ise of
the senses, _order_ establishes itself: the distinction between right
and wrong is perceived. No one can _teach_ this distinction in all its
details to one who cannot see it. But to see the difference and to
know it are not the same thing.

But in order that "the child may be helped" it is essential that the
environment should be rightly organized, and that good and evil should
be duly differentiated. An environment where the two things are
confused, where good is confounded with apathy and evil with activity,
good with prosperity and evil with misfortune, is not one adapted to
assist the establishment of order in the moral consciousness, much
less is one where acts of flagrant injustice and persecutions occur.
Under such conditions the childish consciousness will become like
water which has been made turbid, and more poisonous than is alcohol
to the life of the foetus. Order may perhaps be banished for ever,
together with the clarity of the consciousness; and we cannot tell
what may be the consequences to the "moral man." "Whoever shall offend
one of these little ones, it were better for him ... that he were
drowned in the depth of the sea." "If thy hand or thy foot offend
thee, cut it off and cast it from thee."

However, the properly organized environment is not everything. Even in
intellectual education it was not the spontaneous exercise alone which
refreshed the intelligence; but further, the lessons of the teacher
which confirmed and illuminated the internal order in process of
development. On these occasions she said: "This is red, this is
green." Now she will say: "This is right, this is wrong." And it will
not be unusual to find children like the one described above, who make
good and evil the center of consciousness, and, placing it above
material bread and intellectual nourishment, will propound the
question more vital to them than any other: "What is good? and what is
evil?" But we must not forget that moral lessons should be brief; and
that Moses, the father of the sages, in order to inculcate morality,
not in a child, but in a race, gave ten simple commandments, which to
Christ seemed superfluous. It is true, however, that at the head of
these was the "law" of love; and that Christ substituted for the
Decalogue an amplification of that law, which comprises within itself
all legislations and moral codes.

* * * * *

It is possible that good and evil may be distinguished by means