By "voluntary obedience," I do not mean that the child is bound to ask endless questions for reasons, and to dispute them before he obeys. A good teacher never gives a command without there being some good reason, but whether the child is convinced or not, he must always obey, and if he asks "why" the answer is very simple; every one, adults as well as children, must obey the right and must submit to what cannot be avoided. The great necessity in life must be imprinted in childhood. This can be done without harsh means by training the child, even previous to his birth, by cultivating one's self-control, and after his birth by never giving in to a child's caprices. The rule is, in a few cases, to work in opposition to the action of the child, but in other cases work constructively; I mean provide the child with material to construct his own personality and then let him do this work of construction. This is, in brief, the art of education. The worst of all educational methods are threats. The only effective admonitions are short and infrequent ones. The greatest skill in the educator is to be silent for the moment and then so reprove the fault, indirectly, that the child is brought to correct himself or make himself the object of blame. This can be done by the instructor telling something that causes the child to compare his own conduct with the hateful or admirable types of behaviour about which he hears information. Or the educator may give an opinion which the child must take to himself although it is not applied directly to him. On many occasions a forceful display of indignation on the part of the elder person is an excellent punishment, if the indignation is reserved for the right moment. I know children to whom nothing was more frightful than their father's scorn; this was dreaded. Children who are deluged with directions and religious devotions, who receive an ounce of morality in every cup of joy, are most certain to be those who will revolt against all this. Nearly every thinking person feels that the deepest educational influences in his life have been indirect; some good advice not given to him directly; a noble deed told without any direct reference. But when people come themselves to train others they forget all their own personal experience.