Where in school or home to-day do we find provision for such training? Our tendency is, in fact, just the opposite. According to the modern code, as it works out in many instances at least, the child must be taught through play. Though it is a truism that he who has not learned obedience can never be master of himself, the child of to-day must not be made to obey but be wheedled into changing his mind. If a given subject of study proves distasteful to him, the fault is the teacher's for not making it interesting, for he must always be led on by the thrill of fascination. In other words, the child must not only be allowed but be encouraged to take the path of least resistance. His own pleasure is to be the standard of his actions. Let no stern demands of duty interfere! Is it any wonder that the products of such tutelage come into the activities of life self-indulgent and undisciplined, and although often recognizing our private and public shame in business, politics and conduct, still remain supine, evasive of the unpleasantness or hardships of reform, or inefficient or unwilling in accomplishing unselfish ends? =Interest and Difficulty Both Essential.--=The writer does not wish to be understood as minimizing the importance of interest on the part of the child in what he is doing. Interest is undeniably the open sesame to desirable mental development; but what he does protest against is that not uncommon interpretation of interest which deems it necessary to eschew most serious consideration of a subject and evade such parts as present difficulties. Certainly if there is any fact that stands out prominently in human experience it is the fact that nothing conduces to the development of moral stamina so much as the overcoming of difficulties, particularly distasteful difficulties. =Conduct Developed Through Actual Performance.--=Self-control and the will to do can be trained and crystallized into habit as well as can any other activity. It is a fact that one well grounded in morals by habit will successfully resist subconscious impulsions to wrongdoing even when suggested in the hypnotic state. Conduct is largely a matter of growth through actual performance. For proper guidance of this growth there must, of course, be high ideals around which the feelings are led to cluster and by which they gradually come to be controlled.