THE PROBLEM OF EDUCATION 125 



cerned, and sometimes lie deep. Two illustrations 

 occur to me. A few years ago, when address- 

 ing the children in the Newark City Home at 

 Verona, N. J., my attention was attracted to two 

 boys occupying a seat directly in front of me. 

 One was thin and pale, his fingers were long 

 and slim, his eyes blue, his hair light, his cheeks 

 sunken. There was little of the animal in him, 

 little of anything, apparently, but sensitiveness. 

 His seat-mate was his opposite in every respect. 

 His hair was black and stood on end as if electric, 

 his eyes burned like coals, his mouth and chin 

 resembled those of a bull-dog, his face was florid ; 

 he was evidently full of animal nature and pas- 

 sion. Those two boys were what they were by 

 nature. They had probably come from the same 

 sphere in society. They were products of dif- 

 ferent lines of descent. Could the best results in 

 them possibly be reached by identical processes 

 of education ? Consider, now, a case in a very 

 different social grade. In a certain school was a 

 young lady, a daughter of New England parents 

 of fine culture, and well qualified to direct her 

 study and stimulate her aspirations. The advan- 

 tages of sympathy, congenial taste, and oppor- 

 tunity had been theirs, and they in turn were 

 handing these real blessings to their child. In the 



