insecurity, and we fear to advance a resolute opinion. But with things learned in the plastic days of instinctive curiosity we never lose entirely our sense of being at home. There remains a kinship, a sentiment of intimate acquaintance, which, even when we know we have failed to keep abreast of the subject, flatters us with a sense of power over it, and makes us feel not altogether out of the pale. Whatever individual exceptions to this might be cited are of the sort that 'prove the rule.' To detect the moment of the instinctive readiness for the subject is, then, the first duty of every educator. As for the pupils, it would probably lead to a more earnest temper on the part of college students if they had less belief in their unlimited future intellectual potentialities, and could be brought to realize that whatever physics and political economy and philosophy they are now acquiring are, for better or worse, the physics and political economy and philosophy that will have to serve them to the end. =Enumeration of Instincts in Man.=--Professor Preyer, in his careful little work, 'Die Seele des Kindes,' says "instinctive acts are in man few in number, and, apart from those connected with the sexual passion, difficult to recognize after early youth is past." And he adds, "so much the more attention should we pay to the instinctive movements of new-born babies, sucklings, and small children." That instinctive acts should be easiest _recognized_ in childhood would be a very natural effect of our principles of transitoriness, and of the restrictive influence of habits once acquired; but they are far indeed from being 'few in number' in man. Professor Preyer divides the movements of infants into _impulsive_, _reflex_, and _instinctive_. By impulsive movements he means _random_ movements of limbs, body, and voice, with no aim, and before perception is aroused. Among the first reflex movements are crying on contact with the air, _sneezing, snuffling, snoring, coughing, sighing, sobbing, gagging, vomiting, hiccuping, starting, moving the limbs when touched, and sucking_. To these may now be added _hanging by the hands_ (see _Nineteenth Century_, Nov. 1891). Later on come _biting_, _clasping objects_, and _carrying them to the mouth_, _sitting up_, _standing_, _creeping_, and _walking_. It is probable that the centres for executing these three latter acts ripen spontaneously, just as those for flight have been proved to do in birds, and that the appearance of _learning_ to stand and walk, by trial and failure, is due to the exercise beginning in most children before the centres are ripe. Children vary enormously in the rate and manner in which they learn to walk. With the first impulses to _imitation_, those to significant _vocalization_ are born. _Emulation_ rapidly ensues, with _pugnacity_ in its train. _Fear_ of definite objects comes in early, _sympathy_ much later, though on the instinct (or emotion?--see p. 373) of sympathy so