Experience shows that what great role pratice and experience play in education; pratice, the prolonged exercice lead to habit: exemple suggests imitation. Habit can become a second nature, but, wrongly directed (or guided), it may also heighten (or intensify) unfortunate tendencies and be an obstacle to progress.

As the antagonism between those who possess, and those who do not, is becoming more acute day after day, we can already foresee a moment when it will bring about ("entraînera", Fr.) severe (big, high, intense, - "grands", Fr.) disasters, if we do turn (direct, aim, - "dirige", Fr.) life in time the social life in new directions (or ways, - "dans des voies nouvelles", Fr.)

Education has a tremendous power on man. Can't we see to which astonishing disciple the people of Sparte have submitted ("s'est plié", Fr.) for centuries, and this with a view to very petty purposes: purely outer greatness, the military predominace of Sparte. This example proves that man can everything on themselves when they want it ("peuvent tout sur eux-mêmes quand ils le veulent", Fr.); therefore it would only be a question of making them will the good.

Only a moral education based on free inner discipline can bring to bear a salutary action and lead to a true morality.

The realization of justice is, in the actual state of things, a matter of life or death for society and for civilisation itself.

To be effective, morality has to be reasoned (or worked out). To want ("vouloir", Fr.) to repress evil only by coercion, and to obtain morality by a sort of training with the help of constraint, without motivating it from within, is to make it an unnatural result, devoided of lastind value.

The more a man is successful in getting out (or coming out) from his own individuality, of his egoist self, and to control (or dominate) the instincts of his physical nature, the more his character, by rising above material contingencies, widen, become free and independent.