We must avoid exciting emulation, envy, or pride in a child by comparing his work with that of others. He ought only to compare himself with the conceptions of reason, or with the standard of moral perfection. Yet, on the other hand, frankness and unassuming confidence is a desirable virtue to be cultivated, which will “enable him to exhibit his talent in a becoming manner.” Kant recommends as a means of cultivating children’s moral ideas the use of a catechism, which “should contain, in popular form, every day questions of right and wrong.” For youth, the Socratic method is recommended as cultivating best the moral as well as logical reason. Early adolescence receives special consideration from him. He saw, with Rousseau, a peculiar educational need of the period. “Nature has spread a certain veil of secrecy over this subject, as if it were something unseemly for man, and merely an animal need in man. She has, however, sought to unite it, as far as possible, with every kind of morality” (2: p. 115). Sex-consciousness is the natural result of physiological growth. “Thus it is impossible to keep the youth in ignorance and the innocence which belongs to ignorance. By silence, the evil is but increased. We must speak openly, clearly, and definitely with the youth. We must allow that it is a delicate point, for we cannot look upon it as a subject for open conversation; but if we enter with sympathy into his impulses all will go well” (2: p. 116). We must guard the youth from the unnatural vices common among them and also from too early marriage. We must cultivate in them a proper respect for the other sex, and the true conception of a happy marriage. At this time the youth begins to be conscious of the distinction of rank and the inequality of men. “As a child he must not be allowed to notice this.” As a youth, “the consciousness of the equality of men together with their civil inequality may be taught him little by little” (2: p. 119). Interest in others and in the progress of the world should now be encouraged. Kant’s cosmopolitanism here flashes forth: “Children should be made acquainted with this interest, so that it may give warmth to their hearts. They should learn to rejoice at the world’s progress, although it may not be to their own advantage or to that of their country” (2: p. 121).