From the intimate affinity with the problems of life, the problems of nature-study derive a large part of their value. Because life deals with realities, the visible agents of the overmastering fates, it is well that our children should study the real, rather than the conventional. Let them come in contact with the inevitable, instead of the "made-up," with laws and forces which can be traced in objects and forms actually before them, rather than with those which seem arbitrary or which remain inscrutable. To use concrete illustrations, there is a greater moral value in the study of magnets than in the distinction between _shall_ and _will_, in the study of birds or rocks than in that of diacritical marks or postage-stamps, in the development of a frog than in the longer or the shorter catechism, in the study of things than in the study of abstractions. There is doubtless a law underlying abstractions and conventionalities, a law of catechisms, or postage-stamps, or grammatical solecisms, but it does not appear to the student. Its consideration does not strengthen his impression of inevitable truth. There is the greatest moral value, as well as intellectual value, in the independence that comes from knowing, and knowing that one knows and why he knows. This gives spinal column to character, which is not found in the flabby goodness of imitation or the hysteric virtue of suggestion. Knowing what is right, and why it is right, before doing it is the basis of greatness of character. The nervous system of the animal or the man is essentially a device to make action effective and to keep it safe. The animal is a machine in action. Toward the end of motion all other mental processes tend. All functions of the brain, all forms of nerve impulse are modifications of the simple reflex action, the automatic transfer of sensations derived from external objects into movements of the body. The sensory nerves furnish the animal or man all knowledge of the external world. The brain, sitting in absolute darkness, judges these sensations, and sends out corresponding impulses to action. The sensory nerves are the brain's sole teachers; the motor nerves, and through them the muscles, are the brain's only servants. The untrained brain learns its lessons poorly, and its commands are vacillating and ineffective. In like manner, the brain which has been misued [Transcriber's note: misused?], shows its defects in ill-chosen actions--the actions against which Nature protests through her scourge of misery. In this fact, that nerve alteration means ineffective action, lying brain, and lying nerves, rests the great argument for temperance, the great argument against all forms of nerve tampering, from the coffee habit to the cataleptic "revival of religion."