We are at last learning to follow the development of the child; to expect certain traits under certain conditions; to adapt methods and matter to his growing mind.

No "advanced educator" can allow himself to be so absorbed in the question of what a child ought to be as to exclude the discovery of what he is.

But in our charitable efforts we think much more of what a man ought to be than of what he is or of what he may become; and we ruthlessly force our conventions and standards upon him, with a sternness which we would consider stupid indeed did an educator use it in forcing his mature intellectual convictions upon an undeveloped mind.
Let us take the example of a timid child, who cries when he is put to bed because he is afraid of the dark.

The "soft-hearted" parent stays with him, simply because he is sorry for him and wants to comfort him.
The scientifically trained parent stays with him, because he realizes that the child is in a stage of development in which his imagination has the best of him, and in which it is impossible to reason him out of a belief in ghosts.

These two parents, wide apart in point of view, after all act much alike, and both very differently from the pseudo-scientific parent, who acts from dogmatic conviction and is sure he is right.