Personally, also, I am of Witte’s belief that intellectual training along the lines followed by him in his son’s upbringing is of itself an important adjunct to moral growth. Certainly, by developing the powers of observation, analysis, and inference, it makes it easier for the child to appreciate the force of any arguments advanced by the parent in the way of direct moral instruction. Besides this, by keeping the child’s mind occupied with wholesome and profitable matters, it saves him from the idleness and waste of energy which, in childhood as much as in adult life, favour the formation of bad habits. And assuredly the methods by which his mental education may best be carried on in the first years of existence are such that they may be readily applied by all parents. It is by no means a difficult thing to begin, as Witte did, by naming to the little one various small objects in and about the home. These should be named over and over to him, slowly, clearly, impressively; and the attempt should next be made to convey to him a notion of their properties, by teaching him, for example, to detect differences in colour and in such qualities as hot and cold, round and square, hard and soft, rough and smooth. This can be done in any one of several ways, but the best method, it seems to me, is that developed within recent years by the noted Italian educator of little children, Maria Montessori. Her plan with every child whose education is intrusted to her is to start by teaching it to distinguish between various touch sensations; and she does this so successfully that her pupils, aged from three to seven, are able, blindfolded, to state the differences in extremely fine gradations of cloths, papers, coins, and seeds. Any parent can do the same thing, beginning by drilling the child in distinguishing between massive sensations, and gradually developing delicacy of touch. Two cards, one rough, one smooth, afford an excellent starting-point. The child touches the smooth card. “Smooth,” says the parent, and “Smooth” responds the child. The little fingers are then placed on the card with the rough surface. “Rough,” the child is told, and “Rough” he repeats. Only a few lessons of this sort will be found necessary to enable him to select at request the smooth or the rough card and hand it to the parent. Ideas of shape, size, etc., may be similarly imparted, with the triple advantage that the child will daily, and without mental stress, acquire a more and more retentive muscular memory, a more intimate acquaintance with the facts of the world in which he lives, and greater observational and reasoning ability.