d and that of the other injured. Whoever has marked the effects
of success and failure upon the mind, and the power of the mind over the
body, will see that in the one case both temper and health are
favourably affected, while in the other there is danger of permanent
moroseness, or permanent timidity, and even of permanent constitutional
depression. There remains yet another indirect result of no small
moment. The relationship between teachers and their pupils is, other
things equal, rendered friendly and influential, or antagonistic and
powerless, according as the system of culture produces happiness or
misery. Human beings are at the mercy of their associated ideas. A daily
minister of pain cannot fail to be regarded with secret dislike; and if
he causes no emotions but painful ones, will inevitably be hated.
Conversely, he who constantly aids children to their ends, hourly
provides them with the satisfactions of conquest, hourly encourages them
through their difficulties and sympathises in their successes, will be
liked; nay, if his behaviour is consistent throughout, must be loved.
And when we remember how efficient and benign is the control of a master
who is felt to be a friend, when compared with the control of one who is
looked upon with aversion, or at best indifference, we may infer that
the indirect advantages of conducting education on the happiness
principle do not fall far short of the direct ones. To all who question
the possibility of acting out the system here advocated, we reply as
before, that not only does theory point to it, but experience commends
it. To the many verdicts of distinguished teachers who since
Pestalozzi's time have testified this, may be here added that of
Professor Pillans, who asserts that "where young people are taught as
they ought to be, they are quite as happy in school as at play, seldom
less delighted, nay, often more, with the well-directed exercise of
their mental energies than with that of their muscular powers."

As suggesting a final reason for making education a process of
self-instruction, and by consequence a process of pleasurable
instruction, we may advert to the fact that, in proportion as it is made
so, is there a probability that it will not cease when schooldays end.
As long as the acquisition of knowledge is rendered habitually
repugnant, so long will there be a prevailing tendency to discontinue it
when free from the coercion of parents and masters. And when t