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 step, with things—with the actual circumstances of human life. And above all let care be taken to bring them to a clear and objective view of the world as it is, to educate them always to derive their ideas directly from real life, and to shape them in conformity with it—not to fetch them from other sources, such as books, fairy tales, or what people say, and then to apply them ready-made to real life. For this will mean that their heads are full of wrong notions, and that they will either see things in a false light or try in vain to remodel the world to suit their views, and so enter upon false paths; and that, too, whether they are only constructing theories of life or engaged in the actual business of it. It is incredible how much harm is done when the seeds of wrong notions are laid in the mind in those early years, later on to bear a crop of prejudice; for the subsequent lessons which are learned from real life in the world have to be devoted mainly to their extirpation. To unlearn the evil was the answer, according to Diogenes Laertius, Antisthenes gave, when he was asked what branch of knowledge was most necessary; and we can see what he meant.

No child under the age of fifteen should receive instruction in subjects which may possibly be the vehicle of serious error, such as philosophy, religion, or any other branch of knowledge where it is necessary to take large views; because wrong notions imbibed early can seldom be rooted out, and of all the intellectual faculties, judgment is the last to arrive at maturity. The child should give its attention