7. Thus the propositions that _right is to be done, benefactors to be requited_, are self-evident, necessary truths, to any child who has learned by experience the meaning of _right_, of _kindness_, and of a _return of kindness._ "Yes, but"--some one will say--"how ever does he get to know what _right_ and _wrong_ are? Surely sensory experience cannot teach him that." We answer, man's thoughts begin in sense, and are perfected by reflection. Let us take the idea of _wrong_, the key to all other elementary moral ideas. The steps by which a child comes to the fulness of the idea of _wrong_ may be these. First, the thing is _forbidden_: then one gets _punished_ for it. Punishment and prohibition enter in by eye and ear and other senses besides. Then the thing is _offensive_ to those we love and revere. Then it is _bad for us_. Then it is _shameful, shabby, unfair, unkind, selfish, hateful to God_. All these points of the idea of wrong are grasped by the intellect, beginning with sensory presentations of what is seen and felt and heard said. Again with the idea of _ought_. This idea is sometimes said to defy analysis. But we have gone about (c. vi.) to analyse it into two elements, _nature requiring, nature's King commanding_. The idea of _wrong_ we analysed into a breach of this natural requirement, and this Divine command or law. Primary moral ideas, then, yield to intellectual analysis. They are of this style: _to be done, as I wish to be rational and please God: not to be done, unless I wish to spoil myself and disobey my Maker_. But primary moral ideas, compared together, make primary moral judgments. Primary moral judgments, therefore, arise in the intellect, by the same process as other beliefs arise there in matters of necessary truth.