end it away to
be with other children and to get in and out of mischief, and in and
out of danger. Forget your child altogether as much as possible.

All this is the active and strenuous business of parents, and must not
be shelved off on to strangers. It is the business of parents
_mentally_ to forget but dynamically never to forsake their children.

It is no use expecting parents to know _why_ schools are closed, and
_why_ they, the parents, must be quite responsible for their own
children during the first ten years. If it is quite useless to expect
parents to understand a theory of relativity, much less will they
understand the development of the dynamic consciousness. But why should
they understand? It is the business of very few to understand and for
the mass, it is their business to believe and not to bother, but to be
honorable and humanly to fulfill their human responsibilities. To give
active obedience to their leaders, and to possess their own souls in
natural pride.

Some must understand why a child is not to be mentally educated. Some
must have a faint inkling of the processes of consciousness during the
first fourteen years. Some must know what a child beholds, when it
looks at a horse, and what it means when it says, "Why is grass
green?" The answer to this question, by the way, is "Because it is."

The interplay of the four dynamic centers follows no one conceivable
law. Mental activity continues according to a law of co-relation. But
there is no logical or rational co-relation in the dynamic
consciousness. It pulses on inconsequential, and it would be
impossible to determine any sequence. Out of the very lack of sequence
in dynamic consciousness does the individual himself develop. The
dynamic abstraction of a child's precepts follows no mental law, and
even no law which can ever be mentally propounded. And this is why it
is utterly pernicious to set a child making a clay relief-map of its
own district, or to ask a child to draw conclusions from given
observations. Dynamically, a child draws no conclusions. All things
still remain dynamically possible. A conclusion drawn is a nail in the
coffin of a child's developing being. Let a child make a clay
landscape, if it likes. But entirely according to its own fancy, and
without conclusions drawn. Only, let the landscape be vividly
made--always the discipline of the soul's full attention. "Oh, but
where are the factory chimneys?"--or else--"Why have you l