forms of charity; and before we know it the community is transformed. We cannot teach the science of electricity without improving our street-cars, or at least without raising hopes that they may some day be improved. Each science claims its brother art. Theory creeps over into action. It will not stay by itself; it is pervasive, diffusive. And as this pervasive character of knowledge in the lower ranges is perceived, we teachers are urged to press forward its operation in the higher also. Why have we no school-books on human character, the highest of all themes? Once direct the attention of our pupils to this great topic, and may we not ultimately bring about that moral enlargement for which the time waits? I have stated somewhat at length the considerations in behalf of ethical instruction in the schools because those considerations on the whole appear to me illusory. I cannot believe such instruction feasible. Were it so, of course it would have my eager support. But I see in it grave difficulties, difficulties imperfectly understood; and a difficulty disregarded becomes a danger, possibly a catastrophe. Let me explain in a few words where the danger lies. Between morals and ethics there is a sharp distinction, frequently as the two words are confused. Usage, however, shows the meaning. If I call a man a man of bad morals, I evidently mean to assert that his conduct is corrupt; he does things which the majority of mankind believe he ought not to do. It is his practice I denounce, not his intellectual formulation. In the same way we speak of the petty morals of society, referring in the phrase to the small practices of mankind, the unnumbered actions which disclose good or bad principles unconsciously hidden within. It is entirely different when I call a man's ethics bad. I then declare that I do not agree with his comprehension of moral principles. His practice may be entirely correct. I do not speak of that; it is his understanding that is at fault. For ethics, as was long ago remarked, is related to morals as geometry to carpentry: the one is a science, the other its practical embodiment. In the former, consciousness is a prime factor; from the latter it often is absent altogether.