But the education of the efferent side of the human soul should never be neglected. It is the inner life of a man, and its development and cultivation must “constitute an unbroken whole, steadily and continuously progressing, gradually ascending.” It begins with “the feeling of community awakened in the infant, becomes in the child impulse, inclination; these lead to the formation of the disposition and of the heart and arouse in the boy his intellect and will” (5: pp. 95-96). Now “_to give firmness to the will, to quicken it, and make it pure, strong, and enduring, in a life of pure humanity, is the chief concern, the main object in the guidance of the boy_.” To attain this aim “the starting-point of all mental activity in the boy should be energetic and sound; the source whence it flows, pure, clear, and ever-flowing; the direction simple, definite; the object fixed, clear, living and life-giving, elevating, worthy of effort, worthy of the destiny and the mission of man, worthy of his essential nature, and tending to develop it, and give it full expression.” But the source of the will is in the disposition and heart. Therefore “instruction and example alone and in themselves are not sufficient; they must meet a good, pure heart”; “activity and firmness of the will rest upon the activity and firmness of the feelings and heart.” This latter is best secured in the child by “the complete enjoyment of play,” yet above all by participation in the domestic life. “Family life alone secures the development and cultivation of a good heart and of a thoughtful, gentle disposition in their full intensity and vigor, also incomparably important for every period of growth, nay, even for the whole life of man” (5: pp. 96-97). Now in the period of boyhood the child’s play should become vigorous and even venturesome. “He never evades an obstacle, a difficulty, nay, he seeks it.” “Hence the daring and venturesome feats of boyhood; the exploration of caves and ravines; the climbing of trees and mountains; the reaching of heights and depths; the roaming through fields and forests” (5: p. 102). And every adventure widens his scope of life, means to him “the discovery of a new world.” Athletic games and sports are recommended by Froebel as a means of character-building as well as physical exercise, but the excursion was a chief educational feature of his institute at Keilhau; he thought that every teacher ought to conduct an excursion party at least once a week.