Meanwhile, of course, the fertilisation of the child’s mind should also be continued by other educative measures—as the maintenance of an inspiring environment, ready and intelligent response to the child’s innumerable questions, and skilful guidance of his thoughts to subjects which it is especially desirable for him to study. The system of walks and talks, utilised alike by James Thomson, James Mill, and Pastor Witte, is particularly to be recommended in this connection, as also Witte’s practice of propounding to his son interesting problems, and then taking him to places—factories, mills, etc.—where he could observe for himself different stages in their solution. Something of the same sort is possible to every parent, who can include in such voyages of discovery, if he be a city dweller, visits to botanical and zoölogical gardens, art and industrial museums, and similar institutions where his child can obtain entertainment, some insight into the workings of natural laws, and elementary instruction in subjects which will inevitably form part of his school curriculum at a later day. But, it may be objected, does not all this mean that in order to make sure of results the father and mother will have to give the greater part of their time to the child’s education? Not at all. One hour or so a day will be quite enough in the way of direct, personal tuition. And even if the task of instruction were really burdensome, surely, in view of the findings of modern science, parents will do well to keep in mind, and recognize the profound truth of, Rousseau’s stern pronouncement: “He who cannot fulfil the duties of a father has no right to be a father. Not poverty, nor severe labour, nor human respect can release him from the duty of supporting his children and of educating them himself. Readers, you may believe my words. I prophesy to any one who has natural feeling and neglects these sacred duties—that he will long shed bitter tears over this fault, and that for these tears he will find no consolation.” FOOTNOTES: [1] The passages quoted by me from Witte’s book have been made partly from Professor Wiener’s translation, and partly from the original. [2] It is to the development of some vital interest—whether by parental training or the accident of a favourable environment—that is due the often observed absence of laziness in children that are handicapped by adenoids, eye trouble, etc. This does not mean that the parent should neglect to have such handicaps removed as soon as possible; no matter how “interested” a child may be, the correction of remediable physical defects is of importance to his welfare and progress.