The preceding paper has discussed sufficiently the negative side of moral education. It has shown how children should not be approached. But few readers will be willing to leave the matter here. Are there no positive measures to be taken? Is there no room in our schools for any teaching of morality, or must the most important of subjects be altogether banished from their doors? There is much which might lead us to think so. If a teacher may not instruct his pupils in morality, what other concern with it he should have is not at once apparent. One may even suspect that attention to it will distract him from his proper work. Every human undertaking has some central aim and succeeds by loyalty to it. Each profession, for example, singles out one of our many needs and to this devotes itself whole-heartedly. Such a restriction is wise. No profession could be strong which attempted to meet the requirements of man as a whole. The physician accordingly selects his little aim of extirpating suffering and disease. His studies, his occupation, his aptitudes, his hopes of gain, his dignity as a public character, all have reference to this. Whatever is incompatible with it, of however great worth in itself, is rightly ignored. To save the soul of a patient may be of larger consequence than to invigorate his body. But the faithful physician attends to spiritual matters only so far as he thinks them conducive to bodily health. Or again the painter, because he is setting ocular beauty before us, concerns himself with harmonies of color, balance of masses, rhythms of line, rather than with history, anecdote, or incitements to noble living. I once heard a painter say, "There is religion enough for me in seeing how half a dozen figures can be made to go together," and I honored him for the saying. So too I should hold that the proper aim of the merchant is money-making and that only so much of charity or public usefulness can fairly be demanded of him as does not conflict with his profits. It is true that there are large ways and petty ways of acquiring gain, and one's own advantage cannot for long be separated from that of others. Still, the merchant rightly desists from any course which he finds in the long run commercially unprofitable. What, then, is the central aim of teaching? Confessedly it is the impartation of knowledge. Whatever furthers this should be eagerly pursued; and all that hinders it, rejected. When schoolmasters understand their business it will be useless for the public to call to them, "We want our children to be patriotic. Drop for a time your multiplication table while you rouse enthusiasm for the old flag." They would properly reply, "We are ready to teach American history. As a part of human knowledge, it belongs to our province. But though the politicians fail to stir patriotism, do not put their neglected work upon us. We have more than we can attend to already."