flabby and whose nerves quickly tire. Since the will expresses
itself in action, it can be best cultivated in a body capable of
vigorous action.

The young child is not only a bundle of bones and muscles; it is
also a bundle of impulses. And some of these impulses lead to
actions that are quite desirable, while others lead to actions that
are indifferent, and still others to actions that are decidedly
undesirable. But, so far as the child is concerned, he has no means
of discriminating between one kind of impulse and another. He would
just as soon carry poison to his mouth as good food; he would rather
grasp at a flame than at a harmless rattle. One of the essentials
then becomes suitable knowledge. As the child grows older he should
gradually learn that knowledge is necessary to wise choice. It is
not so much the knowledge of what is commonly called "good" or
"evil" as the knowledge of relations and needs that will enable him
to choose ends, and to choose effective means toward those ends. Yet
we cannot begin too early to have such considerations as "It is
right," or "It is best," rather than "I want it," influence the
conduct of our children. But, in order to do the right, we have to
_know_ the right, and the children who get these moral lessons
in their homes are fortunate indeed. It is here the child should
acquire his feeling of loyalty to duty, for such lessons learned in
the home are the most impressive and the most enduring. We must also
make certain that children all through their lives at home are given
opportunity for choice and decision.

In this matter of making decisions there is a great deal of
individual variation, and even distinct types of persons have been
described, according to the way they reach decisions. At one extreme