eventually to choose his authorities; his final authority being his
conscience or principle, not impulse or whim. He learns also by
questioning the principle of obedience to persons, and comes to
guide his conduct by principle or conscience, and not by custom or
convention.

We do not wish to train our children for submission, but for judgment
and discernment. We must, therefore, respect the child's
individuality. We are, however, not obliged to choose between blind,
unquestioning obedience and the undignified situations which arise
from habitual disobedience. Obedience to persons as a settled habit
is bad. The ability to obey promptly and intelligently when the
commander's authority is recognized,--to respond to suggestion and
guidance,--is desirable. Obedience is a _tool_ the parent may use
with wisdom and discretion. It is not an _end_ in discipline or in
life.

We should educate _through_ obedience,--that is, cultivate the
habit of intelligent response,--but we must not educate _for_
obedience,--that is, the habit of submitting to the will of others.




VII.

THE TRAINING OF THE WILL


After all, what is there about a person that really counts? All