Happily that all-important part of education which goes to secure direct self-preservation is in great part already provided for. Too momentous to be left to our blundering, nature takes it into her own hands, but there must be no such thwarting of nature as that by which stupid school-mistresses commonly prevent the girls in their charge from the spontaneous physical activities they would indulge in; and so render them comparatively incapable of taking care of themselves in circumstances of peril. But more is needed, and it is that we should learn the laws of life and of health. This depends upon science, yet that increasing acquaintance with the laws of phenomena which has through successive ages enabled us to subjugate nature to our needs, and in these days gives the common labourer comforts which a few centuries ago kings could not purchase, is scarcely in any degree old to the appointed means of instructing our youth. The vital knowledge--that by which we have grown as a nation to what we are, and which underlies our whole existence--is a knowledge that has got itself taught in nooks and corners, while the ordained agencies for teaching have been mumbling little else than dead formulas. Hitherto we have made no preparation whatever for the third great division of human activities--the care of offspring, on which no word of instruction is ever given to those who will by and by be parents. Yet that parents should begin the difficult task of rearing children, without ever having given a thought to the principles, physical, moral, or intellectual, which ought to guide them, excites neither surprise at the actors nor pity for their victims. To tens of thousands that are killed, and hundreds of thousands that survive with feeble constitutions, add millions that grow up with constitutions not so strong as they should be, and you will have some idea of the curse inflicted on their offspring by parents ignorant of the laws of life. Architecture, sculpture, painting, music, and poetry may truly be called the efflorescence of civilised life, but the production of a healthy civilised life must be the first condition. The vice of our educational system is that it neglects the plant for the sake of the flower. In anxiety for elegance it forgets substance, preparing not at all for the discharge of parental functions and for the duties of citizenship, by imparting a mass of facts most of which are irrelevant, and the rest without a key. But the accomplishment of all those things which constitute the efflorescence of civilisation should be wholly subordinate to that instruction and discipline on which civilisation rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.