Home education has almost disappeared in the disintegration of family life, while in society the strong forces of aggregation which under diverse conditions of industry and convention group mankind in sections have moulded schools to massive proportions. The youth of the nation is in a great measure cut off from the home influences which are calculated to teach mankind “humanities, not in the academic but in the real sense.” It is congregated in universities and large schools for superior culture and day schools for culture of a less exalted order. In the former, young men and maidens are separated. Domesticity—the quality in human nature on which depends the consolidation of society, is disregarded, whilst to the development of mutual interests, affinity of tastes, harmony of habits and unanimity of social aims between the sexes no attention is paid during the plastic period of life when individual character is in process of determination. In day schools boys and girls are often associated, but under such conditions of mechanical routine, cramming, conflicting and alternating authorities, irregular and erratic forces of moral control, as to make these schools provocative of evil, fostering every anti-social instinct of man. Co-ordination in the life of the young is the demand of the new system of general reform. The nursery, school and playground must be harmonized, and the entire juvenile orbit, within and without the home, governed by intellectual and moral forces of fixed congruity. The object and aim of true education is the fullest development of an individual’s best powers of thought, feeling, action, by means of their happy exercise at every stage of growth from childhood to maturity. Now book-learning or culture in schools accomplishes very little, but a direct study of nature is an incomparable aid to this end. Each object and process in nature from that of the infinitely great to the infinitely small—if fittingly dealt with by teachers—is instinct with charm for the young of an intelligent race. It excites imagination, awakens thought, kindles enthusiasm, stimulates every latent mental faculty, while the endless variation of beauty in nature—under training to close observation—makes aesthetic appeal to the sense perceptions, and in calling forth wonder, admiration, delight adds richness immeasurably to the quality of human life. Nevertheless the springs and checks of a true education lie deep in a world of feeling. For their exercise home-life is indispensable. Family love is the primary motor force in the education of the feelings, and without the presence of a wide domestic circle habitually fostering the sympathetic and repressing the selfish emotions no high water-mark of civilization will be reached.