What characterises the new mother is that she understands the enormous significance of the _first years_, when the indispensable “training” takes place, in which the future life of the child is determined by the methods employed—whether they be those of torture or of culture, irrational or rational. Then the great problem must be solved of establishing willing obedience from within in place of the hitherto _enforced_ obedience from without; of maintaining self-control, won by self, in place of self-control _imposed_ from without; of evoking voluntary renunciation in place of enforcing renunciation. For the capacity for obedience, for self-control, for renunciation, is one of the qualities fundamental to the whole later conduct of life. The new mother knows this as well as the mother of former times. But she endeavours to create this capacity by slow and sure means. The same thing obtains in regard to physical and psychical courage, which in the early years can often be so demoralised by fright that it can never emerge again. The training which hitherto was customary—based on _compelling_ and _forbidding_—had its effect only upon the surface and _prevented_ the child from experiencing _the results of his own choice_. It is this _indirect_ education by results which is the new mother’s method. Her unceasing vigilance and consistency are required in order that the child shall actually bear the results of his actions. What she needs for this is first and foremost, _time, time_, and again _time_. Apparently good effects can be obtained much quicker by intervening, preventing, punishing, but thus are turned aside the _real_ results. By this method the child is deprived of the _inner_ growth, which only the fully experienced reality with its components of bitter and sweet can give; and this growth the new mother endeavours to advance. Much more time still is necessary to play the psychological game of chess, which consists in the checkmating of black by white; in other words, the conquest of negative characteristics by positive, through the child’s own activity—a task in which the child at first must be guided, just as in the assimilation of the elements of every other accomplishment, but in which he can later perfect himself. Modern investigation in the realm of the soul enables us to see the dangers which sometime will demand quite as new methods in spiritual hygiene as bacteriology has created in the hygiene of the body. But we still leave unexercised powers of the soul, still misunderstand spiritual laws which sometime will radically transform the means of education. At some future day the new mothers will institute legal protection for children to an extent incomprehensible to us and therefore provocative only of smiles. For example, legal prohibition of corporal punishment by parents as well as teachers; legal prohibition of child labour, of certain tenement conditions, certain “amusements,” certain improper uses of the press.