not to be at all considered as _effected_ by the step taken by his mother
which has been already described. That was only a beginning--a _right_
beginning, it is true, but still only a beginning. It produced in him a
cordial willingness to do right, in one instance. That is a great thing,
but it is, after all, only one single step. The work is not complete until
a _habit_ of doing right is formed, which is another thing altogether, and
requires special and continual measures directed to this particular end.
Children have to be _trained_ in the way they should go--not merely shown
the way, and induced to make a beginning of entering it. We will now try
to show how the influence of commendation and encouragement may be brought
into action in this more essential part of the process.

_Habit to be Formed_.

Having taken the first step already described, Georgie's mother finds
some proper opportunity, when she can have the undisturbed and undivided
attention of her boy--perhaps at night, after he has gone to his crib or
his trundle-bed, and just before she leaves him; or, perhaps, at some time
while she is at work, and he is sitting by her side, with his mind calm,
quiet, and unoccupied.

"Georgie," she says, "I have a plan to propose to you."

Georgie is eager to know what it is.

"You know how pleased I was when you came in so still to-day."

Georgie remembers it very well.

"It is very curious," continued his mother, "that there is a great