The same pleasures act differently on different characters, especially on the differences of character that accompany difference of sex. I have myself no doubt that the movement which in modern times has so widely opened to women amusements that were once almost wholly reserved for men has been on the whole a good one. It has produced a higher level of health, stronger nerves, and less morbid characters, and it has given keen and innocent enjoyment to many who from their circumstances and surroundings once found their lives very dreary and insipid. Yet most good observers will agree that amusements which have no kind of evil effect on men often in some degree impair the graces or characters of women, and that it is not quite with impunity that one sex tries to live the life of the other. Some pleasures, too, exercise a much larger influence than others on the general habits of life. It is not too much to say that the invention of the bicycle, bringing with it an immense increase of outdoor life, of active exercise, and of independent habits, has revolutionised the course of many lives. Some amusements which may in themselves be but little valued are wisely cultivated as helping men to move more easily in different spheres of society, or as providing a resource for old age. Talleyrand was not wholly wrong in his reproach to a man who had never learned to play whist: 'What an unhappy old age you are preparing for yourself!' I have already mentioned the differences that may be found in different countries and ages, in the relative importance attached to external circumstances and to dispositions of mind as means of happiness, and the tendency in the more progressive nations to seek their happiness mainly in improved circumstances. Another great line of distinction is between education that acts specially upon the desires, and that which acts specially upon the will. The great perfection of modern systems of education is chiefly of the former kind. Its object is to make knowledge and virtue attractive, and therefore an object of desire. It does so partly by presenting them in the most alluring forms, partly by connecting them as closely as possible with rewards. The great principle of modern moral education is to multiply innocent and beneficent interests, tastes, and ambitions. It is to make the path of virtue the natural, the easy, the pleasing one; to form a social atmosphere favourable to its development, making duty and interest as far as possible coincident. Vicious pleasures are combated by the multiplication of healthy ones, and by a clearer insight into the consequences of each. An idle or inert character is stimulated by holding up worthy objects of interest and ambition, and it is the aim alike of the teacher and the legislator to make the grooves and channels of life such as tend naturally and easily towards good. But the education of the will--the power of breasting the current of the desires