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258 The Century of the Child
ness to waste an infinite amount of time while
he is waiting for others.
The very earliest period of instruction
should use the power the child has for obser-
vation and work. These capacities should be
made the means of his education, the standard
for using his own observation. If the power
of observation is vigorous, no general rules
are to be drawn, but only particular ones.
One child must read, play, or do handwork
in a different degree to another. One can
at an early age, the other only at a later
period, take advantage of the education to
be obtained from going to museums or from
travel (the best of all travel is tramping).
The indispensable elements will be reduced to
their lowest measure; for what any one man
needs to be able to do, in order to find himself
at home in life, is not considerable. The
minimum is to read well, to spell properly, to
write with both hands, to copy simple objects,
so that one learns picture writing just as alpha-
bet writing. This skill is quite different from
artistic gifts. Besides there must be instruc-
tion in looking at things geometrically, the
four simple rules of arithmetic and decimal
fractions, as much geography as will help one
to use a map and a time-table, as much know-
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