ed in a miraculous moment; it is learned in one little lesson
after another, in every act and all the daily discipline of home and
school and street.

Children must learn to qualify and govern temper by love in order to
save it from hatred. When the irritating object is a personal one the
rights, the well-being, of that one must gain some consideration. There
will be but little feeling of altruism in children under thirteen; we
must not expect it; but egoism is one way to an understanding of the
rights, the feelings, and needs of others. The child can put himself in
the other's place. He is capable of affection; he loves and is willing
to sacrifice for those he loves, and when he is angry with them, or with
strangers, he must be helped to think of them as persons, as those he
loves or may love. He also can be aided to see the pain of hatred, the
misery of the life without friends, the joy of friendships.

Anger against persons is the opportunity for learning the joy of
forgiveness and, if the occasion warrants, the dignity and courage of
the apology. The self-control, consideration, and social adjustment
involved must be learned early in life. It is part of that great lesson
of the fine art of living with others. Little children must be
habituated to acknowledging errors and acts of rudeness or temper with
suitable forms of apology. Above all, they must, by habit, learn how
great is the victory of forgiveness.[48]

I. References for Study

_The Problem of Temper._ Pamphlet. American Institute of Child
Life, Philadelphia, Pa.

E.P. St. John, _Child Nature and Child Nurture_, chap. v. Pilgrim
Press, $0.50.

J. Sully, _Children's Ways_, chap. x. Appleton, $1.25.

II. Further Reading

Patterson Du Bois, _The Culture of Justice_, chaps. i-v. Dodd, Mead
& Co., $0.75.

E.H. Abbott, _The Training of Parents_. Houghton Mifflin Co.,
$1.00.

M. Wood-Allen, _Making the Best of Our Children_. 2 vols. McClurg,
$1.00 each.

H.Y. Campbell, _Practical Motherhood_. Longmans, $2.50.

III. Topics for Discussion

1. What special opportunities are offered in the rise of moral
crises?

2. Do we tend to expect too high a development of character in
children?

3. How early in life do we have manifestations of a conscious will?

4. What constitutes the importance of early crises of the will?

5. What are prob