The fault here is plain enough. People forget, or do not perceive, that simplicity and modesty are the first requisites in scientific pursuits. We have to begin humbly and with small beginnings if we want to go far. Inflation and pretense only lead to vanity and dilletantism, not to strength and fruitful activity. If we advance eagerly, we deceive ourselves by the notion that we are making grand progress. We are only leaving much undone which we shall have to go back and repair. If, on the other hand, we proceed slowly and with painstaking, every step of advance is sure and genuine. It forms a great vantage-ground for the next step. It strengthens and confirms the mental powers. They come to act with certainty by scientific processes, not by guesses, and this mental discipline enables us to apply our powers wherever we need them. A new task is not a dead wall which is impassable to us because we have never seen one like it before. It is only a new case for the application of old and familiar processes. I never see anything more pitiable than the helpless floundering in a new subject of a young man far on in his education who has never yet learned to use his mind. In what I have already said about the philosophy of life which a young person forms during the process of education, I have suggested that education must exert a great influence on character. It is sometimes asserted that education ought to mold character--ought to have that object and work towards it, of set purpose. I do not deny this, but I beg you to observe that it obscures the truth. The truth is that education inevitably forms character one way or the other. The error is in speaking as if academical instruction could be carried on without training character, unless the set purpose were entertained. One might read many books on mathematics and the sciences without any very direct moral culture, but everything we learn about this world in which we live reacts in some sort of principle for the regulation of our conduct here. This, however, is not the most important thing. A school is a miniature society. Do we not all know how it forms an atmosphere of its own, how the members make a code of their own, and a public opinion of their own? And then, what a position the teacher holds in this little community. What a dangerous and responsible eminence he occupies. What criticism he undergoes. What an authority his example exerts. So, in this little society, general notions of conduct are unconsciously formed, principles are adopted, habits grow. Every member in his place gives to, and takes from, the common life. It may be well doubted whether there is any association of life which exerts greater influence on character than does the school, and its influence comes, too, just as the formative period, when impressions are most easily received and sink deepest.