"Our educators have recognized a new duty to children," Nellie went on; "to stand between them and the past. We recognize that the child mind should lift and lead the world; and we feed it with our newest, not our oldest ideas. "Also we encourage it to wander on ahead, fearless and happy. I began to tell you the other day--and you snubbed me, John, you did really!--that we have a new literature for children, and have dropped the old." At this piece of information I could no longer preserve the attitude of a patient listener. I sat back and stared at my sister, while the full awfulness of this condition slowly rolled over me. "Do you mean," I said slowly, "that children are taught nothing of the past?" "Oh, no, indeed; they are taught about the past from the earth's beginning. In the mind of every child is a clear view of how Life has grown on earth." "And our own history?" "Of course; from savagery to to-day--that is a simple story, endlessly interesting as they grow older." "What do you mean, then, by cutting off the past?" "I mean that their stories, poems, pictures, and the major part of their instruction deals with the present and future--especially the future. The whole teaching is dynamic--not static. We used to teach mostly facts, or what we thought were facts. Now we teach processes. You'll find out if you talk to children, anywhere." This I mentally determined to do, and in due course did. I may as well say right here that I found children more delightful companions than they used to be. They were polite enough, even considerate; but so universally happy, so overflowing with purposes, so skilful in so many ways, so intelligent and efficient, that it astonished me. We used to have a sort of race-myth about "happy childhood," but none of us seemed to study the faces of the children we saw about us. Even among well-to-do families, the discontented, careworn, anxious, repressed, or rebellious faces of children ought to have routed our myth forever. Timid, brow-beaten children, sulky children, darkly resentful; nervous, whining children, foolish, mischievous, hysterically giggling children, noisy, destructive, uneasy children--how well I remembered them. These new ones had a strange air of being Persons, not subordinates and dependents, but Equals; their limitations frankly admitted, but not cast up at them, and their special powers fully respected. That was it! I am wandering far ahead of that day's conversation, but it led to wide study among children, analysis, and some interesting conclusions. When I hit on this one I began to understand. Children were universally respected, and they liked it. In city or country, place was made for them, permanent, pleasant, properly appointed place; to use, enjoy, and grow up in. They had their homes and families as before, losing nothing; but they added to this background their own wide gardens and houses, where part of each day was spent.