Seek knowledge for the sake of the satisfaction which the attainment of it will give you. Seek knowledge that you may be able to do good to others. These points suffice for the present. In the advanced course we shall return to the consideration of the intellectual duties. I would also recommend that the moral teacher, not content with dwelling on the uses of knowledge in general, should go through the list of subjects which are commonly taught in school, such as geography, history, language, etc., and explain the value of each. This is too commonly neglected. Having stationed the duty of acquiring knowledge in the center, connect with it the various lesser duties of school life, such as punctual attendance, order, diligent and conscientious preparation of home lessons, etc. These are means to an end, and should be represented as such. He who desires the end will desire the means. Get your pupils to love knowledge, and the practice of these minor virtues will follow of itself. Other matters might be introduced in connection with what has been mentioned, but enough has been said to indicate the point of view from which the whole subject of intellectual duty should, as I think, be treated in the present course. XII. DUTIES WHICH RELATE TO THE PHYSICAL LIFE. Of the duties which relate to the physical life, the principal one is that of self-preservation, and this involves the prohibition of suicide. When one reflects on the abject life which many persons are forced to lead, on their poverty in the things which make existence desirable and the lack of moral stamina which often goes together with such conditions, the wonder is that the number of suicides is not much greater than it actually is. It is true most people cling to life instinctively, and have an instinctive horror of death. Nevertheless, the force of instinct is by no means a sufficient deterrent in all cases, and the number of suicides is just now alarmingly on the increase. If we were here considering the subject of suicide in general we should have to enter at large into the causes of this increase; we should have to examine the relations subsisting between the increase of suicide and the increase of divorce, and inquire into those pathological conditions of modern society of which both are the symptoms; but our business is to consider the ethics of the matter, not the causes. The ethics of suicide resolves itself into the question, Is it justifiable under any circumstances to take one's life? You may object that this is not a fit subject to discuss with pupils of thirteen or fourteen. Why not? They are old enough to understand the motives which ordinarily lead to suicide, and also the reasons which forbid it--especially the most important reason, namely, that we live not merely or primarily to be happy, but to help on as far as we can the progress of things, and therefore that we are not at liberty to throw life away like an empty shell when we have ceased to enjoy it.