if it likes. But entirely according to its own fancy, and without conclusions drawn. Only, let the landscape be vividly made — always the discipline of the soul’s full attention. “Oh, but where are the factory chimneys?” — or else — ”Why have you left out the gas-works?” or “Do you call that sloppy thing a church?” The particular focus should be vivid, and the record in some way true. The soul must give earnest attention, that is all.

And so actively disciplined, the child develops for the first ten years. We need not be afraid of letting children see the passions and reactions of adult life. Only we must not strain the sympathies of a child, in any direction, particularly the direction of love and pity. Nor must we introduce the fallacy of right and wrong.