For some of my readers such arguments as these are perhaps too much in the air to be convincing.

Well, then, let us appeal to experience.

Let us see what the systematic cultivation of his natural faculties has done for the child in Utopia.

I have already pointed out that the unselfishness of the children--the complete absence of self-seeking and self-assertion--is one of the most noticeable features of the life of their school.

Now there is no place for moral teaching on the time-table of the school: and I can say without hesitation that the direct inculcation of morality is wholly foreign to Egeria's conception of education.
How, then, has the emancipation of the child from the first enemy of Man's well-being--from all those narrowing, hardening, and demoralising influences which we speak of collectively as egoistic or selfish--been effected in Utopia?
By no other means than that of allowing the child's nature to unfold itself, on many sides of its being and under thoroughly favourable conditions.