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172 The Century of the Child
importance. If the child sees the parent do-
ing readily an unpleasant duty, which he hon-
estly recognises as unpleasant; if he sees a
parent endure trouble or an unexpected diffi-
culty easily, he will be in honour bound to do
the like. Just as children without many words
learn to practice good deeds when they see
good deeds practised about them; learn to en-
joy the beauty of nature and art when they
see that adults enjoy them, so by living more
beautifully, more nobly, more moderately, we
si)eak best to children. They are just as
receptive to impressions of this kind as they
are careless of those made by force.
Since this is my alpha and omega in the art
of education, I repeat now what I said at the
beginning of this book and half way through
it. Try to leave the child in peace; interfere
directly as seldom as possible; keep away all
crude and impure impressions; but give all
your care and energy to see that personality,
life itself, reality in its simplicity and in its
nakedness, shall all be means of training the
child.
Make demands on the powers of children
and on their capacity for self-control, propor-
tionate to the special stage of their develop-
ment, neither greater nor lesser demands than
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