Every one has heard something of the new teaching--which, by the way, sheds clearer light over Froebel's warning against arbitrary interference--viz. that a great part of the nervous instability which affects our generation is due to the thwarting and checking of the natural impulses of early years. But this new school also gives us something positive, and reinforces older doctrines by telling us to integrate behaviour. "This matter of the unthwarted lifelong progress of behaviour integration is of profound importance, for it is the transition from behaviour to conduct. The more integrated behaviour is harmonious and consistent behaviour toward a larger and more comprehensive situation, toward a bigger section of the universe; it is lucidity and breadth of purpose. The child playing with fire is only wrong conduct because it is behaviour that does not take into account consequences; it is not adjusted to enough of the environment; it will be made right by an enlargement of its scope and reach."[19] All selfish conduct, all rudeness and roughness come from ignorance; we are all more or less self-centred, and the child's consciousness of self has to be widened, his scope has to be enlarged to sympathy with the thoughts, feelings and desires of other selves. "The sane man is the man who (however limited the scope of his behaviour) has no such suppression incorporated in him. The wise man must be sane and must have scope as well."[20] [Footnote 19: _The Freudian Wish_, Edwin Holt.] [Footnote 20: _The Freudian Wish_, Edwin Holt.] Professor Earl Barnes always used to describe the child mind as "scrappy." How can we best aid development into the wholeness or healthiness and the scope of sanity and wisdom? For it may well be that this widening and ordering of experience, of consciousness, of behaviour into moral behaviour is our most important task as teachers. Froebel emphasised the "crying need" for connection of school and life, pointing out how the little child desires to imitate and the older to share in all that, as Professor Dewey puts it, is "surcharged with a sense of the mysterious values that attach to whatever their elders are concerned with." This is one of the points to which Professor Dewey called attention in his summing up of Froebel's educational principles, this letting the child reproduce on his own plane the typical doings and occupations of the larger, maturer society into which he is finally to go forth. It is in this connection that he says the Kindergarten teacher has the opportunity to foster that most important "sense of continuity." In simple reproduction of the home life while there is abundant variety, since daily life may bring us into contact with all the life of the city or of the country, yet, because the work is within a whole, "there is opportunity to foster that sense which is at the basis of attention and of all intellectual growth, a sense of continuity."