imagination, only serve to impress upon their minds the commonplace facts of everyday life. It is really, only in a different form, a part of the process by which, later on, the education system drives out ideas and crams in facts.

To take a concrete instance, a doll is the plaything usually given to little girls. At first sight nothing can appear more charming or instructive than the gift to a little girl, who will one day be a wife and a mother, of the miniature representation of a baby. There will be a bath provided, in which she may learn to wash it. Everything will be complete—soap, sponge, loofah, puff-box, and powder. The present will be accompanied by a layette, so that the child may learn to dress her infant and to change its clothes. Hair-brushes will teach her to keep the doll's hair neat; and probably a dozen other toilet requisites, of which the masculine mind has no notion or is expected to affect ignorance, will be found ready at hand to inculcate the lesson of nursery routine.

In this ingenious way the materialistic side of life is deliberately forced upon the attention of the child. Everything is providently supplied that would be calculated to occupy her attention with commonplace facts instead of with fancies. The child is not encouraged to make a living creature of this inanimate dummy, to tell it stories, or to exercise her imagination in some other way. She is provided with a round of prosaic and extremely material duties, and her mind is carefully kept within these bounds by details of soap and feeding-bottles, which do not offer scope for any flight of imagination.

It would be far better to place a bundle of rags in the arms of a little girl, and to tell her to imagine it to be a baby. She would, if left to herself, with no other resource than her own invention, soon learn to exercise her dormant powers of imagination and originality.

With the same lack of forethought boys are surrounded from earliest infancy with objects designed to keep their minds within the narrow limits of fact. Their playthings are ships, fire-engines, miniature railways, water-pumps, and such-like. The imagination is allowed as little play as possible. Interest is carefully concentrated upon the mechanical details of spars, sails, rigging, watertight compartments, wheels, rods, cranks, levers, and the thousand-and-one items which go to make up a mechanical contrivance. Great care is taken in constructing toy models to reproduce at least the chief points of the original, in order to give them a supposititious educational value. The parents then fondly imagine that, in stocking the nursery with these abominations, they are largely assisting in the development of the boy's mind.

To people who do not understand children it is difficult to convey any adequate idea of the fatal result produced upon the dawning intellect by this introduction of materialism into the nursery. The imaginative will at once say that the contention is too far fetched. Certainly the pernicious effects of such toys as have been described are not easily discernible; therein lies the insidiousness of this retarding process. But to those who have watched, as I have done, the natural development of an intelligent child's powers of reflection and imagination—unchecked by dolls or toy locomotives—there will be neither absurdity nor exaggeration in what I have written.

Toys in themselves are harmless and unobjectionable things, though every observant person who has had much to do with young children will readily concede how superfluous they are as a means of amusement. The average child will treasure up a button or a shell long after it has destroyed, or maybe forgotten the existence of, the most elaborate and expensive toy. That is a commonplace of the nursery. But it does not seem to convey either meaning or moral to the majority of parents.

The second way in which the thinking and imaginative faculties are impeded in their development is by the discouragement of, or by the injudicious answers given to, the questions asked by children. At a certain age the latter become inquisitive about everything in the universe. They ply their elders with perpetual questioning; and it must be acknowledged that many of their interrogations are highly inconvenient and unanswerable.

It is very difficult for the average person to reply offhand to elementary questions such as, Why does the sun shine? What makes the wind blow? How does a seed grow into a tree? and so forth. Few people have the patience to answer the numerous inquiries of an intelligent child; and sooner than expose their ignorance, parents will generally quench this thirst for knowledge at the outset by a flat prohibition. The selfish desire for peace prompts them to refuse the solicited information altogether, or, worse still, to return answers calculated to kill imaginative ideas or to impress the child's mind with a bare and prosaic materialism.

They do not stop to think of the immense harm that may be done to the child by throwing cold water upon its first attempts at research. Children, it must be remembered, do not possess the perseverance and determination which often come to the rescue of original genius at a later period. However active their minds may be, they are also timid, and shrink back quickly under the influence of unsympathetic treatment.

The fact should be patent to everybody that children strive constantly to use the brains with which Nature has endowed them. Being naturally imaginative and original, these faculties only need ordinary encouragement to develop and flourish. Yet the entire method of bringing up children, from the cradle to the school bench, is directed towards stifling all originality and substituting for it a stock of commonplace ideas and conventional knowledge.

The process is begun at home. It takes its root in conventionality, the curse of all individuality and progress. Parents, brought up to be the slaves of custom, carry on the imbecile traditions that have been handed down to them from former generations, without stopping to consider whether they are rational or foolish. It is good enough for the majority of people that the imbecile things they do were done by their forefathers before them; and no tradition is more rigidly followed than that which prescribes the manner of bringing up children.

It would have been thought that those who had themselves suffered from the effects of bad methods would be careful not to repeat the mistakes with their own children. But that is the worst aspect of the evil. Its chief operation consists in hedging round the intelligence with conventionalities to such an extent as to exclude vigorous and independent thought. The most intelligent people often find the utmost difficulty in attempting to shake off the prejudices inculcated during the early years of life.

Many, before accomplishing this end, have had to pass through a long period of suffering and adversity. But the average mind is generally a hopeless case. There must be strong inward impulses, or the necessary measure of initiative and courage will not be forthcoming. Everybody who chooses to think for himself knows that it is an operation which does not usually entail pleasant consequences.

So much for the part played by the parent. The school system stands on a different plane altogether, and must be considered by itself. For parents there is, as has been pointed out, a certain amount of excuse. For the school system there is none.

CHAPTER IV

HUMAN FACTORIES

Distinction must be made, of course, in discussing the effects of teaching methods upon children, between the various kinds of schools, and