ction we have endeavored to show in detail how this method
applies to a representative list of faults and shortcomings, and
having thus, we hope, proved that the method is applicable to a wide
range of cases--indeed to all possible cases--we will proceed to
recount the fundamental principles which Froebel, and before him
Pestalozzi,[A] enunciated; which times who adhere to the new education
are to-day working out into the detail of school-room practice.

[Sidenote: Object of Moral Training.]

As previously stated, the object of the moral training of the child is
the inculcation of the love of righteousness. Froebel is not concerned
with laying down a mass of observances which the child must follow,
and which the parents must insist upon. He thinks rather that the
child's nature once turned into the right direction and surrounded
by right influences will grow straight without constant yankings
and twistings. The child who loves to do right is safe. He may make
mistakes as to what the right is, but he will learn by these mistakes,
and will never go far astray.

[Sidenote: The Reason Why]

However, it is well to save him as far as possible from the pain
of these mistakes. We need to preserve in him what has already been
implanted there; the love of understanding the reasons for conduct.
When the child asks "Why?" therefore, he should seldom be told
"Because mother says so." This is to deny a rightful activity of
his young mind; to give him a monotonous and insufficient reason,
temporary in its nature, instead of a lasting reason which will remain
with him through life. Dante says all those who have lost what he
calls "the good of the intellect" are in the Inferno. And when you
refuse to give your child satisfactory reasons for the conduct you
require of him, you refuse to cultivate in him that very good of the
intellect which is necessary for his salvation.

[Sidenote: Advantage of Positive Commands]

As soon, however, as your commands become positive instead of
negative, the difficulty of meeting the situation begins to disappear.
It is usually much easier to tell the child why he should do a thing
than why he should not do its opposite. For example, it is much easier
to make him see that he ought to be a helpful member of the family
than to make him understand why he should stop making a loud noise, or
refrain from waking up the baby. There is something in the child which
in calm moments recognizes that love deman