nate within him. External things may, indeed, furnish motives to
evil, but are never in themselves evil; the evil arises rather from the
conduct of the individual toward outside objects. If, then, evil does
not come from without, and is not by nature already within the heart, it
is impossible that there shall be such a thing as evil."

(_b_) The first education is physical and it begins at birth. As the
physical wants of the child are natural they should be satisfied, but
the clothing should be of such character as not to interfere with the
perfect freedom of the body. Great care must be taken to distinguish
between the real wants of the child and its passing whims. To gratify
the latter because of the crying of the child will tend to form bad
habits. In this connection may be taught the first moral lessons. It
thus becomes important that the speech, gestures, and expressions of the
young child shall be carefully studied. This is the first suggestion of
the necessity for child study. The idea was later developed by
Pestalozzi and Froebel, and is one of the most important features of
recent pedagogical activity.

(_c_) The child's second period begins with his ability to speak and
continues till the twelfth year. No attempt must be made to educate the
child for his future, but he must be allowed to get the full enjoyment
of childhood by freedom to play as he will. Let him run, jump, and test
his strength, thereby acquiring judgment of the material forces about
him, and learning how to take care of himself. Leave him free to do what
he will, let him have what he wishes, but, as far as possible, he should
be led to depend upon himself to satisfy his wants. Give him perfect
freedom, for freedom is the fundamental law of education. If he
disobeys, do not punish him,--disobedience works its own punishment;
therefore, do not command him. The training of the senses is the
important work of this period; therefore, there should be as little
moral training as possible, and absolutely no religious training. The
only moral idea for the child to learn is that of ownership. He is to be
prevented from vice in a negative manner, that is, by never being
allowed to meet it. "The only habit that a child should be allowed to
form is to contract no habit."

He is to have a preceptor devoted entirely to him, not to instruct or
control him, but to lead him to discover and experience for himself. In
regard to his intellectual instruction, Rou