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226 The Century of the Child
listening to stories, a finely developed sensi-
tiveness to all attempts to descend to, or to
adopt, the standpoint of the child, to every-
thing that is artificial in the narrative. In
intercourse with children, especially with those
who represent progressive methods, can be
seen how the reaction against the old lesson
and hidebound methods has produced an arti-
ficial naivete, a richness of illustrations, and a
liveliness that children soon feel as something
specially prepared for them, something not
quite real. This way of partially giving to
children their own imaginative power puts
them to sleep, even when it succeeds at first in
giving them a good entertainment in their les-
sons. For the illustrations and comparisons,
as well as the consequences which another has
thought out for them, obstruct the initiative of
the child; besides they are all soon forgotten.
It is the same with playthings ; those they make
themselves give inexhaustible pleasure, while
those that are ready made only confer joy once
or twice. They are shown and then broken
in pieces in order to extract the clockwork, for
this is the only possible way for the child to
do something with it himself. Instruction is
beginning to resemble children’s playthings
and children’s books; it is too complete, too
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