word of righteousness," clearly indicating a difference in the kind of
instruction, not the amount. The subject matter must be adapted to the
life, not merely the number of syllables, the method of teaching, as
well as the length of the lesson. Without this careful adaptation of
food and method, the developing life will be under-nourished, and the
most vigorous maturity be impossible.

But these negative statements only safeguard against mistakes by telling
us what to avoid. A real working basis must be found in a positive
principle.

The study of an unfolding life at any time in its development always
reveals two supreme facts, possibilities peculiar to that period, and
self activity. The First Principle of development combines these two
facts and gives us our nearest approach to a definition.

"Life is a bundle of possibilities and self activity."

The block of marble has possibilities, so has molten metal and a tube of
paint; but life has possibilities plus inner power. The three
imperative "Oughts" for the parent or teacher are herein suggested.

First, he ought to be able to recognize each possibility as it appears.

Second, he ought to know how best to deal with it.

Third, he ought to know how to stimulate the activity to greatest
endeavor.

II. The Second Principle states the relation of nurture to the unfolding