The need to form habits that do conform, that are for the social good, is evident. By having many habits of this kind formed in early childhood, truthfulness, consideration for others, respect for poverty, promptness, regularity, taking responsibility, and so on, the dice are weighted in favor of the continuation of such conduct when reason controls. The child has then only to enlarge his view, build up his principles in accord with conduct already in operation--he needs only to rationalize what he already possesses. On the other hand, if during early years his conduct violates moral law, he is in the grip of habits of great strength which will result in two dangers. He may be blind to the other side, he may not realize how his conduct violates the laws of social progress; or, knowing, he may not care enough to put forth the tremendous effort necessary to break these habits and build up the opposite. From the standpoint of conduct this non-moral period is the most important one in the life of the child. In it the twig is bent. To urge that a child cannot understand and therefore should be excused for all sorts of conduct simply evades the issue. He is forming habits--that cannot be prevented; the question is, Are those habits in line with the demands of social efficiency or are they in violation of it? But character depends primarily on deliberate choice. We dare not rely on blind habit alone to carry us through the crises of social and spiritual adjustment. There will arise the insistent question as to whether the habitual presupposition is right. Occasions will occur when several possible lines of conduct suggest themselves; what kind of success will one choose, what kind of pleasure? Choice, personal choice, will be forced upon the individual. This problem does not usually grow acute until early adolescence, although it may along some lines present itself earlier. When it appears will depend to a large extent on the environment. For some people in some directions it never comes. It should come gradually and spontaneously. This period is the period of transition, when old habits are being scrutinized, when standards are being formulated and personal responsibility is being realized, when ideals are made vital and controlling. It may be a period of storm and stress when the youth is in emotional unrest; when conduct is erratic and not to be depended on; when there is reaction against authority of all kinds. These characteristics are unfortunate and are usually the result of unwise treatment during the first period. If, on the other hand, the period of transition is prepared for during the preadolescent years by giving knowledge, opportunities for self-direction and choice, the change should come normally and quietly. The transition period should be characterized by emphasis upon personal responsibility for conduct, by the development of social ideals, and by the cementing of theory and practice. This period is an ever recurring one.