I do not propose to enter into every detail, but only to explain general rules and to give illustrations in cases of difficulty. I think it is impossible to train a child up to the age of twelve in the midst of society, without giving him some idea of the relations between one man and another, and of the morality of human actions. It is enough to delay the development of these ideas as long as possible, and when they can no longer be avoided to limit them to present needs, so that he may neither think himself master of everything nor do harm to others without knowing or caring. There are calm and gentle characters which can be led a long way in their first innocence without any danger; but there are also stormy dispositions whose passions develop early; you must hasten to make men of them lest you should have to keep them in chains. Our first duties are to ourselves; our first feelings are centred on self; all our instincts are at first directed to our own preservation and our own welfare. Thus the first notion of justice springs not from what we owe to others, but from what is due to us. Here is another error in popular methods of education. If you talk to children of their duties, and not of their rights, you are beginning at the wrong end, and telling them what they cannot understand, what cannot be of any interest to them. If I had to train a child such as I have just described, I should say to myself, "A child never attacks people, [Footnote: A child should never be allowed to play with grown-up people as if they were his inferiors, nor even as if they were only his equals. If he ventured to strike any one in earnest, were it only the footman, were it the hangman himself, let the sufferer return his blows with interest, so that he will not want to do it again. I have seen silly women inciting children to rebellion, encouraging them to hit people, allowing themselves to be beaten, and laughing at the harmless blows, never thinking that those blows were in intention the blows of a murderer, and that the child who desires to beat people now will desire to kill them when he is grown up.] only things; and he soon learns by experience to respect those older and stronger than himself. Things, however, do not defend themselves. Therefore the first idea he needs is not that of liberty but of property, and that he may get this idea he must have something of his own." It is useless to enumerate his clothes, furniture, and playthings; although he uses these he knows not how or why he has come by them. To tell him they were given him is little better, for giving implies having; so here is property before his own, and it is the principle of property that you want to teach him; moreover, giving is a convention, and the child as yet has no idea of conventions. I hope my reader will note, in this and many other cases, how people think they have taught children thoroughly, when they have only thrust on them words which have no intelligible