The San Francisco call., 1905-03-12

says, makes for general wretchedness
more completely than a life in which
each phase stands whimsically apart
from all the rest. And this: Each
moment is. new opportunity to live,
but our power to utilize 1t depends
upon what we have done in all the
yesterdays" This thought he links
with the further thought Of heredity
and "Karma," and extends that to the
consideration of the individual being
in harmony with the whole Of life lest
1t lose its meaning.
Following this comes the chapter on
1.-THE Unity of Human Life" showing
that but FOR the fact of our general
likeness in fundamentals no education
would be practical. for no principles
could be laid down that would apply to
all. THE potentiality of humanity is
wrapped up in each individual" Each
person is kind of epitome of human
ity, able therefore to appreciate the
lives of Others"
The balancing thought to this, The
Uniqueness OF Each Personality" is
made the subject Of the third chapter;
and so on our author goes In an orderly
evolving OIL all the ledQiQS UIdnCHeS
of the subject the true student of edu-
cation should have his mind lead out
to thoroughly explore. In The Two
Principles of Moral Evolution" he
divides the process into what he en-
phasizes as first gradual substitu-
tion of an integrating end Of conduct,
for the mere pull or push Of desire as
an end Of conduct" and, second, as the
gradual extension Of sympathy over
an ever widening area of life, so that
the individual comes to feel the pain
and JOY of all other lives as somewhat
like his own.
One Of the most important parts OF
the work is the chapter dealing with
the relation of moral culture to other
aspects Of education. This Is perhaps
the core IF his work; the place where
he goes most directly to what he set
out as the aim of the books thought.
It is surely widest in its appeal, too,
for while many may be lukewarm as
to moral education all are ardent for
education, and so where the perfection
of the one is cleverly shown to be i'm
possible without the complementing Of
the other the result is kindling of
interest in the less kind just for
education's sole sake. The best quota
ton he has selected for this chapter
comes from a woman, Mary G. Chand-
Ter. In 1.-THE Elements of Character"
which culling begins with the words,
I'VE cannot think wisely unless we i'm
agine truly, and love rightly as well as
warmly" This chapter is next in In
terest to the best, which the writer
places at the end Of his labors and
calls 1.-The Relation Of Moral to Relig-
ious Education"
In this last he handles his subject
with such tact and such a Wilderness
that it would seem no one religious
sect could take exceptions to his inter-
probation Of what the essentials of re-
ligion are, and in what way they
should be taught In the schools. He
would begin, as the first element of re-
ligious education. ito waken wonder in
the presence of the immensity and mys-
terry of the universe, awe and rever-
ence in the presence OF its majesty, or
der and harmony" Although he con-
fesses that the problem of religious
education was outside the scope of his
work. he yet advocates its necessity
and suggests its method. Moreover he
makes morality and religion so closely
interrelated that the often used ex-