e good and use. Mature people have
learned to look forward and to plan for the future. They must,
therefore, perform this function for the children. They must look
forward and see what the child should learn to do, and then see that he
learns to do it.

(3) Parents must help children to plan their lives in general and in
detail; _i.e._ in the sense of determining the ideals and habits that
will be necessary for those lives. The parents must do this with the
help of the child. The child must not be a blind follower, but as the
child's mind becomes mature enough, the parent must explain the matter
of forming life habits, and must show the child that life is a structure
that he himself is to build. Life will be what he makes it, and the time
for forming character is during early years. The parent must not only
tell the child this but must help him to realize the truth of it, must
help him continually, consistently.

(4) Of course it is hardly necessary to say that the parent can help
much, perhaps most, by example. The parent must not only tell the child
what to do but must _show_ him how it should be done.

(5) Parents can help in the ways mentioned above, but they can also help
by cooeperating among themselves in planning for the training of the
children of the community. One parent cannot train his children
independently of all the other people in the community. There must be a
certain unity of ideals and aims. Therefore, not only is there need for
cooeperation between parents and teachers but among parents themselves.
Although they cooeperate in everything else, they seldom do in the
training of their children. The people of a community should meet
together occasionally to plan for this common work.

=Importance of Habit in Education and Life.= A man is the sum of his
habits and ideals. He has language habits; he speaks German, or French,
or English. He has writing habits, spelling habits, reading habits,
arithmetic habits. He has political habits, religious habits. He has
various social habits, habitual attitudes which he takes toward his
fellows. He has moral habits--he is honest and truthful, or he is
dishonest and untruthful. He always looks on the bright side, or else on
the dark side of events. All these habits and many more, he has. They
are structures which he has built. One's life, then, is the sum of his
tendencies, and these tendencies one establishes in early life.

This view gives an importance to the