r he turns out well or ill. We try to train him into good habits; we keep him out of the way of temptations; we see that he is well taught; we mix kindness and strictness; we surround him with every good influence we can command. These are what are termed the advantages of a good education: and if we fail to provide those under our care with it, and if they go wrong, the responsibility we feel is as much ours as theirs. This is at once an admission of the power over us of outward circumstances.
In the same way, we allow for the strength of temptations, and the like.
In general, it is perfectly obvious that men do necessarily absorb, out of the influences in which they grow up, something which gives a complexion to their whole after-character.
When historians have to relate great social or speculative changes, the overthrow of a monarchy or the establishment of a creed, they do but half their duty if they merely relate the events. In an account, for instance, of the rise of Mahometanism, i
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