The power of breaking down or dissolving habits depends on the amount and strength of the _aqua fortis_ of the intellect. The logical and critical activities of the individual should be cultivated with special care. The critical self, as we may put it, should have control over the automatic and the subconscious. For the subconscious has been shown to form the fertile soil for the breeding of the most dangerous germs of mental disease, epidemics, plagues and pestilences in their worst forms. We should try to develop the individual’s critical abilities in early childhood, not permitting the suggestible subconsciousness to predominate, and to become overrun with noxious weeds and pests. We should be very careful with the child’s critical self, as it is weak and has little resistance. We should, therefore, avoid all dominating authority and categorical imperative commands. Autocratic authority cultivates in the child the predisposition to abnormal suggestibility, to hypnotic states, and leads towards the dominance of the subconscious with its train of pernicious tendencies and deleterious results. There is a period in the child’s life between the ages of five and ten when he is very inquisitive, asking all kinds of questions. _It is the age of discussion in the child._ This inquisitiveness and discussion should by all means be encouraged and fostered. We should aid the development of the spirit of inquisitiveness and curiosity in the child. For this is the acquisition of control over the stored-up, latent energies of man’s genius. We should not arrest the child’s questioning spirit, as we are often apt to do, but should strongly encourage the apparently meddlesome and troublesome searching and prying and scrutinizing of _whatever interests the child_. Everything should be open to the child’s searching interest; nothing should be suppressed and tabooed as too sacred for examination. The spirit of inquiry, the genius of man, is more sacred than any abstract belief, dogma and creed. A rabbi came to ask my advice about the education of his little boy. My advice was: “Teach him not to be a Jew.” The man of God departed and never came again. The rabbi did not care for education, but for faith. He did not wish his boy to become a man, but to be a Jew.