The question of aids to study by stimulants is a difficult one. On the one hand it seems to some educators a fundamental law that reward should follow right-doing and effort, and so no doubt it is; but the reward within one's own mind and soul is one thing and the calf-bound book is another--scarcely even a symbol of the first, because they are not always obtained by the same students. This is a fruitful subject for discourse or reflection at distributions of prizes. Those who are behind the scenes know that the race is not to the swift nor the battle to the strong, and the children know it themselves, and prize-winners often become the object of the "word in season," pointing out how rarely they will be found to distinguish themselves in after life; while the steady advance of the plodding and slow mind is dwelt upon, and those who have failed through idleness drink up the encouragement which was not intended for them, and feel that they are the hope of the future because they have won no prizes. It is difficult on those occasions to make the conflicting conclusions clear to everybody. Yet the system of prize distributions is time honoured and traditional, and every country is not yet so disinterested in study as to be able to do without it; under its sway a great deal of honest effort is put out, and the taste of success which is the great stimulant of youth is first experienced. There is also the system of certificates, which has the advantage of being open to many instead of to one. It is likewise a less material testimonial, approaching more nearly to the merited word of approval which is in itself the highest human reward, and the one nearest to the heart of things, because it is the one which belongs to home. For if the home authorities interest themselves in lessons at all, their grown-up standard and the paramount weight of their opinion gives to one word of their praise a dignity and worth which goes beyond all prizes. Beyond this there is no natural satisfaction to equal the inner consciousness of having done one's best, a very intimate prize distribution in which we ourselves make the discourse, and deliver the certificate to ourselves. This is the culminating point at which educators aim; they are all agreed that prizes in the end are meant to lead up to it, but the way is long between them. And both one and the other are good in so far as they lead us on to the highest judgment that is day by day passed on our work. When prizes, and even the honour of well-deserved praise, fail to attract, the thought of God the witness of our efforts, and of the value in His sight of striving which is never destined to meet with success, is a support that keeps up endurance, and seals with an evident mark of privilege the lives of many who have made those dutiful efforts not for themselves but in the sight of God.