11. This difference is not a verbal quibble. The Herbartian doctrine lays the stress of education—the preparation of knowledge in enticing morsels, presented in due order—upon the teacher. Children taught upon this principle are in danger of receiving much teaching with little knowledge; and the teacher’s axiom is, ‘What a child learns matters less than how he learns it.’ 12. But, believing that the normal child has powers of mind that fit him to deal with all knowledge proper to him, we must give him a full and generous curriculum; taking care, only, that the knowledge offered to him is vital—that is, that facts are not presented without their informing ideas. Out of this conception comes the principle that,— 13. EDUCATION IS THE SCIENCE OF RELATIONS; that is, that a child has natural relations with a vast number of things and thoughts: so we must train him upon physical exercises, nature, handicrafts, science and art, and upon _many living_ books; for we know that our business is, not to teach him all about anything, but to help him to make valid as many as may be of— ‘Those first-born affinities That fit our new existence to existing things.’ 14. There are also two secrets of moral and intellectual self-management which should be offered to children; these we may call the Way of the Will and the Way of the Reason. 15. _The Way of the Will._—Children should be taught— (_a_) To distinguish between ‘I want’ and ‘I will.’ (_b_) That the way to will effectively is to turn our thoughts from that which we desire but do not will. (_c_) That the best way to turn our thoughts is to think of or do some quite different thing, entertaining or interesting. (_d_) That, after a little rest in this way, the will returns to its work with new vigour. (This adjunct of the will is familiar to us as _diversion_, whose office it is to ease us for a time from will effort, that we may ‘will’ again with added power. The use of suggestion—even self-suggestion—as an aid to the will, is to be deprecated, as tending to stultify and stereotype character. It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.) 16. _The Way of the Reason._—We should teach children, too, not to ‘lean’ (too confidently) ‘unto their own understanding,’ because the function of reason is, to give logical demonstration (_a_) of mathematical truth; and (_b_) of an initial idea, accepted by the will. In the former case reason is, perhaps, an infallible guide, but in the second it is not always a safe one; for whether that initial idea be right or wrong, reason will confirm it by irrefragable proofs.