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Education 173
on adults. But respect the joys of the child,
his tastes, work, and time, just as you would
those of an adult. Education will thus be-
come an infinitely simple and infinitely harder
art, than the education of the present day, with
its artificialised existence, its double entry
morality, one morality for the child, and one
for the adult, often strict for the child and lax
for the adult and vice versa. By treating the
child every moment as one does an adult
human being we free education from that
brutal arbitrariness, from those over-indul-
gent protective rules, which have transformed
him. Whether parents act as if children existed
for their benefit alone, or whether the parents
give up their whole lives to their children, the
result is alike deplorable. As a rule both
classes know equally little of the feelings and
needs of their children. The one class are
happy when the children are like themselves,
and their highest ambition is to produce in their
children a successful copy of their own
thoughts, opinions, and ideals. Really it
ought to pain them very much to see them-
selves so exactly copied. What life expected
from them and required from them was just
the opposite—a richer combination, a better
creation, a new type, not a reproduction of
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