“In those early impressions of which no one seems to be conscious, least of all the child, and which gather up power as the rolling avalanche, the elements are collected for future emotions, moods, acts, that make up a greater part of the history of the individual and of States, more effective and significant than those that are written down in _mémoires_, however _intimes_, or that can be discovered in archives, however ‘secret.’ The strange vagaries of affection and passion, which affect the whole existence of men and women—the racial and religious prejudices that shake States and communities to their very foundations, that make and unmake reputations, and set the wheel of progress back into the dark ages—can be traced to such small beginnings and into those nooks of man’s subconscious memory.” Decidedly, bearing in mind this principle of the importance of early impressions, the education of the child should be begun while he still is in the cradle—and should in especial include a careful arranging of his environment, both animate and inanimate, so as to put most effectively into play that greatest of all educational forces, “suggestion.” II SUGGESTION IN EDUCATION The term “suggestion” has of late fallen into undeserved disrepute. To most people, as a result of its frequent linking with the term “hypnotism,” it implies something exceptional and weird. Yet in reality suggestion is one of the most universal of facts, and there is nothing “uncanny” about it. Properly defined it means nothing more than the intrusion of an idea into the mind in such fashion that it is accepted automatically, overcomes all contrary ideas, and leads to a specific course of action. The slightest reflection will show that this is of frequent occurrence. Every time I yawn after having seen another person do so, I am acting on the suggestion given to me by his action. Every time, after reading a skilfully worded advertisement, I buy something which I do not really need, I am again acting under the influence of suggestion. So, too, when, in a moment of abstraction, I imitate any act perceived subconsciously, as in the amusing instance related by Professor Ochorowitz in his book, “Mental Suggestion”: “My friend, P——, a man no less absent-minded than he is keen of intellect, was playing chess in a neighbouring room. Others of us were talking near the door. I had made the remark that it was my friend’s habit when he paid the closest attention to the game to whistle an air from ‘Madame Angot.’ I was about to accompany him by beating time on the table. But this time he whistled something else—a march from ‘Le Prophète.’ “‘Listen,’ said I to my associates, ‘we are going to play a trick upon P——. We will order him to pass from “Le Prophète” to “La Fille de Madame Angot.”’