=The Family Principle.=—Here follows a passage which we do more than endorse, for it contains the very _raison d’être_ of our society. “The education of the children will always remain the holiest and highest of all family duties. The welfare, civilisation, and culture of a people depend essentially upon the degree of success that attends the education in the homes. The family principle is the point at which both the religious and educational life of a people centres, and about which it revolves. It is a force in comparison with which every sovereign’s command appears powerless.” By the way, we are inclined to think that Dr Rein’s mention of Rousseau is a little misleading. It is true that in _Emil_ the parents are supplanted, but, notwithstanding that fact, perhaps no other educationalist has done so much to awaken parents to their great work as educators. After investigating the conditions of home training, Dr Rein proceeds to a discussion of schools (_a_) as they exist in Germany; (_b_) as they exist in his own ideal, a discussion which should be most interesting to parents. =Uncertainty as to the Purpose of Education.=—Teleology, _i.e._ the theory of the purpose of education, falls next under discussion in an extremely instructive chapter. It is well we should know the vast uncertainty which exists on this fundamental point. As a matter of fact, few of us know definitely what we propose to ourselves in the education of our children. We do not know what it is possible to effect, and, as a man does not usually compass more than he aims at, the results of our education are very inadequate and unsatisfactory. =Some Attempts to fix the Purpose of Education.=—“Shall the educator follow Rousseau and educate a man of nature in the midst of civilised men? In so doing, as Herbart has shown, we should simply repeat from the beginning the entire series of evils that have already been surmounted. Or shall we turn to Locke and prepare the pupil for the world which is customarily in league with worldlings? We should then arrive at the standpoint of Basedow, and aim to educate the pupil so that he would become a truly useful member of human society. Of course we should always be harassed with the secret doubt as to whether this is the ideal purpose after all, and whether we are not at times directly enjoined to place the pupil at variance with the usage and customary dealings of the world. If we reflect that an endless career is open to man for his improvement, we realise that only that education, whose aims are always the highest, can hope to reach the lofty goals that mark this career.