So the duty of the parent is to "look as deeply as possible into the life of the child to see what he requires for his present stage of development," and then to "scrutinise the environment to see what it offers ... to utilise all possibilities of meeting normal needs," to remove what is hurtful, or at least to "admit its defects" if they cannot give the child what his nature requires. "If parents offer what the child does not need," he says, "they will destroy the child's faith in their sympathetic understanding." The educator is to "bring the child into relations and surroundings in all respects adapted to him" but affording a minimum of opportunity of injury, "guarding and protecting" but not interfering, unless he is certain that healthy development has already been interrupted. It is somewhat remarkable that Froebel anticipated even the conclusions of modern psycho-analysis in his views about childish faults. "The sources of these," he says, are "neglect to develop certain sides of human life and, secondly, early distortion of originally good human powers by arbitrary interference with the orderly course of human development ... a suppressed or perverted good quality--a good tendency, only repressed, misunderstood or misguided--lies at the bottom of every shortcoming." Hence the only remedy even for wickedness is to find and foster, build up and guide what has been repressed. It may be necessary to interfere and even to use severity, but only when the educator is sure of unhealthy growth. The motto of the biologist on the subject of interference--"When in doubt, refrain"--exactly expresses Froebel's doctrine of "passive or following" education, following, that is, the nature of the child, and "passive" as opposed to arbitrary interference.