Having thus shown the importance of the homogenic or comrade-attachment, in some form, in national life, it would seem high time now that the modern peoples should recognise this in their institutions, and endeavour at least in their public opinion and systems of education to understand this factor and give it its proper place. The undoubted evils which exist in relation to it, for instance in our public schools as well as in our public life, owe their existence largely to the fact that the whole subject is left in the gutter so to speak--in darkness and concealment. No one offers a clue of better things, nor to point a way out of the wilderness; and by this very non-recognition the passion is perverted into its least satisfactory channels. All love, one would say, must have its responsibilities, else it is liable to degenerate, and to dissipate itself in mere sentiment or sensuality. The normal marriage between man and woman leads up to the foundation of the household and the family; the love between parents and children implies duties and cares on both sides. The homogenic attachment left unrecognised, easily loses some of its best quality and becomes an ephemeral or corrupt thing. Yet, as we have seen, and as I am pointing out in the following chapter, it may, when occurring between an elder and younger, prove to be an immense educational force; while, as between equals, it may be turned to social and heroic uses, such as can hardly be demanded or expected from the ordinary marriage. It would seem high time, I say, that public opinion should recognise these facts; and so give to this attachment the sanction and dignity which arise from public recognition, as well as the definite form and outline which would flow from the existence of an accepted ideal or standard in the matter. It is often said how necessary for the morality of the ordinary marriage is some public recognition of the relation, and some accepted standard of conduct in it. May not, to a lesser degree, something of the same kind (as suggested in the next chapter) be true of the homogenic attachment? It has had its place as a recognised and guarded institution in the elder and more primitive societies; and it seems quite probable that a similar place will be accorded to it in the societies of the future. IV Affection in Education The place of Affection, and the need of it, as an educative force in school-life, is a subject which is beginning to attract a good deal of attention. Hitherto Education has been concentred on intellectual (and physical) development; but the affections have been left to take care of themselves. Now it is beginning to be seen that the affections have an immense deal to say in the building up of the brain and the body. Their evolution and organisation in some degree is probably going to become an important part of school management.