just as you would those of an adult. Education will thus become
an infinitely simple and infinitely harder art, than the
education of the present day, with its artificialised
existence, its double entry morality, one morality for the
child, and one for the adult, often strict for the child and
lax for the adult and vice versa. By treating the child every
moment as one does an adult human being we free education from
that brutal arbitrariness, from those over-indulgent protective
rules, which have transformed him. Whether parents act as if
children existed for their benefit alone, or whether the
parents give up their whole lives to their children, the result
is alike deplorable. As a rule both classes know equally little
of the feelings and needs of their children. The one class are
happy when the children are like themselves, and their highest
ambition is to produce in their children a successful copy of
their own thoughts, opinions, and ideals. Really it ought to
pain them very much to see themselves so exactly copied. What
life expected from them and required from them was just the
opposite--a richer combination, a better creation, a new type,
not a reproduction of that which is already exhausted. The
other class strive to model their chilrden not according to
themselves but according to their ideal of goodness. They show
their love by their willingness to extinguish their own
personalities for their children's sake. This they do by
letting the children feel that everything which concerns them
stands in the foreground. This should be so, but only
indirectly.

The concerns of the whole scheme of life, the ordering of the
home, its habits, intercourse, purposes, care for the needs of