238 CAPACITY FOE EDUCATION. 



2. Intellectual, tending to the development of mental 

 cleverness, of sagacity, ingenuity, adaptiveness. 



3. Moral, tending to goodness of disposition, to the evo- 

 lution of such virtues as self-control, self-sacrifice, integrity. 



It is in regard to the last of these three forms of educa- 

 tion that the chances of future progress and success are 

 greatest. It is in this direction that least has been done by 

 man, if anything can be said to have been done at all. Much 

 has been done, much is being constantly done, by foolish 

 man, ignorant of his own best interests, to deteriorate the 

 moral character of subject animals by his own evil example 

 or by his injudicious treatment. But he does nothing sys- 

 tematically to improve it. While he spends infinite pains on 

 the production and improvement of breeds of dogs or pigeons, 

 specially keen of sight or scent, or specially dowered with 

 speed, he gives himself no concern about his companions or 

 pets being morally good. And yet it is quite as easy to pro- 

 duce moral goodness as physical agility or intellectual ability. 

 Not only so, but man has it in his power, by applying the 

 proper correctives to the moral vices he has himself created 

 in other animals, to substitute moral goodness for moral 

 badness, moral virtue for moral vice. He may reform and 

 restor to the paths of rectitude animals that are morally in 

 the p osition of the ' gutter children ' that become the in- 

 mates of our reformatories of all kinds. Thus dogs that 

 have been taught by him to steal may be cured of the bad 

 habit by care, and honesty substituted (Watson) . 



The most promising of all animals on whom to try the 

 effects of moral education are the anthropoid apes, such as 

 the orang and chimpanzee. We know how humanlike has 

 been their behaviour when they have been civilised by man, 

 made his servants or companions on board ship or in his 

 household. We know how in them politeness or refinement 

 of manners may be developed, and all the usages of good 

 society ; how they can behave at table and take their meals ; 

 how they can act as substitutes for the negro in various 

 kinds of domestic or other service. But we do not yet know 

 how good they can be made, to what extent or in what 

 directions their moral nature may be developed. I believe 



