highest reward, and his own remorse the severest punishment. Goodness is an intrinsic thing, which depends on no external sanctions and extraneous associations.
§ 8. The Educational Value of External Sanctions. Yet these sanctions have a certain educational value. The child cannot understand the absoluteness of morality. "Be good simply because it is good" seems to him an intolerably vague precept. If he asks, "Why should I do this particular right action?" it conveys no information to him to be told, "Because it is right." He wants a definite and particular answer to a particular and definite question. It is just here that the sanctions have value.
(1) The sanctions give readily intelligible reasons for conduct. These reasons are definite and limited. If we revert to the case of the boy and the apples, it is clear that he will have no difficulty in understanding the nature of the sanctions to which his mother appeals. He knows what it is to have a sore stomach. He knows what a policeman is. He knows what it is to be regarded by the whole household as a "naughty boy." And he has been impressed with the awfulness of the "bad place." External sanctions are educationally valuable because they are easily understood, and make an immediate impression on the mind.
(2) External sanctions have great persuasive value. When the object is simply to get a child to do an action, they are often indispensable. The child may be very unwilling to perform an action which seems disagreeable to it. "Do this because it is
