every lofty principle by a familiar example, and, like Wordsworth, the thoughtful poet of the Lakes, teaching us that philosophy is then most profound when it points out what is uncommon in common things, and that he is a wiser man who plucks a lesson from the daisy at his feet than he who wanders for it to the stars above his head. Another notable peculiarity of the Socratic method is, that, while in the majority of cases the discussion seems to end in unveiling the ignorance of pretenders to knowledge, and, as we express it, taking the conceit out of them, in other cases the young examinee, instead of being convicted of ignorance, is pleasantly surprised at finding that he knows more than he suspected, and goes home with the comfortable assurance that he needs not to sink his bucket into any foreign shaft, but really possesses a well of living waters in his own soul, if he will only work it faithfully, and be careful to remove obstructions. The unveiling of this hidden fountain of knowledge to the humble and thoughtful inquirer is the famous obstetric process of which Socrates humorously boasted himself a practiser. As his mother’s profession was to help nature to bring her physical births easily and happily to the light, so her son’s business was to practise intellectual obstetrics, and help people to deliver themselves of their intellectual offspring. In this method of talking there is involved the whole philosophy of the best art of teaching; even as the word _education_ by its {67} etymological affinities plainly indicates, in so far as it signifies to “draw out,” not to “put in.” We see here again the practical issue of that fine erotic passion for human beings, that divine rage for humanity, which was the inspiration of his life, and put into his hands the golden key to the hearts of all teachable men. While he was the most exact and scientific, he was, at the same time, the least dogmatic and egotistic of moral teachers. He did not desire so much that men should placidly submit to receive his dogmas, as that they should be trained to the grand human function of shaping out the universal divine idea, or at least some part of it, each man for himself, according to his capacity. He wished to be no more than the trencher of the moral soil, not the planter of the seed; the seed lay already in the clod, which being broken, the outward influences of sun and air and dew excited, from within the growth of an essentially divine germ.