Great educators have long known that children’s learning capacities and moti­vations differ from those of adults, and grow just as their bodies do. Medieval rabbis traced letters in honey to draw four-year-olds to study, and Enlighten­ment thinker Jean-Jacques Rousseau preached gentle, natural socialization of the young in Émile, or On Education. Piaget, Erikson, and Vygotsky keenly observed the intellectual and emotional stages children attain as they mature. Contemporary learning studies confirm these earlier testimonies to the gradual evolution of children’s cognitive, personal, and social skills.