I am rather inclined to think that their young minds hold it very much as young minds of one, two, or three generations ago held it. After all, what subjects are brought to the notice of present-day children that were not called to the attention of children of former times? The difference would seem to be, not that the children of to-day learn about more things than did the children of yesterday, but that they learn about more things in school. Love of country--were we not all taught that by our fathers as early and as well as the children are taught it to-day by their teachers? And domestic science--did not mothers teach that, not only to their girls, but to their boys also, with a degree of thoroughness not surpassed even by that of the best of modern domestic science teachers? The subjects to be brought to the notice of children appear to be so fixed; the things to be learned by them seem to be so slightly alterable! It is only the place of instruction that has shifted. Such a quantity of things once taught entirely at home are now taught partly at school. It is the fashion, I know, to deplore this. "How dreadful it is," we hear many a person exclaim, "that things that used to be told a child alone at its mother's knee are now told whole roomfuls of children together in school!" Certainly it would be "dreadful" should the fact that children are taught anything in school become a reason to parents for ceasing to teach them that same thing at home. So long as this does not happen, ought we not to rejoice that children are given the opportunity of hearing in company from their teachers what they have already heard separately from their fathers and mothers? A boy or a girl who has heard from a father or a mother, in intimate personal talk, of the beauty of truth, the beauty of purity, the beauty of kindness, is fortified in an endeavor to hold fast to these things by hearing a teacher speak of them in a public, impersonal way. Indeed, is not this unity between the home and the school the great and unique fact in the education of the children of the present time? They are taught at home, as children always have been, and doubtless always will be, an "array of subjects"; and they are taught at school, as children perhaps never before were, other aspects of very nearly all the matters touched upon in that "array." My old schoolmate said that Saturday had lost the glory it wore in her school-days and mine; but it seems to me that what has actually occurred is that the five school-days of the week have taken on the same glory. The joys we had only on Saturday children have now on Monday, Tuesday, Wednesday, Thursday, Friday, _and_ Saturday!