It is Nature, "creation," which regulates all these things. If we are convinced of this, we must admit as a principle the necessity of "not introducing obstacles to natural development"; and instead of having to deal with many separate problems--such as, what are the best aids to the development of character, intelligence and feeling?--one single problem will present itself as the basis of all education: How are we to give the child freedom? In according this freedom we must take account of principles analogous to those laid down by science for the forms and functions of the body during its period of growth; it is a freedom in which the head, the nose, and the ears will attain the highest beauty, and the gait the utmost perfection possible to the congenital powers of the individual. Thus here again liberty, the sole means, will lead to the maximum development of character, intelligence and sentiment; and will give to us, the educators, peace, and the possibility of contemplating the miracle of growth. This liberty will further deliver us from the painful weight of a fictitious responsibility and a dangerous illusion. Woe to us, when we believe ourselves responsible for matters that do not concern us, and delude ourselves with the idea that we are perfecting things that will perfect themselves quite independently of us! For then we are like lunatics; and the profound question arises: What, then, is our true mission, our true responsibility? If we are deceiving ourselves, what is indeed the truth? And what sins of omission and of commission must be laid to our charge? If, like Chanticleer, we believe that the sun rises in the morning because the cock has crowed, what duties shall we find when we come to our senses? Who has been left destitute, because we ourselves have forgotten "to eat our true bread"? The history of the "physical redemption" of the infant has a sequel for us which is highly instructive. Hygiene has not been confined to the task of anthropological demonstration, such as that which not only made generally known, but convinced every one, that the body develops spontaneously; because, in reality, the question of infant welfare was not concerned with the more or less perfect forms of the body. The real infantile question which called for the intervention of science was the alarming mortality among infants. It certainly seems strange in these days to consider this fact: that, at the period when infantile diseases made the greatest ravages, people were not nearly so much concerned with infantile mortality as with the shape of the nose or the straightness of the legs, while the real question--literally a question of life and death--passed unobserved. There must be many persons who, like myself, have heard such dialogues as this: "I have had great experience in the care of children; I have had nine." "And how many of them are living?" "Two." And nevertheless this mother was looked upon as an authority!