Take some examples of the worst blunders of this type; the small child is often called vain who studies, full of interest, his own identity in the glass; the child who, from fear or confusion at a hard or incomprehensible question, does not answer or obey is called stubborn; the child that cannot explain his actions in those small things which adults every day entirely forget is looked upon as lying; and even before the child has a conception of the right of property, when he pilfers, he is called thievish. The child who says that he knows that he is naughty, and wants to be naughty, is called obdurate and impertinent, while this statement is really a self-confession and shows a character to which one may appeal with the best results. The child, sunk in thought, who forgets the small things of daily life, people call thoughtless. Even when a child is really selfish and is really lying or lazy, these characteristics are treated as if they were something individual, while actually they are caused often by some serious fault which must be dealt with. These characteristics can proceed from a good quality which may be destroyed, if the fault is not treated suitably. But even parents who now observe their children with more psychological insight than was used in earlier times are not able to study them, if their children go to school and kindergarten at an early age. This want of insight produces mistakes which often cause deep antagonisms between children and their parents, the sort of thing which now embitters so many households. Only fathers and mothers who reverence the individuality of their children, and combine with this feeling a careful observation of them through their whole life, are able to avoid this typical fault of our own time. People expect to gather grapes from thistles, instead of being satisfied with haws. Parents must see that they cannot create where there is no material to be created. But they must be capable of developing the characteristics which they discover in the nature of their children. This work they must undertake with optimism and resignation, for it represents the teaching of real psychological study. This will stop those efforts, painful alike for children and parents, that are applied in directions which offer no reward to effort. But the study of the psychology of the child, begun at its birth, continued in its play, its work, its rest, means a daily comparative study, and requires the undivided attention of one person. It can only be done by a person who has charge of but a few children; in a crowd it is impossible. It is all the more impossible because children in a crowd resemble one another more or less; and this makes observation more difficult.