satisfaction from carrying out his own ideals of conduct, rather
than from the reward for that conduct. The approbation of those he
honors and loves should gradually replace the material reward.

To the child the ideal of success may mean two entirely different
things. At one stage it may mean the satisfaction of accomplishing a
set task, whether selected by himself or imposed by some one else.
Later, it comes to mean excelling some other child in a contest.
Even a child of four or five years gets a great deal of satisfaction
from contemplating a house he has built out of his blocks, or the
row of mud pies. This satisfaction gradually comes to be something
quite distinct from the pleasure of _doing_, and is an important
element in the ideal of workmanship. As the child grows older the
ideal of successful accomplishment grows stronger, and, if it is
retained throughout life, it contributes a large share toward the
individual's happiness.

Most of the school activities of our children lay too much emphasis
upon the ideal of successful rivalry, and too little upon the ideal of
high achievement. The ideal set before the children is not frequently
enough that of doing the best that is in them, and too frequently that
of doing merely better than the neighbor--which may be poor enough.
Some of the work done with children in clubs, outside of schools, has
brought out the instinct for an ideal of achievement in a very good
way. Richard came home quite breathless when he was able to report
that he could start a fire on a windy day, using but a single match!
In some of the more modern organizations, for girls as well as for
boys, graded tasks are assigned as tests of individual proficiency or
prowess. Every girl and every boy must pass these standards, without
regard to what the others do. The result of encouraging this ideal is