may perhaps call them, since each of them tends to take the child
away from his petty self,--the teacher will make the best possible
provision for the growth of the child's nature as a whole.

Above all, it is taken for granted that the growth which the child
makes must come from within himself; that no living thing can grow
vicariously; that the rings of soul-growth, like the rings of
tree-growth, must be evolved from an inner life; that the teacher
must therefore content himself with giving the child's expansive
instincts fair play and free play; and that, for the rest, he must as
far as possible efface himself, bearing in mind that not he, but the
child, is the real actor in the drama of school life.

But though so much is left to the child in Utopia, and so much
demanded of him, it is not feared that the effort to grow will be
repugnant to him. On the contrary, it is taken for granted that in
growing, in developing his expansive instincts, the child will be
following the lines and obeying the laws of his own nature; that he
will be fulfilling the latent desires of his heart; that he will be
seeking his own pleasure; in fine, that he will be leading a happy
life.

All this is taken for granted in Utopia, and the child's life is
therefore one of unimpeded, though duly guided and stimulated,
activity. Every instinct that makes for the expansion and elevation
(for growth is always upward as well as outward) of the child's
nature is given the freest possible play, and the whole organisation
of the school is subordinated to this central end.

In order to find out what are the instincts which make for the
expansion and elevation of the child's nature, and which education
ought therefore to foster, we must do what Egeria has always done, we
must observe young children, and study their ways and works. Now
every healthy child wants to eat and drink, and to run about. Here
are two instincts--the instinctive desire for physical nourishment,
and the instinctive desire for physical exercise--through which
Nature provides for the growth of the body. How does she provide for
the growth of what we have agreed to call the soul? We need not
be very careful observers of young children in order to satisfy
ourselves that, apart from physical nourishment and exercise, there
are six things which the child instinctively desires, namely:

(1) to talk and listen:
(2) to act (in the dramatic sense of the word):
(3) to draw, paint