Education consists in care, discipline, and culture, including instruction. The necessity of care arises from the insufficiency of man’s instincts for his self-preservation; the necessity of the discipline and instruction arises from man’s capability to rise above his instincts. The chief function of care is the prevention of the harmful uses by children of their natural powers; its nature should be largely negative on the part of educators. “We have not to add anything to the provision of Nature, but merely to see that such provision is duly carried out. If any addition to this is necessary on our part, it must be the process of hardening the child” (2: p. 39). All artificial contrivances are more harmful than beneficial for his healthy growth. Therefore keep his freedom and only prevent his forming effeminate habits. By discipline “we must understand that influence which is always restraining our animal nature from getting the better of our manhood, either in the individual as such, or in man as a member of society. Discipline, then, is merely restraining unruliness” (2: p. 18). Reason, not instinct, determines good conduct. But, since man comes into the world with undeveloped reason “in the first period of childhood, the child must learn submissive and positive obedience” (2: p. 26). “The love of freedom is naturally so strong in man that when once he has grown accustomed to freedom, he will sacrifice everything for its sake. For this very reason discipline must be brought into play very early; for when this has not been done it is difficult to alter character later in life” (2: p. 4). Neglect of culture can be remedied later in life, but neglect or mistake in discipline never.