handicraft; he will consider and act opportunely in his profession; he will feel what he knows; and what he feels he will be able to express as an artist; and he will have the proper balance between thoroughness and productiveness in science. SECTION IV.-PREPONDERANCE OF EMOTION IN CHILDREN IN GENERAL. We have examined Emotion and Intellect in their unhealthy manifestations in the human mind. Let us now examine them in regard to the healthy mind, and see if we can find some more definite principle for the guidance of education on this point, than the mere statement that it is desirable to have the proper balance. Looking at human life in general, we find that youth is more emotional and age more intellectual. When manhood or womanhood arrives there is a certain change. Our unconsciously receptive nature is, as it were, lit up by a sudden spirit of examination, and weighing of what before we have received on good faith. We begin to examine for ourselves, as at that time we are expected to provide for ourselves. Everything drives us on in the direction of analysis: in active life, the hard and stern matter-of-fact cares and pursuits; in thought, the weighing and sifting of what we have received, and what we must re-learn. Through our whole life we consume and prepare, and cut into shape the vast stock which we have received in our youth—the vast stock of emotional energy, of impulse. Unhappy he who has not such a capital, such a stock of ever-full feeling and energy, as a gift from youth; the happiness and the effectiveness of his life will be sorely affected thereby. seen. He who has emotion can force the mind to see clearly, for where you have open eyes, light and truth must be But where you have too much analysis it is far more difficult, and sometimes impossible, to bring forth the emotions. Give me a boy who is affectionate and frank and admiring, and I will turn part of his great stock of affection to the love of truth, and, as Plato has said, the Love of Truth includes the desire and striving for truth; and where his conceptions are rendered dim by his over-feeling, I will stimulate his attention, until the excess of feeling has subsided. But can I teach a full-grown over-intellectual man how to love and admire, how to feel a certain beam of truth flash through a mist of problems, almost purely emotional, which he can thereafter measure, and weigh, and test, and reject if it prove false? It will be very difficult, perhaps impossible. Well, then, what do we gather from this? Barring all abnormal states, the child should be chiefly educated in regard to its emotional nature, and the younger it is, the more so. Carefully begin its intellectual training at the age when its emotional nature is well formed; then let it have the best and soundest intellectual training you can acquire; but at no time utterly neglect the emotions. Let it read, or read to it, tales in which its imagination finds ample food and stimulant; make it susceptible to beauty of all sorts; let it hear music from infancy; let it sing loudly and freely; let it have playfellows, and love and dislike them. Do not let it feel ashamed of its plays, so that it hides them from you, but be with it, and share with it the illusion of its little house and garden and babies. Make its life as bright and cheerful and happy as you can, that it may have a strong breast of cheerfulness to oppose life's dark hours with. And above all, do not hide your feelings, or cause it to hide its own. There will be time enough for it to know that one cannot always show one's feelings, and that the natural law of society forbids those expressions which would lead to a Babel. But you, throw your arms wide open. Demonstrative attachment is not wrong nor hideous; it is a stern need of society which forces us to hide our feelings in public, but this useful habit must not cause us to unlearn it at home and in the nursery. There, encourage the child to all expressions of the gentle emotions; it will make them more lasting and deeper. Thus you will lay a foundation of mental energy, which like heat can be transformed to all forces, and I will last a whole life. Coleridge has summed up the duties of the education of children 'O'er wayward childhood wouldst thou hold firm rule, Love, Hope, and Patience, these must be thy graces, For as old Atlas on his broad neck places Of education,-Patience, Love, and Hope: The straitened arms upraised, the palms aslope, But Love is subtle and doth proof derive Woos back the fleeting spirit, and half supplies; Thus Love repays to Hope what Hope first gave to Love. Yet haply there will come a weary day, When overtask'd at length, Both Hope and Love beneath the load give way, And both supporting does the work of both.' CHAPTER XVII. SECTION I-OVER-EMOTIONAL NATIONS. Now let us turn to the second application of the results of our previous investigation: the Balance of Emotion and Intellect in Nations. I shall again begin with the abnormal instances. It is evident that the higher we rise in our generalisations, and the further we have proceeded in our investigations, the more difficult is it to grasp firmly our object, the more moving and fluctuating does it become; and where before, like the photographer, we could get a tolerably accurate specimen, we now have a continually fluctuating and moving object which we can only seize instantaneously (in a special instance, a special feature), and must omit many of its characteristics, which are part of its essence and consist in this very change. In organic life, and still more in social life, many recondite, by us unseen, and very important currents act upon the whole and prevent mathematical precision of treatment. Some one may say to me: 'A nation consists of individuals; you have given us some rules for the training of the individual; in doing that you have already given |