o this knowledge, as we may see
at present, when the drawbacks of the system of 1870 are becoming
apparent at last in the eyes of the official world, having been
evident for years to those whose sympathies were with the children and
not with codes. America, open-minded America, is aware of all this,
and is making generous educational experiments with the buoyant
idealism of a young nation, an idealism that is sometimes outstripping
its practical sense, quite able to face its disappointments if they
come, as undoubtedly they will, and to begin again. In one point it is
far ahead of us--in the understanding that a large measure of freedom
is necessary for teachers. Whereas we are, let us hope, at the most
acute stage of State interference in details.

But in spite of the systems the children live, and come up year after
year, to give us fresh opportunities; and in spite of the systems
something can be done with them if we take the advice of Archbishop
Ullathorne--"trust in God and begin as you can."

Let us begin by learning to know them, and the knowledge of their
characters is more easily gained if some cardinal points are marked,
by which the unknown country may be mapped out. The selection of these
cardinal points depends in part on the mind of the observer, which has
more or less insight into the various manifestations of possibility
and quality which may occur. It is well to observe without seeming to
do so, for as shy wild creatures fly off before a too observant eye,
but may be studied by a naturalist who does not appear to look at
them, so the real child takes to flight if it is too narrowly watched,
and leaves a self conscious little person to take its place, making
off with its true self into the backwoods of some dreamland, and
growing more and more reticent about its real thoughts as it gets
accustomed to talk to an appreciative audience. With weighing and
measuring, inspecting and reporting, exercising and rapid forcing, and
comparing, applauding and tabulating results, it is difficult to see
how children can escape self-consciousness and artificiality, and the
enthusiasts for "child study" are in danger of making the specimen of
the real child more and more rare and difficult to find, as
destructive sportsmen in a new country exterminate the choice species
of wild animals.

Too many questions put children on their guard or make them unreal;
they cannot give an account of what they think and what they mea