Answers received from hundreds of girls and boys would seem to show that virtue and goodness are desirable to children at a certain stage of their development chiefly, if not solely, because they bring material or social benefits. Virtue is rewarded not by any internal or spiritual satisfaction, but by freer access to the candy supply or to the skating pond. The right is that which is allowable, or that which may be practiced with impunity. The wrong is that which is forbidden or punishable. Of course, this attitude toward moral values should not continue through life. We should do what we can to establish higher ideals of right and wrong. How soon this change will come must depend very largely on where the emphasis is laid by those around the child. If, when you give Robert a piece of candy, you always impress him with the idea that this is his compensation for having been "good," he will retain this association between virtue and material reward long past the age when he can already appreciate the satisfaction that comes from exercising his instinct to be helpful, or from doing what he thinks is right. If, however, the idea in the home is that all goes well and all feel cheerful and happy because every one is trying to do the right thing, the various indulgences and liberties will mean to the child merely the material manifestations of the good feeling that prevails, and not rewards of virtue. So far as possible, rewards and punishments should be directed toward the _deed_ and not the child. The aim should be to make the child derive his highest satisfaction from carrying out his own ideals of conduct, rather than from the reward for that conduct. The approbation of those he honors and loves should gradually replace the material reward. To the child the ideal of success may mean two entirely different things. At one stage it may mean the satisfaction of accomplishing a set task, whether selected by himself or imposed by some one else. Later, it comes to mean excelling some other child in a contest. Even a child of four or five years gets a great deal of satisfaction from contemplating a house he has built out of his blocks, or the row of mud pies. This satisfaction gradually comes to be something quite distinct from the pleasure of _doing_, and is an important element in the ideal of workmanship. As the child grows older the ideal of successful accomplishment grows stronger, and, if it is retained throughout life, it contributes a large share toward the individual's happiness.