So much for the use of the subject-matter in interpretation. Its further employment in direction or guidance is but an expansion of the same thought. To interpret the fact is to see it in its vital movement, to see it in its relation to growth. But to view it as a part of a normal growth is to secure the basis for guiding it. Guidance is not external imposition. _It is freeing the life-process for its own most adequate fulfilment._ What was said about disregard of the child's present experience because of its remoteness from mature experience; and of the sentimental idealization of the child's naive caprices and performances, may be repeated here with slightly altered phrase. There are those who see no alternative between forcing the child from without, or leaving him entirely alone. Seeing no alternative, some choose one mode, some another. Both fall into the same fundamental error. Both fail to see that development is a definite process, having its own law which can be fulfilled only when adequate and normal conditions are provided. Really to interpret the child's present crude impulses in counting, measuring, and arranging things in rhythmic series involves mathematical scholarship--a knowledge of the mathematical formulae and relations which have, in the history of the race, grown out of just such crude beginnings. To see the whole history of development which intervenes between these two terms is simply to see what step the child needs to take just here and now; to what use he needs to put his blind impulse in order that it may get clarity and gain force.