=But truer Educational Thought results in Worthier Character.=—After all allowances for ebb and flow, for failure here and mistake there, truer educational thought must of necessity result in an output of more worthy character. For one thing, this very arbitrariness arose from limitations. Parents knew that they must govern. Righteous Abraham, who ruled his house, was their ensample; and it is far easier to govern from a height, as it were, than from the intimacy of close personal contact. But you cannot be quite frank and easy with beings who are obviously of a higher and of another order than yourself; at least, you cannot when you are a little boy. And here we have one cause of the inscrutable reticence of children. At the best of times they carry on the busy traffic of their own thoughts all to themselves. We can all recollect the pathetic misgivings of our childish days which a word would have removed, but which yet formed the secret history of years of our lives. Mrs Charles, in her autobiography, tells us how her childhood was haunted by a distressing dream. She dreamed that she had lost her mother and hunted for her in vain for hours in the rooms and endless corridors of a building unknown to her. Her distress was put down to fear of ‘the dark’ and she never told her tender mother of this trouble of the night. Probably no degree of loving intimacy will throw the closed doors of the child’s nature permanently ajar, because, we may believe, the burden of the mystery of all this unintelligible world falls early upon the conscious soul, and each of us must beat out his conception of life for himself. But it is much to a child to know that he may question, may talk of the thing that perplexes him, and that there is comprehension for his perplexities. Effusive sympathy is a mistake, and bores a child when it does not make him silly. But just to know that you can ask and tell is a great outlet, and means, to the parent, the power of direction, and to the child, free and natural development.