instinct of dislike for whatever is false or meretricious is one of the feelings which all sound education must inculcate. It cannot do so, however, unless its personnel and its methods are all animated by unflinching integrity.
I mentioned also, at the outset, amongst those things which are embraced in education and to which I desire to see the principle of integrity applied, good manners. Some people make an ostentatious display of neglect for good manners. They think it democratic, or a sign of good fellowship, to be negligent in this respect. They think it something to be boasted of that they have no breeding. Some others make manners supersede education and training and even character. It is the latter error which most invades the sphere of education. We are familiar with its forms. It gives us the mock gentleman of the drawing-room under the same coat with the rowdy of the bar-room. When this system triumphs, it fits our young people out with a few fashionable phrases, which suffice for the persiflage of the drawing-room, when a scientific subject by chance comes up. Girls are the victims of this system far more than boys, but in "cultivated circles" cases are common of this kind, in which a smattering of books has been engrafted on the culture of the dancing school. Young men and young women who have tacked together a few miscellaneous phrases current amongst the learned will deliver you their opinions roundly on the gravest problems of philosophy and science. The phrases which stick in their minds the longest are those which are epigrammatic and paradoxical, whether true or not. In fact, they could not analyze or criticize their mental stock if they should try. They have never learned to consider a subject and form an opinion.
It does not follow, however, that boorishness is erudition, or that it does not belong to education to teach the good manners which are good simply because they are the
