If we are asked wherein such education should consist, I think we must reply that its demands are not satisfied by teaching the child any series of religious doctrines divorced from practical experience. He is full of energies demanding expression. Our object is so to train those energies that they shall attain their full power and right balance; and enable him to set up relations with the spiritual world in which he truly lives. The first phase in this education will consist in a definite moral training, which is like the tilling and preparation of the earth in which the spiritual plant is to grow: and as regarding the special objects of this training I will take the definition of a great spiritual writer, a definition remarkable for its sanity and moderation: “If we would discover and know that Kingdom of God which is hidden in us, we must lead a life that is virtuous within, well ordered without, and fulfilled with true charity.” What does that imply? It implies the cultivation of self-control, order, and disinterestedness. Order is a quality which all spiritual writers hold in great esteem; for they are far from being the ecstatic, unbalanced, and mood-ridden creatures of popular fancy. Now the untrained child has all the disorderly ways, the uncontrolled and self-interested instincts of the primitive man. He is a vigorous young animal, reacting promptly and completely to the stimulus of fear or of greed. The history of human society, the gradual exchange of license for law, self-interest for group-interest, spasmodic activity for orderly diligence must be repeated in him if he is to take his place in that human society. But if we would also prepare in him the way of spirit, the aim of this training must be something higher than that convenient social morality, that spirit of fair play, truth, justice, mutual tolerance, which public school discipline seeks to develop. That morality is relative and utilitarian. The morality in which alone the life of the spirit can flourish is absolute and ideal. It is sought, not because it makes life secure, or promotes the greatest happiness of the greatest number, but for its own sake. Yet in spite of this, the social order, in the form in which the child comes in contact with it, may be made one of the best instruments for producing those characters demanded by the spiritual life. For what, after all, is the exchanging of self-interest for group-interests but the beginning of love? And what is at the root of the spirit of give and take but humility? See how the approaches to the spiritual kingdom are found in the midst of the common life: what easy opportunity we have of initiating our children into these central virtues of the soul. The spiritual writers tell us that from love and humility all other virtues come; that on the moral side nothing else is required of us. And we, if we train wisely, may lead the young into them so gently and yet so deeply that their instinctive