_Good Example._--The phenomena which the child has opportunities for observing exercise a great influence upon its development. Although the view that the child imitates everything instinctively is erroneous, it is unquestionable that education will prove successful only in cases in which the personality of the child’s teacher is one which puts a good example before the child’s eyes. It is not enough merely to instruct a child verbally. It is essential that the child should see that the teacher himself practises all which is theoretically asserted to be right and admirable. _Confidence and Love._--Authority and compulsion are important factors of education; but those take the wrong path who attempt to influence the child by means of authority and compulsion alone. For individualisation in education the device should be, Confidence and Love. These mean to the child what sunshine means to the plant: without sunshine, the plant lags behind in its growth, and ultimately perishes; but in the sunshine it flourishes abundantly. _Reward and Punishment._--The view that neither reward nor punishment should be employed as instruments of education is erroneous, for unquestionably both have considerable influence upon human activities and intercourse. The only matter really open for consideration is, what should be the nature of the rewards and the punishments to be employed, and what should be the method of their application? It is wrong to punish or reward a child so often that either becomes habitual. The teacher, who is in most cases the accuser and the injured person (since a child’s wrong actions are apt to take the form of offences against an instructor), should not also assume the office of a judge against whose decision there is no appeal, and the office of executioner. Above all, the time-honoured system whereby every childish offence is expiated by deliberately inflicted physical pain must be abandoned.