This is a stock of acquirements by no means inconsiderable. The next step in the progress of conscience must be taken in the school. Until now the child has been aware of duties relating only or principally to persons whom it loves and who love it. The motive of love is now to become less prominent. A part of that reverence which the child has felt for the parents whom it loves is now to be transferred to the teacher. A part of that respect for the rights of equals which has been impressed upon it in its intercourse with brothers and sisters, to whom it is bound by the ties of blood, is now to be transferred to its school companions, who are at first strangers to it. Thus the conscience of the child will be expanded, thus it will be prepared for intercourse with the world. Thus it will begin to gain that higher understanding of morality, according to which authority is to be obeyed simply because it is rightful, and equals are to be treated as equals, even when they are not and can not be regarded with affection. I have in the above used the word habits advisedly. The morality of the young child assumes the concrete form of habits; abstract principles are still beyond its grasp. Habits are acquired by imitation and repetition. Good examples must be so persistently presented and so often copied that the line of moral conduct may become the line of least resistance. The example of parents and teachers is indeed specially important in this respect. But after all it is not sufficient. For the temptations of adults differ in many ways from those of children, and on the other hand in the lives of older persons occasions are often wanting for illustrating just the peculiar virtues of childhood. On this account it is necessary to set before the child ideal examples of the virtues of children and of the particular temptations, against which they need to be warned. Of such examples we find a large stock ready to hand in the literature of fairy tales, fables, and stories. In our next lecture therefore we shall begin to consider the use of fairy tales, fables, and stories as means of creating in children those habits which are essential to the safe guarding and unfolding of their moral life. FOOTNOTE: [7] So important is environment in supporting self-consciousness, that even adults, when suddenly transported into entirely new surroundings, often experience a momentary doubt as to their identity. PRIMARY COURSE. VI. THE USE OF FAIRY TALES.