tres in their own home-world,
and who have in them the making of another one in the future; the
critics, standing aloof, a little peevish and very self-conscious,
hardly capable of deep friendship and fastidiously dissatisfied with
people and things in general; the cheerful and helpful souls who have
no interests of their own but can devote themselves to help anyone;
the opposite class whose life is in their own moods and feelings. Many
others might be added, each observer's experience can supply them, and
will probably close the list with the same little group, the very few,
that stand a little apart, but not aloof, children of privilege,
with heaven in their eyes and a little air of mystery about them,
meditative and quiet, friends of God, friends of all, loved and
loving, and asking very little from the outer world, because they have
more than enough within. They are classed as the dreamers, but they
are really the seers. They do not ask much and they do not need much
beyond a reverent guardianship, and to be let alone and allowed to
grow; they will find their way for they are "taught of God."

It is impossible to do more than to throw out suggestions which
any child-naturalist might multiply or improve upon. The next
consideration for all concerned is what to do with the acquired
knowledge, and how to "bring up" in the later stages of childhood and
early youth.

What do we want to bring up? Not good nonentities, who are merely good
because they are not bad. There are too many of them already, no
trouble to anyone, only disappointing, so good that they ought to be
so much better, if only they _would_. But who can make them will to be
something more, to become, as Montalembert said, "a _fact_, instead of
remaining but a shadow, an echo, or a ruin?" Those who have to educate
them to something higher must themselves have an idea of what they
want; they must believe in the possibility of every mind and character
to be lifted up to something better than it has already attained; they
must themselves be striving for some higher excellence, and must
believe and care deeply for the things they teach. For no one can be
educated by maxim and precept; it is the life lived, and the things
loved and the ideals believed in, by which we tell, one upon another.
If we care for energy we call it out; if we believe in possibilities
of development we almost seem to create them. If we want integrity of
character, steadiness, reliability