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ii6 The Century of the Child
old remedy. We teach the new souls not to
steal, not to lie, to save their clothes, to learn
their lessons, to economise their money, to
obey commands, not to contradict older peo-
ple, say their prayers, to fight occasionally in
order to be strong. But who teaches the new
souls to choose for themselves the path they
must tread? Who thinks that the desire for
this path of their own can be so profound
that a hard or even mild pressure towards
uniformity can make the whole of childhood
a torment.
The child comes into life with the inherit-
ance of the preceding members of the race;
and this inheritance is modified by adaptation
to the environment. But the child shows also
individual variations from the type of the
species, and if his own character is not to dis-
appear during the process of adaptation, all
self-determined development of energy must
be aided in every way and only indirectly in-
fluenced by the teacher, who should un-
derstand how to combine and emphasise the
results of this development.
Interference on the part of the educator,
whether by force or persuasion, weakens
this development if it does not destroy it
altogether.
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