would, for instance, if the language were somewhat simplified, come well within their range.  A town child, again, lives nowadays in the constant presence of the psychological art of advertisement, and could easily be made to understand the reason why, when he is sent to get a bar of soap, he feels inclined to get that which is most widely advertised, and what relation his inclination has to that mental process which is most likely to result in the buying of good soap.  The basis of knowledge necessary for the conception of intellectual duty could further be enlarged at school by the study in pure literature of the deeper experiences of the mind.  A child of twelve might understand Carlyle’s Essay on Burns if it were carefully read in class, and a good sixth form might learn much from Wordsworth’s Prelude.

The whole question, however, of such deliberate instruction in the emotional and intellectual facts of man’s nature as may lead men to conceive of the co-ordination of reason and passion as a moral ideal is one on which much steady thinking and observation is still required.  The instincts of sex, for instance, are becoming in all civilised countries more and more the subject of serious thought.  Conduct based upon a calculation of results is in that sphere claiming to an ever increasing degree control over mere impulse.  Yet no one is sure that he has found the way to teach the barest facts as to sexual instinct either before or during the period of puberty, without prematurely exciting the instincts themselves.

Doctors, again, are more and more recognising that nutrition depends not only upon the chemical composition of food but upon our appetite, and that we can become aware of our appetite and to some extent control and direct it by our will.  Sir William Macewen said not long ago, ’We cannot properly digest our food unless we give it a warm welcome from a free mind with the prospect of enjoyment.’[62] But it would not be easy to create by teaching that co-ordination of the intellect and impulse at which Sir William Macewen hints.  If you tell a boy that one reason why food is wholesome is because we like it, and that it is therefore our duty to like that food which other facts of our nature have made both wholesome and likeable, you may find yourself stimulating nothing except his sense of humour.

[62] British Medical Journal, Oct. 8, 1904.

So, in the case of the political emotions, it is very easy to say that the teacher should aim first at making his pupils conscious of the existence of those emotions, then at increasing their force, and finally at subordinating them to the control of deliberate reasoning on the consequences of political action.  But it is extraordinarily difficult to discover how this can be done under the actual conditions of school teaching.  Mr. Acland, when he was Education Minister in 1893, introduced into the Evening School Code a syllabus of instruction