The new-born infant, as we observed before, has no habits, but only reflexes and instincts. It follows that his world is not composed of “objects”. Recurrent experiences are necessary for recognition, and recognition is necessary before the conception of an “object” can arise. The feel of the cot, the feel and smell of the mother’s breast (or the bottle), and the mother’s or nurse’s voice will soon come to be familiar. The visual appearance of the mother or the cot comes somewhat later, because the new-born child does not know how to focus so as to see shapes distinctly. It is only gradually, through the formation of habits by association, that touch and sight and smell and hearing come together and coalesce in the common-sense notion of an object, of which one manifestation leads to the expectation of another. Even then, for a time, there is hardly any feeling of the difference between persons and things; a baby which is partly breast-fed and partly bottle-fed will, for a time, have similar feelings towards mother and bottle. During all this time, education must be by purely physical means. Its pleasures are physical--chiefly food and warmth--and its pains also are physical. Habits of behaviour arise through seeking what is associated with pleasure and avoiding what is associated with pain. A child’s crying is partly a reflex connected with pain, partly an act performed in the pursuit of pleasure. At first, of course, it is only the former. But since any real pain that the child may be suffering must, if possible, be removed, it is inevitable that crying should come to be associated with pleasant consequences. The child therefore soon begins to cry because it desires a pleasure, not because it feels a physical pain; this is one of its first triumphs of intelligence. But try as it may, it cannot give quite the same cry as when it is in actual pain. The attentive ear of the mother knows the difference, and if she is wise she will ignore the cry that is not an expression of physical pain. It is easy and agreeable to amuse an infant by dandling it or singing to it. But it learns with amazing rapidity to demand more and more of such amusements, which soon interfere with necessary sleep--and sleep ought to occupy almost all the day except meal-times. Some of these precepts may seem harsh, but experience shows that they make for the child’s health and happiness.