If the above statement is true, and we believe it to be so, then the futility of trying to make people good merely by teaching them principles of goodness, is immediately apparent. Some more effective means of training must be found and those means undoubtedly should be experience and habit. Especially is this true of little children. To them principles and laws are mere words; experience is everything. With adults the precept is more effective, not because they are so different from children, but because they already have had experiences by means of which they are able to interpret and apply the principle, or proverb, or law. Principles, proverbs, laws, are only deductions from experiences. If real morality is the outgrowth of experience, it follows of necessity, that the best and surest and indeed the only way to teach anything more than the outward form, is to give to pupils opportunities for performing moral acts. There must be self-guidance, there must be a yielding of one’s own desires to the rights of others, there must be coöperation, teamwork. The kindergarten, better than any other branch of our school system, has realized the necessity for this type of social training. There the aim is to have children learn, through give-and-take relations with associates, what sort of conduct will best promote the happiness of all. Instead of exhortations about the obligations of children to parents, the little ones dramatize those relations, thus gaining just those experiences which enable them to comprehend the obligations. So with the industries, the wild animals, the busy bees, the birds, even the flowers and trees. One by one, the life of each is “tried on,” so to speak, in play, and inner relations of man to man and of man to his environment are thus discovered. It goes without saying that these inner relations, upon an understanding of which all true morality is based, cannot be discovered all at once. Years of “trying on” of racial experiences and relations are necessary, and even then the comprehension of obligation will be just as narrow as experience has been. Meanwhile the inexperience of the child must be supplemented by the larger knowledge of the adult. The right outward form of action must be stimulated by approval, expectation, suggestion, substitution of better forms for the child’s crude, impulsive act, and coöperation on the teacher’s part in such activities as will lead toward higher forms of altruistic action than the child is able yet to fully comprehend. The teacher must never lose sight of the fact that moral insight depends upon a process of growth; nor must he be discouraged if the moral horizon of his pupils is extremely limited. It is as wide as experience has been. The remedy for narrowness is to supply the experience that will furnish the wider outlook. [Sidenote: Appealing to Reason]