of being ruled and encompassed by law, and that law is another name for the will of God. =Morals do not come by Nature.=—No doubt every child is born with a conscience, that is, with a sense that he ought to choose the right and refuse the wrong; but he is not born with the power to discern good and evil. An educated conscience is a far rarer possession than we imagine; we are all startled now and then by the laxities of right-minded neighbours in matters the right and wrong of which is patent to ourselves; but probably our own moral eccentricities are equally startling to our friends. The blame rests on our faulty moral education, which has hardly made us aware of fallacious thought and insincere speech; we believe that Latin and Greek must be taught, but that morals come by nature. A certain rough-and-ready kind of morality, varying with our conditions, does come by heredity and environment; but that most delicate and beautiful of human possessions, an educated conscience, comes only by teaching with authority and adorning by example. =Children born neither Moral nor Immoral.=—It is curious how educated people are still at sea as regards the moral status of children. Some time ago I was present at an interesting discussion, among the members of an educational society, on the subject of children’s lies. It was interesting to notice that the meeting, consisting of able, educated people, divided itself into those who held that children were born true and those who held that they were born false; it did not occur to anybody to recall his own childhood, or even to reflect on his own condition at the present moment. The question lay between children being born moral and born immoral. Nobody reflected that every human being comes into the world with infinite possibilities for good; and, alas! infinite possibilities for evil; possibly with evil hereditary tendencies which may be rectified by education, or with good tendencies which his bringing-up may nullify. =Moral Teaching.=—We need go no further than the Ten Commandments and our Lord’s exposition of the moral law to find corrective teaching for the spasmodic, impulsive moral efforts which tend to make up our notion of what the children call ‘being good,’ and nowhere shall we find a more lucid and practical commentary on the moral law than is set forth in the Church Catechism. It was the practice of a venerable Father of the Church, Bishop Ken, to recite the ‘duty towards God,’ and the ‘duty towards my neighbour’ every day. It is a practice worth imitating, and it would not be amiss to let all children of whatever communion learn these short abstracts of the whole duty of man. =Of the Poets.=—The poets give us the best help in this kind of teaching; as, for example, Wordsworth’s _Ode to Duty_:—