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Education 113
plish this end. It is much easier to say what
one shall not do than what one must do to
change self-will into strength of character, sly-
ness into prudence, the desire to please into
amiability, restlessness into personal initiative.
It can only be brought about by recognising
that evil, in so far as it is not atavistic or per-
verse, is as natural and indispensable as the
good, and that it becomes a permanent evil
only through its one-sided supremacy.
The educator wants the child to be finished
at once, and perfect. He forces upon the child
an unnatural degree of self-mastery, a devo-
tion to duty, a sense of honour, habits that
adults get out of with astonishing rapidity.
Where the faults of children are concerned, at
home and in school, we strain at gnats, while
children daily are obliged to swallow the camels
of grown people.
The art of natural education consists in ig-
noring the faults of children nine times out of
ten, in avoiding immediate interference, which
is usually a mistake, and devoting one’s whole
vigilance to the control of the environment in
which the child is growing up, to watching
the education which is allowed to go on by it-
self. But educators who, day in and day out,
are consciously transforming the environment
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