To aid a child to become himself and a brother it is necessary to protect him against the violent and destructive action of the forces of disorder. These forces are exterior and interior. Every child is menaced from without not only by material dangers but by the meddlesomeness of alien wills; and from within, by an exaggerated idea of his own personality and all the fancies it breeds. There is a great outward danger which may come from the abuse of power in educators. The right of might finds itself a place in education with extreme facility. To educate another, one must have renounced this right, that is to say, made abnegation of the inferior sentiment of personal importance, which transforms us into the enemies of others, even of our own children. Our authority is beneficent only when it is inspired by one higher than our own. In this case it is not only salutary, but also indispensable, and becomes in its turn the best guarantee against the greater peril which threatens the child from within--that of exaggerating his own importance. At the beginning of life the vividness of personal impressions is so great, that to establish an equilibrium, they must be submitted to the gentle influence of a calm and superior will. The true quality of the office of educator is to represent this will to the child, in a manner as continuous and as disinterested as possible. Educators, then, stand for all that is to be respected in the world. They give to the child impressions of that which precedes it, outruns it, envelops it: but they do not crush it; on the contrary, their will and all the influence they transmit, become elements nutritive of its native energy. Such use of authority as this, cultivates that fruitful obedience out of which free souls are born. The purely personal authority of parents, masters and institutions is to the child like the brushwood beneath which the young plant withers and dies. Impersonal authority, the authority of a man who has first submitted himself to the time-honored realities before which he wishes the individual fancy of the child to bend, resembles pure and luminous air. True it has an activity, and influences us in its manner, but it nourishes our individuality and gives it firmness and stability. Without this authority there is no education. To watch, to guide, to keep a firm hand--such is the function of the educator. He should appear to the child not like a barrier of whims, which, if need be, one may clear, provided the leap be proportioned to the height of the obstacle; but like a transparent wall through which may be seen unchanging realities, laws, limits, and truths against which no action is possible. Thus arises respect, which is the faculty of conceiving something greater than ourselves--respect, which broadens us and frees us by making us more modest. This is the law of education for simplicity. It may be summed up in these words: to make _free_ and _reverential_ men, who