=Training in Motive Necessary.--=In the training of children, then, we must recognize first of all that there are decided inclinations or bents which, as long as they are not anti-social in nature, must be respected if not always encouraged. While it is necessary to utilize these as much as possible in their training still we must bear in mind that although it is natural for a child to follow certain interests, the fact remains that as regards social worth these natural interests may not be the most valuable. When this is true we must strive to develop others which will compel attention and thus become impelling factors in conduct. Where certain fundamental impulsions run contrary to the common welfare it is necessary to practise the child in the setting up of inhibitions or counter-impulses until this becomes habitual. He must be led to construct a protective mantle of appropriate scruples, doubts and fears. It is all important to get the proper motives for action to prevail in his mind. =Actual Practise in Carrying Out Projects Is All Important.--=But on the other hand it is equally important to see that the action is effectively carried out. In the matter of self-discipline, particularly, we may have many ideal impulses and realize that they should prevail over certain of our natural propensities, but unless we put forth effort to overcome the propensities our ideal impulses are of no avail. The world has many such moral paralytics to-day who can not seize their "languor as it were a curling snake and cast it off." It is training in this very overcoming of reluctance, in this putting forth of actual effort toward worthy ends instead of merely memorizing precepts about the desirability of such accomplishments, that is so sadly lacking in our school and home life to-day. We prate of the importance of self-control, we say with our lips that the way to learn to do is by doing, we proclaim that it is more vital to instil good mental and physical habits into our pupils than to stock them with information, we preach that mere fact training is as conducive to making a first-class rascal as an upright man, yet we jog on complacently in the well-beaten ruts of memory routine which require the memorizing of symbols rather than real understanding. We seldom require that our protégés make intelligent judgments based on evidence, we rarely exact of them decisions in matters of ethics, and almost never demand that they put their knowledge into efficient accomplishment. It can not be too strongly urged that we need less of formulæ learned by heart, less dead erudition pigeonholed in the brain like so many foreign bodies, and vastly more assimilation of knowledge into the living personality of the individual.