There are persons who, having once made up their minds to do a thing, cannot be moved from their resolution by any amount of persuasion. These hard natures, these concentrated wills, are bound to have their way, no matter whom they injure, no matter what stands in the way. Such persons--and we notice the beginnings of this trait in children--need to be taught to respect the rights of others. Their wills should occasionally be allowed to collide with the wills of others, in order that they may discover that there are other wills limiting theirs, and may learn the necessary lesson of submission. In yet other cases obstinacy is due to stupidity. Persons of weak intelligence are apt to be suspicious. Not understanding the motives of others, they distrust them; unwilling to follow the guidance of others, they cling with a sort of desperation to their own purpose. These cases may be treated by removing the cause of suspicion, by patiently explaining one's motives where it is possible to do so, by awakening confidence. 2. UNTRUTHFULNESS Again, let us take the fault of untruthfulness. One cannot sufficiently commend the watchfulness of those parents who take alarm at the slightest sign of falsehood in a child. A lie should always put us on our guard. The arch fiend is justly called "the father of lies." The habit of falsehood, when it has become settled, is the sure inlet to worse vices. At the same time not all falsehoods are equally culpable or equally indicative of evil tendency, and we should have a care to discriminate between the different causes of falsehood in the young child, in order that we may pursue the proper treatment. Sometimes falsehood is due to redundant imagination, especially in young children who have not yet learned to distinguish between fact and fancy. In such cases we may restrain the child's imagination by directing its attention to the world of fact, by trying to interest it in natural history and the like. We should especially set the example of strict accuracy ourselves in all our statements, no matter how unimportant they may be. For instance, if we narrate certain occurrences in the presence of the child, we should be careful to observe the exact order in which the events occurred, and if we have made a mistake we should take pains to correct ourselves, though the order of occurrence is really immaterial. Precisely because it is immaterial we show by this means how much we value accuracy even in little things. Then, again, falsehood is often due to the desire for gain. Or it may be due to fear. The child is afraid of the severity of the parent's discipline. In that case we are to blame; we must relax our discipline. We have no business to tempt the child into falsehood. Again, untruthfulness is often due to mistaken sympathy, as we see in the case of pupils in school, who will tell a falsehood to shield a fellow pupil. In the worst cases falsehood is inspired by malice.