view makes us see that training a child is, in a very true sense,
_making him over again_. The child must be trained to subdue and control
his original impulses. Habits and ideals that will be suitable for life
in civilized society _must be built up_. The doctrine of the Bible in
regard to the original nature of man being sinful, and the necessity of
regeneration, is fundamentally correct. But this regeneration is not so
much a sudden process as it is the result of long and patient
building-up of habits and ideals.

One should not despair of this view of child-life. Neither should one
use it as an excuse for being bad, or for neglecting the training of
children. On the contrary, taking the genetic view of childhood should
give us certain advantages. It makes us see more clearly the _necessity_
of training. Every child must be trained, or he will remain very much a
savage. In the absence of training, all children are much alike, and all
alike bad from our present point of view. The chief differences in
children in politeness and manners generally, in morals, in industry,
etc., are due, in the main, to differences in training. It is a great
help merely to know how difficult the task of training is, and that
training there must be if we are to have a civilized child. We must take
thought and plan for the education and training of our children. The
task of education is in part one of changing human nature. This is no
light task. It is one that requires, in the case of each child, some
twenty years of hard, patient, persistent work.

=Individual Development.= Heredity is a corollary of evolution. Individual
development is intimately related to racial development. Indeed, racial
development would be impossible without heredity in the individual. The
individual must carry on and transmit what the race hands down to him.
This will be evident when we explain what heredity means.