However, it is not enough to be able to refrain from doing what one is impelled to do. Many mothers think that they are training the child's will when they prohibit the taking or handling of various things about the house. It is true that the child should learn when quite young to avoid certain objects. But if the prohibitions are too general the child will be frequently tempted to break the rules, and then he will fall in his own esteem; or he will observe the rule and have too little outlet for his activity and initiative. The will does not thrive on what the child is _prevented_ from doing, but on what the child _actually does do_. The child's need is for practice in doing and in choosing what he will do. When activities or games are suggested to a younger child, it is best to give him a choice of two or three. When the children are older they can be consulted about the purchase of their clothes, and they ought gradually to assume their share--a small one at first--of the responsibility of the household. As early as possible they should have their own money to spend, as in no other way can they learn the use of judgment and decision in the spending of money. In the households wherein children do not have such opportunities, but in which the parents rule everything with a high hand, the children grow up very inefficient in managing their time and their money; they have become accustomed to being ruled and flounder helplessly when called upon to decide for themselves. The will, which is at the heart of moral conduct and which is so much in need of training, cannot, as we have seen, be trained as a thing by itself. All training and all education must contribute to the training of the will. Still, there are some definite points that we can profitably keep in mind when we are concerned with the child's will: First of all comes sound bodily health. Then there must be sound habits for most of the everyday activities, that the will may not be dissipated upon trivial matters, and that the common duties and virtues may be assured. There must be constant practice in sustained effort and concentration upon useful tasks, in order to fix the habit of holding the attention upon the chosen purpose. We must not confuse wilfulness with strength of will; and, finally, There must be constant opportunity for making decisions that the child may feel responsibility in making of decisions as the highest type of conduct. VIII. HOW CHILDREN REASON "Those children will not listen to reason," said a friend whom I discovered in an agitated state of mind one afternoon, when I came to make a call; and she was by no means the first to make this observation. Indeed, it is one of the characteristics of children that they will not listen to reason,--that is, _our_ reason. Which is not, however, saying anything against the children's good sense, for people with much more experience have refused to listen to reason--the children's reason.