External authority, however, must find response in the intellectual motivation of the child as it grows, else it can avail but little educationally. “The various stimuli of discipline are to enforce the higher though weaker insights which the child has already unfolded, rather than to engraft entirely unintuited good,” and “we must not forget that even morality is relative, and is one thing for adults and quite often another for children” (2: p. 335). The transition from the morality of authority and coercion to that of reason and free will may be bridged by simple, practical instructions. These are to be given in the form of a few well-chosen mottoes, proverbs, maxims, always clear cut, copiously illustrated, and well familiarized. Philosophic morality should be deprecated both for children and teachers. Every road of human activity leads to the great Rome of character. For Dr. Hall, “the highest and also immediate practical method of moral training” lies in intellectual work, concentrated, sustained, and inspirited. Mental work, in order to be serviceable to the production of healthy manhood, should be “a series of acts, or living thoughts and not words.” The lack of volitional initiative and reaction in the current form of mental training has caused “the general paralysis of cultured intellect.” Learning should be changed from a mere reception, as it is now, into the putting forth of self-activity. “It is the way and not the goal, the work and not the product, the acquiring and not the acquisition, that educates will and character” (2: p. 346). Then the spirit of thoroughness is the requisite for the intellectual training that at the same time trains the will. “Smattering is dissipation of energy. Only great, concentrated and prolonged efforts in one direction really train the mind, because only _they_ train the will beneath it” (2: p. 349). This is one of the educative forces of specialization. To turn now to intellectual culture. In Dr. Hall’s opinion, the school stands essentially for the prolongation of human infancy and adolescence, and not so much for the initiation of the immature generation into the world of grown-ups; it means “the perpetuation of the primæval paradise created before the struggle for existence began” (8: p. 475). From this viewpoint the kindergarten needs reconstruction. Here “a pound of health, growth, heredity is worth a ton of instruction.... Now the body needs most attention and the soul least” (8: p. 476). Not in the oversystematized and oversymbolized “occupations” and “games,” but in free, natural play children must have their true life. “Imitation should have a far larger scope” than at present, and precocious exercise of reasoning and thinking a less. “Part of the cult here should be idleness and the intermediate state of reverie” (8: p. 476).