And now what is the cause of these exaggerated notions which so many of us have entertained? I think they arise from our habit of letting ourselves be guided by words rather than by realities, by what men are _saying_ rather than by what they are _doing_, by what teachers are teaching than by what learners are learning. If you take your stand in the realm of words, of doctrines, of theories, of philosophies, of books, preachings, and uttered ideals, you might make out a strong case for a high degree of moral progress actually attained. But if you ask how much of this has been learnt by mankind at large, and learnt in such a way as to issue in practice, you get a different story. We have attached too much importance to the first story and too little to the second. There has been a great deal of false emphasis in consequence. This false emphasis is especially prominent in the education controversy which is now going on--and the question of moral progress, by the way, is the question of education in the widest and highest sense of the term. People seem quite content so long as they can get the right thing taught. They don't always see that unless the right thing is taught by the right people and in the right way it will not be _learnt_. Now education is ultimately a question of what is being _learnt_, not of what is being _taught_. The process of learning is a very curious and complicated one, and it often happens that what goes in at the teacher's end comes out at the pupil's end in a wholly different form and with a wholly different value; and we have the highest authority for believing that what really counts is not so much that which goeth into a man but that which cometh out of him. That applies to all education--especially moral education. So that if you argue from what has gone into the human race in the way of moral teaching you may be greatly surprised and perhaps disappointed when you compare it with what has come out of the human race in the meantime. What has been taught is not what has been learnt. It has suffered a sea change in the process. Nor is the question wholly one of learning. There is the further question of remembering. I believe that a candid examination of the facts would convince us that the human race has proved itself a forgetful pupil. It has not always retained what it has learnt. Emerson has said that no account of the Holy Ghost has been lost. But how did Emerson find that out? The only accents Emerson knew of were those which the world happened to have remembered. If any had been lost in the meantime Emerson naturally would not know of their existence. I have heard of a functionary, whose precise office I am not able to define, called 'the Lord's Remembrancer'. It would be a great help to Moral Progress if we had in modern life a People's Remembrancer. His place is occupied to some extent by the study of history, and for that reason one could wish for