No one can compare the faces and manners of two boys--the one made happy by mastering interesting subjects, and the other made miserable by disgust with his studies, by consequent inability, by cold looks, by threats, by punishment--without seeing that the disposition of one is being benefited and that of the other injured. Whoever has marked the effects of success and failure upon the mind and the power of the mind over the body, will see that in the one case both temper and health are favourably affected, while in the other there is danger of permanent moroseness, of permanent timidity, and even of permanent constitutional depression. As suggesting a final reason for making education a process of self-instruction, and by consequence a process of pleasurable instruction, we may advert to the fact that, in proportion as it is made so, there is a probability that it will not cease when schooldays end. As long as the acquisition of knowledge is rendered habitually repugnant, so long will there be a prevailing tendency to discontinue it when free from the coercion of parents and masters. And when the acquisition of knowledge has been rendered habitually gratifying, then there will be as prevailing a tendency to continue, without superintendence, that self-culture previously carried on under superintendence. _III.--Moral Education_ The greatest defect in our programmes of education is entirely overlooked. Though some care is taken to fit youths of both sexes for society and citizenship, no care whatever is taken to fit them for the position of parents. While it is seen that for the purpose of gaining a livelihood, an elaborate preparation is needed, it appears to be thought that for the bringing up of children no preparation whatever is needed. While many years are spent by a boy in gaining knowledge of which the chief value is that it constitutes the "education of a gentleman," and while many years are spent by a girl in those decorative acquirements which fit her for evening parties, not an hour is spent by either in preparation for a family. Is it that this responsibility is but a remote contingency? On the contrary, it is sure to devolve on nine out of ten. Is it that the discharge of it is easy? Certainly not: of all functions which the adult has to fulfil, this is the most difficult. Is it that each may be trusted by self-instruction to fit himself, or herself, for the office of parent? No: not only is the need for such self-instruction unrecognised, but the complexity of the subject renders it the one of all others in which self-instruction is least likely to succeed. No rational plea can be put forward for leaving the art of education out of our curriculum. Whether as bearing on the happiness of parents themselves, or whether as affecting the characters and lives of their children and remote descendants, we must admit that a knowledge of the right method of juvenile culture, physical, intellectual and moral, is a