He lays down, as the constituents of the Moral Faculty, Good-will or

Benevolence, the love of Amity, the love of Reputation, and the
dictates of Religion--with a view to the Happiness of others; and
Prudence--with a view to our own happiness
He lays down, as the constituents of the Moral Faculty, Good-will or
Benevolence, the love of Amity, the love of Reputation, and the
dictates of Religion--with a view to the Happiness of others; and
Prudence--with a view to our own happiness. He gives no special account
of the acquired sentiment of Obligation or Authority--the
characteristic of Conscience, as distinguished from other impulses
having a tendency to the good of others or of self. And yet it is the
peculiarity of his system to identify morality with law; so that there
is only one step to connecting conscience with our education under the
different sanctions--legal and ethical.

It is impossible to classify logically in any simple scheme all the

possible forms of expression
It is impossible to classify logically in any simple scheme all the
possible forms of expression. The diagram will serve, however, to call
attention to some of the chief modes of bodily expression, and also to
the results of the bodily expressions in the arts and vocations. Here
again the process of subdivision and extension can be carried out
indefinitely. The laugh can be made to tell many different stories.
Crying may express bitter sorrow or uncontrollable joy. Vocal speech may
be carried on in a thousand tongues. Dramatic action may be made to
portray the whole range of human feelings. Plays and games are wide
enough in their scope to satisfy the demands of all ages and every
people. The handicrafts cover so wide a range that the material progress
of civilization can be classed under them, and indeed without their
development the arts and vocations would be impossible. Architecture,
sculpture, painting, music, and literature have a thousand possibilities
both in technique and content. Likewise the modes of society, conduct,
and religion are unlimited in their forms of expression.

THE SCHOOL TO TAKE UP THE HANDICRAFTS

THE SCHOOL TO TAKE UP THE HANDICRAFTS.--And modern educational method is
insisting precisely on this point. A few years ago the boy caught
whittling in school was a fit subject for a flogging; the boy is today
given bench and tools, and is instructed in their use. Then the child
was punished for drawing pictures; now we are using drawing as one of
the best modes of expression. Then instruction in singing was intrusted
to an occasional evening class, which only the older children could
attend, and which was taught by some itinerant singing master; today we
make music one of our most valuable school exercises. Then all play time
was so much time wasted; now we recognize play as a necessary and
valuable mode of expression and development. Then dramatic
representation was confined to the occasional exhibition or evening
entertainment; now it has become a recognized part of our school work.
Then it was a crime for pupils to communicate with each other in school;
now a part of the school work is planned so that pupils work in groups,
and thus receive social training. Then our schoolrooms were destitute of
every vestige of beauty; today many of them are artistic and beautiful.