In either case our teachers would need special training for the lessons, and no philosophic or religious or anti-religious view of moral principles should be admitted. Experience has surely shown how little use there is in giving children a "categorical imperative," or a set of arbitrary commandments, or an æsthetic lesson on "modesty." You cannot in one hour teach the child to think, and in the next expect it to accept your instruction without thinking, because you are not prepared to give reasons for your commands. It is sometimes forgotten that even children share the mental awakening of our age, and must be treated wisely. The American or the Australian child well illustrates the change that is taking place. It is increasingly dangerous to give children dogmatic or mystic instruction in rules of conduct, nor is it in the least necessary to base this important part of their training on disputable grounds. Every quality of character that is inculcated may be related to the child's actual or future experience of life, and will find an ample sanction therein. Life is full of material for such lessons: material far richer and easier of assimilation than the doings of an ancient Oriental people with a different code of morals. Let these lessons of history and contemporary life be developed, let the child learn in plain human speech the social significance of justice and honour, avoiding namby-pamby dissertations on the beauty of virtue, and there will be placed in the mind of the young, not an exotic plant which the child will be tempted to eradicate, but a germ which will grow and bear fruit under the influence of its own experience.
The modern ideal of education further implies that the State shall provide higher tuition for those youths and maidens to whom it will be profitable to impart it. Scholastic evolution is advancing so rapidly in this direction that the ideal hardly needs vindication. Seventeen hundred years ago such a "ladder of education" existed in Europe; from the municipally-endowed elementary school the promising youth could pass, through secondary colleges, to the imperial schools at Rome. Had that model been retained and improved instead of being abandoned for fourteen centuries, Europe would be in an immeasurably greater state of efficiency than it is. We are restoring and improving the pagan model, and there are signs that in time we shall have a complete system of secondary, technical, and higher education, quite apart from the schools in which the children of more or less wealthy parents learn their traditional virtues and vices. If we have also some means by which able children whose talent has escaped the academic eye (of which we have many classical instances) may in later years have a chance of recognition, we shall exploit the intelligence of the race with splendid results.