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240 The Century of the Child
thistles, instead of being satisfied with haws.
Parents must see that they cannot create where
there is no material to be created. But they
must be capable of developing the characteris-
tics which they discover in the nature of their
children. This work they must undertake
with optimism and resignation, for it repre-
sents the teaching of real psychological study.
This will stop those efforts, painful alike for
children and parents, that are applied in
directions which offer no reward to effort.
But the study of the psychology of the child,
begun at its birth, continued in its play, its
work, its rest, means a daily comparative
study, and requires the undivided attention of
one person. It can only be done by a person
who has charge of but a few children; in a
crowd it is impossible. It is all the more im-
possible because children in a crowd resemble
one another more or less; and this makes ob-
servation more difficult.
The kindergarten is only a factory. Child-
ren learn in it to model, instead of making mud
pies according to their own taste. This pro-
cess is typical of what these small atoms of
humanity go through themselves. From the
first floor of the factory the objects that have
been turned out there are sent to the next floor
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