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Education 1 1
1
tient with another, is true above all of the in-
timate relation of child and parent in which,
understanding, the deepest characteristic of
love, is almost always absent.
Parents do not see that during the whole
life the need of peace is never greater than in
the years of childhood, an inner peace under
all external unrest. The child has to enter
into relations with his own infinite world, to
conquer it, to make it the object of his dreams.
But what does he experience? Obstacles, in-
terference, corrections, the whole livelong
day. The child is always required to leave
something alone, or to do something different,
to find something different, or want something
different from what he does, or finds, or wants.
He is always shunted off in another direction
from that towards which his own character is
leading him. All of this is caused by our
tenderness, vigilance, and zeal, in directing,
advising, and helping the small specimen of
humanity to become a complete example in a
model series.
I have heard a three-year-old child char-
acterised as " trying " because he wanted to go
into the woods, whereas the nursemaid wished
to drag him into the city. Another child of
six years was disciplined because she had been
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