The first cause of right moral action is a _knowledge_ of and _faith_ in the physical, social, intellectual and moral laws of God. It is impossible, in the nature of things, that a new‐created mind should be possessed of such knowledge and faith. All that is possible, so far as we can learn by reason and experience, is that there should be a slow and gradual development not only of each individual mind, but of the whole race, as each generation, in turn, receives by instruction the experience of the one previous, and transmits it with its own experience to a succeeding generation. The next thing that has been found efficacious in forming virtuous character is the formation of uniform _habits of obedience to parental rule_, in the early periods of existence. To secure this, _invariable steadiness in government_ has been found indispensable. If a child finds that sometimes he is to obey and sometimes he is not, there is always a temptation to struggle against law. But if a parent’s laws, rewards and penalties are as steady and sure as those of God, in due time the child submits as cheerfully to the domestic rules and commands, as he does to the laws of nature. He is no more tempted to contest parental commands than he is to attempt to stop the flow of a river or the falling of rain. In this way a habit of submission to law is generated, which makes all the future discipline and training of life comparatively easy. A child learns cheerfully to obey a heavenly Father, just in proportion as he thus obeys his earthly parents. The next thing taught by experience is that children should be instructed as fast as possible in the _reasonableness and benevolence_ of all the laws they are required to obey. Obedience is made easy and sure just in proportion as a child is made to perceive, that such obedience is _best for himself and best for all concerned_. The next thing which experience has shown to be most effective in securing obedience to law, is _love_ on the part of the educator, and corresponding love in return from the child. To gain the love of a child an educator must exhibit all lovable traits, and confer benefits, so as to call forth at once admiration, gratitude and affection. This renders it easy to the child to conform to the rules and wishes of one so beloved. Sympathy with a child in all its trials and in all its enjoyments, still further increases this power of another mind in right guidance. This sympathetic influence is greatly increased by the power of a virtuous _example_—especially if this example is exhibited by a beloved friend and benefactor, who would be gratified by thus guiding a dependent mind.