should breathe an atmosphere suggestive of the divine presence. Similarly, if the children are to make the most of their school-life, the subtle suggestion must be conveyed to them that it is pleasant. With a view to this, the teacher may seek to make the class-room as pleasant a place as possible, e.g. with flowers and pictures. For some reason the word "suggestive" has come to mean "suggestive of evil." Thus we speak of a "suggestive situation" or "suggestive action" or "suggestive novel" or "suggestive play." But we should remember that actions may be suggestive of good quite as directly and distinctly as they suggest evil.
(c) But suggestion will not do everything. Education must also utilise the environment by way of direct instruction. Instruction must always be the chief method of the educator, for it alone is definite and systematic. In giving moral instruction there are three things the teacher should bear constantly in mind. It is necessary to be positive. Negative precepts have much less power behind them than positive principles. The fundamental characteristic of the child is his activity. Hence the importance of telling him what to do rather than merely what to avoid. Again, the importance of the environment of Nature should be emphasised. The children should be encouraged to take every opportunity to understand the lessons of Nature, that they may assimilate her teaching, and become like her, constant, true, quiet, and strong. Lastly, the teacher should emphasise the value of associating with the best. Most children are naturally sociable; they
