reason for everything he is asked to do; for if the child has
respect for you and feels your sympathy with him, he will do many
things that are requested without understanding any reason, but
confident, when he does think of the matter, that you have a good
reason. In other words, where there have been close sympathy and
habitual obedience the parent becomes, in the child's mind, the
embodiment of those ideals or principles toward which he feels
loyal.

In the same way men and women who give arbitrary commands may get
from their assistants formal obedience, but they never get hearty
and intelligent cooperation. Indeed, it is no doubt because we still
cling to the traditions of earlier times, when personal loyalty and
military types of virtue were so prominent in the minds of men, that
we are so slow to learn the need for cooperation in modern times.
The need to-day is for leaders who will inspire their fellows with
enthusiasm for cooperation, who will wisely guide their fellows in
effective service; and of the corresponding virtues in the followers
obedience is _not_ the first.

And yet we must recognize all the time that there are occasions when
a person must do what he is told to just because he is told; and it
were well for one who has to take orders to be able to do so without
fret and bitterness. The child should, however, come sooner or later
to distinguish between those commands that arise out of real
necessities and those that arise from the passion or caprice of
other persons. To the former he must learn to submit with the best
possible grace, with an effort at understanding, or even with a
desire to assimilate to himself. To the latter he should submit,
when forced to, only under protest, and with the resolve to make