knowledge of extreme importance. This topic should be the final one in the course of instruction passed through by each man and woman. As physical maturity is marked by the ability to produce offspring, so mental maturity is marked by the ability to train those offspring. _The subject which involves all other subjects, and therefore the subject in which education should culminate, is the THEORY AND PRACTICE OF EDUCATION._ Our system of moral control must again be based upon nature, who illustrates to us in the simplest way the true theory and practice of moral discipline. The natural reactions which follow the child's wrong-doings are constant, direct, unhesitating, and not to be escaped. No threats; but a silent rigorous performance. If a child runs a pin into its finger, pain follows; if it does it again, there is again the same result; and so on perpetually. In all its dealings with inorganic nature it finds this unswerving persistence, which listens to no excuse, and from which there is no appeal; and very soon recognising this stern though beneficent discipline, it soon becomes extremely careful not to transgress. These general truths hold throughout adult life as well as throughout infantile life. If further proof be needed that the natural reaction is not only the most efficient penalty, but that no humanly devised penalty can replace it, we have such further proof in the notorious ill-success of our various penal systems. Out of the many methods of criminal discipline that have been proposed and legally enforced, none have answered the expectations of their advocates. Artificial punishments have failed to produce reformation; and have in many cases increased the criminality. The only successful reformatories are those privately established ones which approximate their _régime_ to the method of nature--which do little more than administer the natural consequences of criminal conduct: diminishing the criminal's liberty of action as much as is needful for the safety of society, and requiring him to maintain himself while living under this restraint. Thus we see, both that the discipline by which the young child is taught to regulate its movements is the discipline by which the great mass of adults are kept in order, and more or less improved; and that the discipline humanly devised for the worst adults fails when it diverges from this divinely-ordained discipline, and begins to succeed on approximating to it. Not only is it unwise to set up a high standard of good conduct for children, but it is even unwise to use very urgent incitements to good conduct. Already most people recognise the detrimental results of intellectual precocity; but there remains to be recognised the fact that moral precocity also has detrimental results. Be sparing of commands, but whenever you do command, command with decision and constancy. Remember that the aid of your discipline should be to produce a