All this is well in its place, but should come quite late, after the child has seen and studied the living growing thing _in situ_, and has copied colour and gesture as best he can. So of object lessons, we are not anxious to develop his observing powers on little bits of everything which he shall describe as opaque, brittle, malleable, and so on. We would prefer not to take the edge off his curiosity in this way; we should rather leave him receptive and respectful for one of those opportunities for asking questions and engaging in talk with his parents about the lock in the river, the mowing machine, the ploughed field, which offer real seed to the mind of a child, and never make him a priggish little person able to tell all about it. Once more, we know that there is a storehouse of thought wherein we may find all the great ideas that have moved the world. We are above all things anxious to give the child the key to this storehouse. The education of the day, it is said, does not produce _reading_ people. We are determined that the children shall love books, therefore we do not interpose ourselves between the book and the child. We read him his Tanglewood Tales, and when he is a little older his Plutarch, not trying too much to break up or water down, but leaving the child’s mind to deal with the matter as it can. We endeavour that all our teaching and treatment of children shall be on the lines of nature, _their_ nature and ours, for we do not recognise what is called “Child-nature.” We believe that children are human beings at their best and sweetest but also at their weakest and least wise. We are careful not to water down life for them but to present such portions to them in such quantities as they can readily receive. In a word we are very tenacious of the dignity and individuality of our children. We recognise steady, regular growth with no _transition_ stage. This teaching is up to date, but it is as old as common sense. Our claim is that our common sense rests on a basis of Physiology, that we show a reason for all that we do, and that we recognise “the science of the proportion of things,” put the first thing foremost, do not take too much upon ourselves, but leave time and scope for the workings of nature and of a higher Power than nature herself. CHAPTER XXIII _THE TEACHING OF THE PARENTS’ NATIONAL EDUCATIONAL UNION_ PART II As the philosophy which underlies any educational or social scheme is really the vital part of that scheme, it may be well to set forth, however meagrely, some fragments of P.N.E.U. Philosophy. We believe-- That disposition, intellect, genius, come pretty much by nature. That _character_ is an achievement, the one practical achievement possible to us for ourselves and for our children. That all real advance, in family or individual, or nation, is along the lines of character.