ing knowledge reading, writing, and arithmetic. 

 For the rest, in theory, we should be brought up 

 in the gutter, with our minds open and our pow- 

 ers of original observation developed to the ut- 

 most. In practise, I fear this scheme would not 

 answer ; but perhaps more practical results would 

 be attained if the theory were kept a little more 

 in view than it is. The proper inculcation of a 

 spirit of discipline would also be somewhat in- 

 compatible with such a theory. Discipline, how- 

 ever, is apt to be looked upon by many, like virtue 

 or humility, as an excellent attribute for other 

 people. 



The prejudice instilled before the mind reaches 

 its strength of independence is, of course, great- 

 est in the matter of ethics, as we are not given 

 a broad code, as Descartes set to himself, of a 

 " Morale par provision," to serve until such time 

 as a better one can be substituted. Neither are 

 we warned sufficiently that our virtuous inclina- 

 tions ought to be watched and are as likely to lead 

 us astray as our vices. The latter, if at all pro- 

 nounced, are apparent to ourselves as well as to 

 others and obtrude themselves for correction and 



