Individual examples, however, can hardly furnish the best answer to
the question at present; the general nature of children must determine
it. If children are leading lives that are rich enough intellectually
and morally to furnish numerous occasions to turn their acquisitions
to account, then it would certainly be reasonable to expect them to
discover some of these occasions. If, on the other hand, their lives
are comparatively barren, it might be unnatural to make such a demand
upon them.

The feeling is rather common that human experience becomes rich only
as the adult period is reached; that childhood is comparatively barren
of needs, and valuable mainly as a period of storage of knowledge to
meet wants that will arise later. Yet is this true? By the time the
adult state is reached, one has passed through the principal kinds of
experience; the period of struggle is largely over, and the results
have registered themselves in habits. The adult is to a great extent a
bundle of habits.

The child, and the youth in the adolescent age, on the other hand, are
just going the round of experience for the first few times. They are
just forming their judgments as to the values of things about them.
Their intellectual life is abundant, as is shown by their innumerable
questions. Their temptations--such as to become angry, to fight, to
lie, to cheat, and to steal--are more numerous and probably more
severe than they will usually be later; their opportunities to please
and help others, or to offend and hinder, are without limit; and their
joys and sorrows, though of briefer duration than later, are more
numerous and often fully as acute. In other words, they are in the
midst of growth, of habit formation, both intellectually and morally.
Theirs is the time of life when, to a peculiar degree, they are