Many persons who have asked me to continue my methods of education for very young children on lines that would make them suitable for those over seven years of age, have expressed a doubt whether this would be possible. The difficulties they put forward are mainly of a moral order. Should not the child now begin to respect the will of others rather than his own? Should he not some day brace himself to a real effort, compelling him to carry out a necessary, rather than a chosen, task? Finally, should he not learn self-sacrifice, since man’s life is not a life of ease and enjoyment? Some, taking certain practical items of elementary education, which present themselves even at the age of six, and must be seriously envisaged at seven, urge their objection in this form: Now we are face to face with the ugly specter of arithmetical tables, the arid mental gymnastics exacted by grammar. What do you propose? Would you abolish all this, or do you admit that the child must inevitably bow to these necessities? It is obvious that the whole of the argument revolves round the interpretation of that ‘liberty’ which is the avowed basis of the system of education advocated by me.
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