hich distinguishes the
botanist from the ordinary gardener, and it is _exact_ and scientific
language which characterizes the trained observer.

Now, the scientist who has developed special qualities of observation
and who "possesses" an order in which to classify external objects
will be the man to make scientific _discoveries_. It will never be he
who, without preparation and order, wanders dreaming among plants or
beneath the starlit sky.

In fact, our little ones have the impression of continually "making
discoveries" in the world about them; and in this they find the
greatest joy. They take from the world a knowledge which is ordered
and inspires them with enthusiasm. Into their minds there enters "the
Creation" instead of "the Chaos"; and it seems that their souls find
therein a divine exultation.

FREEDOM

The success of these results is closely connected with the delicate
intervention of the one who guides the children in their development.
It is necessary for the teacher to _guide_ the child without letting
him feel her presence too much, so that she may be always ready to
supply the desired help, but may never be the obstacle between the
child and his experience.

A lesson in the ordinary use of the word cools the child's enthusiasm
for the knowledge of things, just as it would cool the enthusiasm of
adults. To keep alive that enthusiasm is the secret of real
guidance, and it will not prove a difficult task, provided that
the attitude towards the child's acts be that of respect, calm and
waiting, and provided that he be left free in his movements and in
his experiences.

Then we shall notice that the child has a personality which he is
seeking to expand; he has initiative, he chooses his own work,
persists in it, changes it according to his inner needs; he does not
shirk effort, he rather goes in search of it, and with great joy
overcomes obstacles within his capacity. He is sociable to the extent
of wanting to share with every one his successes, his discoveries, and
his little triumphs. There is therefore no need of intervention. "Wait
while observing." That is the motto for the educator.

Let us wait, and be always ready to share in both the joys and the
difficulties which the child experiences. He himself invites our
sympathy, and we should respond fully and gladly. Let us have endless
patience with his slow progress, and show enthusiasm and gladness at
his successes. If we could say: "We