Conduct is at least three-fourths of life, and the great business of education is the direction of conduct. We have seen how modern psychology illuminates what has been so long dark, by directing us to our instincts as the sources of our needs, and by showing us that it is the possibility of the education of instinct which essentially distinguishes us from the lower animals. We must therefore distinguish between education for motherhood and education or instruction in motherhood. It is very important that a woman should know the elements of infant feeding, but it is more important that, in the first place, her whole life before she becomes a mother--nay, even before she chooses her child's father--shall centre in the education of her instincts for motherhood. Finding good evidence, as we do, of the maternal instinct at a very early age, and recognizing its importance in conduct and in the formation of ideals long before the marriage age, we are justified in discussing the maternal instinct here instead of postponing it, as some might argue, until after we have discussed marriage. There is nothing which I wish to assert more strongly than that we are radically wrong in this postponement, which is indeed our customary practice. Partly because we are blind, partly because of our most imprudent prudery, we ignore and pervert the due sequence of development, but here I deliberately prefer to follow the indications of nature, and to discuss the maternal instinct now because, in the matter of the education of girls, this is precisely the most important subject that can be named. Let us now note some popular misconceptions which cumber our minds and often interfere with the work of the reformer.