goal of the leading. Much less let us make of it a vicious circle in which we lead the unhappy child-mind, like a cow in a ring at a fair. We don’t want to educate children so that they may understand. Understanding is a fallacy and a vice in most people. I don’t even want my child to know, much less to understand. I don’t want my child to know that five fives are twenty-five, any more than I want my child to wear my hat or my boots. I don’t want my child to know. If he wants five fives let him count them on his fingers. As for his little mind, give it a rest, and let his dynamic self be alert. He will ask “why” often enough. But he more often asks why the sun shines, or why men have mustaches, or why grass is green, than anything sensible. Most of a child’s questions are, and should be, unanswerable.