the greater part of their own education, intellectual, æsthetic, even moral, by reason of the wonderfully balanced desires, powers, and affections which go to make up human nature. A cheerful doctrine this, which should help to swell the ranks of the unemployed. Outlets for their energies, a little direction, a little control, and then we may sit by with folded hands and see them do it. But, in fact, there are two things to be done: “powers to be developed--where a little of our help goes a long way; and character to be formed”--and here children are as clay in the hands of the potter, absolutely dependent on their parents. Disposition, intellect, genius, come pretty much by nature; but character is an achievement, the one practical achievement possible to us for ourselves and for our children; and all real advance in family or individual is along the lines of character. Our great people are great simply by reason of their force of character. For this, more than for their literary successes, Carlyle and Johnson are great. Boswell’s “Life” is, and perhaps deserves to be, more of a literary success than anything of his master’s; but what figure does he make after all? Greatness and littleness belong to character, and life would be dull were we all cast in one mould; but how come we to differ? Surely by reason of our inherited qualities. It is hereditary tendencies which result in character. The man who is generous, obstinate, hot-tempered, devout, is so, on the whole, because that strain of character runs in his family. Some progenitor got a bent from his circumstances towards fault or virtue, and that bent will go on repeating itself to the end of the chapter. To save that single quality from the exaggeration which would destroy the balance of qualities we call sanity, two counter-forces are provided: marriage into alien families, and _education_. We come round now to the point we started from. If the development of character rather than of faculty is the main work of education, and if people are born, so to speak, ready-made, with all the elements of their after-character in them, certain to be developed by time and circumstances, what is left for education to do? Very commonly, the vote is, do nothing; though there are three or four ways of arriving at that conclusion. As, What’s the good? The fathers have eaten sour grapes; the children’s teeth _must_ be set on edge. Tommy is obstinate as a little mule--but what would you have? So is his father. So have been all the Joneses, time out of mind; and Tommy’s obstinacy is taken as a fact, not to be helped nor hindered.