these matters can not be conceded until after the mind has attained a certain maturity. And as a matter of fact every good child agrees with the teacher unhesitatingly when he says, It is wrong to lie. There is an answering echo in its heart which confirms the teacher's words. But what, then, is it my business as a moral teacher to do? In the first place, to deepen the impression of the wrongfulness of lying, and the sacredness of truth, by the spirit in which I approach the subject. My first business is to convey the spirit of moral reverence to my pupils. In the next place, I ought to quicken the pupil's perceptions of what is right and wrong, in the case supposed, of what is truth and what is falsehood. Accordingly, I should analyze the different species of lies, with a view of putting the pupils on their guard against the spirit of falsehood, however it may disguise itself. I should try to make my pupils see that, whenever they intentionally convey a false impression, they are guilty of falsehood. I should try to make their minds intelligent and their consciences sensitive in the matter of truth-telling, so that they may avoid those numerous ambiguities of which children are so fond, and which are practiced even by adults. I should endeavor to tonic their moral nature with respect to truthfulness. In the next place, I should point out to them the most frequent motives which lead to lying, so that, by being warned against the causes, they may the more readily escape the evil consequences. For example, cowardice is one cause of lying. By making the pupil ashamed of cowardice, we can often cure him of the tendency to falsehood. A redundant imagination is another cause of lying, envy is another cause, selfishness in all its forms is a principal cause, etc. I should say to the moral teacher: Direct the pupil's attention to the various dangerous tendencies in his nature, which tempt him into the ways of falsehood. Furthermore, explain to your pupils the consequences of falsehood: the loss of the confidence of our fellow-men, which is the immediate and palpable result of being detected in a lie; the injuries inflicted on others; the loosening of the bonds of mutual trust in society at large; the loss of self-respect on the part of the liar; the fatal necessity of multiplying lies, of inventing new falsehoods to make good the first, etc. A vast amount of good, I am persuaded, can be done in this way by stimulating the moral nature, by enabling the scholar to detect the finer shades of right and wrong, helping him to trace temptation to its source, and erecting in his mind barriers against evil-doing, founded on a realizing sense of its consequences.