suddenly committed which really mark the first sudden epochful and belated
birth of the instinct of independence and self-regulation, on which his future
manliness will depend. He is quite irresponsible, the acts are never repeated, and
very lenient treatment causes him, after the conflict of tumultuous feelings has
expanded his soul, to react healthfully into habitual docility again, if some small
field for independent action be at once opened him. The other case is that of
ennui, of which children suffer such nameless qualms. When I should open half
a dozen books, start for a walk, and then turn back, wander about in mind or
body, seeking but not finding content in anything, a child in my mood will wish
for a toy, an amusement, food, a rare indulgence, only to neglect or even reject it
petulantly when granted. These flitting "will-spectres" are physical, are a mild
form of the many fatal dangers of fatigue; and punishment is the worst of
treatment. Rest or diversion is the only cure, and the teacher's mind must be
fruitful of purposes to that end. Perhaps a third case for palliative treatment is,
those lies which attend the first sense of badness. The desire to conceal it
occasionally accompanies the nascent effort to reform and make the lie true.
These cases are probably rare, while the temptation to lie is far greater for one
who does ill than for one who does well, for fear is the chief motive, and a
successful lie which concealed would weaken the desire to cure a fault.
We have thus far spoken of obedience, and come now to the later necessity of
self-guidance, which, if obedience has wrought its perfect work, will be natural
and inevitable. It is very hard to combine reason and coercion, yet it is needful
that children think themselves free long before we cease to determine them. As
we slowly cease to prescribe and begin to inspire, a very few well-chosen
mottoes, proverbs, maxims, should be taught very simply, so that they will sink
deep. Education has been defined as working against the chance influences of
life, and it is certain that without some precepts and rules the will will not exert
itself. If reasons are given, and energy is much absorbed in understanding, the
child will assent but will not do. If the mind is not strong, many wide ideas are
very dangerous. Strong wills are not fond of arguments, and if a young person
falls to talking or thinking beyond his experience, subjective or objective, both
conduct and thought are soon confused by chaotic and incongruous opinions and
beliefs; and false expectations, which are the very seducers of the will, arise.
There can be little will-training by words, and the understanding can not realize
the ideals of the will. All great things are dangerous, as Plato said, and the truth
itself is not only false but actually immoral to unexpanded minds. Will-culture is
intensive, not extensive, and the writer knows a case in which even a vacation
ramble with a moralizing fabulist has undermined the work of years. Our