by work, and it is only will which enlarges the bounds of personality. Yet we must not forget that even morality is relative, and is one thing for adults and often quite another for children. The child knows nothing of absolute truth, justice, or virtues. The various stimuli of discipline are to enforce the higher though weaker insights which the child has already unfolded, rather than to engraft entirely unintuited good. The command must find some ally, feeble though it be, in the child's own soul. We should strive to fill each moment with as little sacrifice or subordination, as mere means or conditions to the future, as possible, for fear of affectation and insincerity. But yet the hardier and sounder the nature, the more we may address training to barely nascent intuitions, with a less ingredient of immediate satisfaction, and the deeper the higher element Of interest will be grounded in the end. The child must find as he advances towards maturity, that every new insight, or realization of his own reveals the fact that you have been there before with commands, cultivating sentiments and habits, and not that he was led to mistake your convenience or hobby for duty, or failed to temper the will by temporizing with it. The young are apt to be most sincere at an age when they are also most mistaken, but if sincerity be kept at its deepest and best, will be least harmful and easiest overcome. If authority supplement rather than supersede good motives, the child will so love authority as to overcome your reluctance to apply it directly, and as a final result will choose the state and act you have pre-formed in its slowly-widening margin of freedom, and will be all the less liable to undue subservience to priest or boss, or fashion or tradition later, as obedience gives place to normal, manly independence.