t responses should be again secured. Parents
should continue to insist upon these responses till tendencies are
formed for the right response to follow when the situation arises. After
continued repetition, the response comes automatically. The good man or
woman is the one who does the right thing as the situation presents
itself, does it as a matter of course because it is his nature. He does
not even think of doing the wrong thing.

One of the main factors in child training is consistency. The parent
must inflexibly require the right action in the appropriate situation.
Good habits will not be formed if parents insist on proper action one
day but on the next day allow the child to do differently.

Parents must plan the habits which they wish their children to form and
execute these plans systematically, exercising constant care. Parents,
and children as well, would profit from reading the plan used by
Franklin. Farseeing and clear-headed, Franklin saw that character is a
structure which one builds, so he set about this building in a
systematic way. For a certain length of time he practiced on one virtue,
allowing no exceptions in this one virtue. When this aspect of his
character had acquired strength, he added another virtue and then tried
to keep perfect as to both.[4]

[4] See _Autobiography of Benjamin Franklin_.

=The School and Moral Training.= In this, as in all other forms of
training, the school is supplementary to the home. The teacher should
have well in mind the habits and ideals that the home has been trying to
develop and should assist in strengthening the bonds. The school can do
much in developing habits of kindness and sympathy among the children.
It can develop civic and social ideals and habits. Just how it can best
do this is a question. Should moral ideals be impressed systematically
and should habits be formed at the time these ideals are impressed, or
should the different ideals be instilled and developed as occasion
demands? This is an experimental problem, and that method should be
followed which produces the best results. It is possible that one
teacher may use one method best while a different teacher will have
better success with another method.

More important than the question of a systematic or an incidental method
is the question of making the matter vital when it is taken up. Nothing
is more certain than that mere knowledge of right action will not insure
right action. In a few ho