d is to get entirely away from the line
of thought in which we have met our obstruction, and approach the matter
from a different direction. The child who is in a fit of sulks does not
so much need a lecture on the disagreeable habit he is forming as to
have his thoughts led into lines not connected with the grievance which
is causing him the trouble. The stubborn child does not need to have his
will "broken," but rather to have it strengthened. He may be compelled
to do what he does not want to do; but if this is accomplished through
physical force instead of by leading to thoughts connected with the
performance of the act, it may be doubted whether the will has in any
degree been strengthened. Indeed it may rather be depended upon that the
will has been weakened; for an opportunity for self-control, through
which alone the will develops, has been lost. The ultimate remedy for
rebellion often lies in greater freedom at the proper time. This does
not mean that the child should not obey rightful authority promptly and
explicitly, but that just as little external authority as possible
should intervene to take from the child the opportunity for
_self_-compulsion.

THE NORMAL WILL.--The golden mean between these two abnormal types of
will may be called the _normal_ or _balanced_ will. Here there is a
proper ratio between impulsion and inhibition. Ideas are not acted upon
the instant they enter the mind without giving time for a survey of the
field of motives, neither is action "sicklied o'er with the pale cast of
thought" to such an extent that it becomes impossible. The evidence is
all considered and each motive fully weighed. But this once done,
decision follows. No dilatory and obstructive tactics are allowed. The
fleeting impulse is not enough to persuade to action, neither is action
unduly delayed after the decision is made.

5. TRAINING THE WILL

The will is to be trained as we train the other powers of the
mind--through the exercise of its normal function. The function of the
will is to direct or control in the actual affairs of life. Many
well-meaning persons speak of training the will as if we could separate
it from the interests and purposes of our daily living, and in some way
put it through its paces merely for the sake of adding to its general
strength. This view is all wrong. There is, as we have seen, no such
thing as _general_ power of will. Will is always required in specific
acts and emergencies, and