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Z28 The Century of the Child
book a disturbing jumble; instead of objec-
tivity, they get instructive children’s stories;
instead of poetry, edifying versification; in-
stead of action, reflection; instead of much of
one thing, a little of everything; instead of
continuity of impressions, constant change;
instead of concrete impressions of life, essays;
instead of naive tales, things written down to
their level.
I ask what is the result of this reading-book
system on the development of the child from
six to sixteen years old?
What, in general, is the result on the de-
velopment of character when one flits from
impression to impression, nipping in flight at
different things, letting one picture after an-
other slip away, making no halt anywhere?
As to the effect on adults, immediate an-
swers can be given. These answers are so
unfavourable that they do not need to be re-
peated. But, should a principle which applies
to the adult be less suitable for the child? It
really applies much more to the child. Adults
generally have some work, some occupation,
some one centre around which they can
arrange manifold events, change may often be
advantageous for them; but the whole school
day of the child is change; the way the child
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