ore, is the corner-stone of this
new structure of goodness; but even that organization would be in vain
without the _liberty_ to make use of it, and without freedom for the
expansion of all those energies which spring from the satisfaction of
the child's highest activities.

Has not a similar phenomenon occurred also in the history of man? The
history of civilization is a history of successful attempts to
organize work and to obtain liberty. On the whole, man's goodness has
also increased, as is shown by his progress from barbarism to
civilization, and it may be said that crime, the various forms of
wickedness, cruelty and violence have been gradually decreasing during
this passage of time.

The _criminality_ of our times, as a matter of fact, has been compared
to a form of _barbarism_ surviving in the midst of civilized peoples.
It is, therefore, through the better organization of work that society
will probably attain to a further purification, and in the meanwhile
it seems unconsciously to be seeking the overthrow of the last
barriers between itself and liberty.

If this is what we learn from society, how great should be the results
among little children from three to six years of age if the
organization of their work is complete, and their freedom absolute? It
is for this reason that to us they seem so good, like heralds of hope
and of redemption.

If men, walking as yet so painfully and imperfectly along the road of
work and of freedom, have become better, why should we fear that the
same road will prove disastrous to the children?

Yet, on the other hand, I would not say that the goodness of our
little ones in their freedom will solve the problem of the absolute
goodness or wickedness of man. We can only say that we have made a
contribution to the cause of goodness by removing obstacles which were
the cause of violence and of rebellion.

Let us "render, therefore, unto Caesar the things that are Caesar's, and
unto God the things that are God's."

THE END

Transcriber's Note:

Illustrations have been moved closer to their relevant paragraphs.

The page numbers in the List of Illustrations do not reflect the new
placement of the illustrations, but are as in the original.

The list of "didactic material for the _education of the senses_" on
pages 18-19 is missing item (j) as in the original.

Author's archaic and variable spelling is preserved.

Author's punctuation style is