Could we suppose a community of such elevated mature educators, with young minds of various degrees of advancement under their training, it can be seen that the social influences of all would produce a moral atmosphere that would add great power to the individual influences. What every body loves, honors, and admires, secures a moral force over young minds almost invincible, even when it sustains false and wicked customs. How much greater this power when it co-operates with the intellect, the moral sense, and the will in leading to right action! The result of all this is to show, as the result of reason and experience, that it is indispensable to the perfectly right action of mind to secure _infallible and perfect educators_. Meantime, the degree in which any individual mind, or any community, has or will approach to such perfection, depends entirely on the extent to which such a character can be secured in those who are to train young minds. The history of individual families and of large communities shows that their advance, both in intellectual and moral development, has exactly corresponded with the character of those who educated the young. CHAPTER XXV. WRONG ACTION OF MIND AND ITS CAUSES. We have exhibited the _object_ for which mind was created, and the _mode of action_ by which alone this object can be secured. We next inquire in regard to the wrong action of mind; its causes and its results as learned by reason and experience. According to the principles set forth, a mind acts wrong whenever it transgresses any law. The grand law is that of _sacrifice_, by which every mode of enjoyment is to be relinquished which does not tend to the greatest possible happiness with the least possible evil. Having set forth those influences or causes which tend to secure the right action of mind, we are enabled thus to indicate what are the _causes of its wrong action_. The first and leading cause is a want of knowledge of the truth and a belief of error. We begin existence without knowledge of any kind, and without any power to receive instruction from others. The newborn mind is a mere unit of impulses and instincts, with an intellect entirely undeveloped, and a will which never can act intelligently. It is entirely dependent for its experience, safety, enjoyment, and knowledge of all kinds on those around. As it gains by experience and training, much of its knowledge and belief is correct, and many of its mental acts are right; but a large portion of its actions are wrong, and many of them inevitably so.