The impression is, not merely that we are to seek enjoyment and avoid pain, but that we are to seek the _greatest possible_ good with the _least possible_ evil, and that in doing this we are to obey the law of sacrifice, by which the greatest good _is to be bought_ by a certain amount of evil _voluntarily_ assumed. Moreover, the child is thus gradually trained to understand that _good_ and _evil_ are to be regarded in two relations. Any thing and every thing is called _good_ when it in any way gives enjoyment to any being. But if the good can be secured only by sacrificing a greater good or by inflicting a greater evil, then, in this relation, the good is called evil and wrong. Thus, in one relation eating a delicious fruit is a good, because it gives enjoyment. But if such is the state of a child’s stomach, that sickness and suffering will follow the act, then it is evil and wrong. The early training of infancy introduces the first part of the great _law of sacrifice_ in regard to _self_ alone. But as the intellect develops, the existence of other minds is learned, and their happiness or suffering become subjects of attention. Here the calculations of the _balance_ of good and evil become more and more complicated. And the _two relations_ also become more definite and extensive. Whatever gives pleasure is always called _good_ and _right_, until some evil is discovered as connected with it, not alone or chiefly to self, but to others also. Then the compound result is sought for, and if it is seen that, _on the whole_, what by itself would be good and right if dissevered from its connected evil, does involve _more_ evil than good, then it is called evil and wrong. But if the balance shows so great an amount of good as pays for certain incidental evils, then the result is called good and right. The child also very early learns that the _character_ of those around is estimated by their reference to this mode of regarding good and evil, right and wrong. If a child simply seeks good to itself without any regard to the amount of evil involved as a consequence, he is called a bad child. On the contrary, those who make sacrifice of their wishes and plans to avoid what would bring evil on others, are called good, generous, lovely and virtuous. The youngest child soon perceives that its mother and other friends are constantly making sacrifices for its own good, and bearing inconveniences and trouble for the good of those around. And those who perform such acts of benevolent self‐sacrifice are praised, and their conduct is called good and right.