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It cannot be said that the mother has until very recently liked education. She has suffered from the prejudice that afflicted her own mother, who thought that because she had worked samplers all girls must work samplers; the “old” woman’s daughter, because she went to Cheltenham, tends to think that her little girl ought to go to Cheltenham. It is human rather than feminine, for generations follow one another at Eton and at Harvard. But more than feminine, I think it is masculine because, until very recently, woman has disliked education, while man has treated it with respect; he has not loved it for its own sake, but because he thought that nam et ipsa scientia potestas est. Not a very high motive, but still the future will preoccupy itself very little with the reasons for which we did things; it will be glad enough if we do them. Perhaps we may yet turn the edges of swords on the blasts of rhetoric.

An immediate consequence of the growth of education has been a change in the status of the child. It is no longer property, for how can one prevent a child from pulling down the window sash at night when it knows something of ventilation? Or give it an iron tonic when it realizes that full-blooded people cannot take iron? The child has changed; it is no longer the creature that, pointing to an animal in the field, said, “What’s that?” and the reply being, “A cow”, asked “Why?” The child is perilously close to asking whether the animal is carnivorous or herbivorous. That makes coercion very difficult. But I do not think that the modern parent desires to coerce as much as did his forbear. Rather he desires to develop the child’s personality, and in its early years this leads to horrid results, to children being “taught to see the beautiful” or “being made to realize the duties of a citizen.” We are in for a generation made up half of bulbous-headed, bespectacled precocities, and half of barbarians who are “realizing their personality” by the continual use of “shall” and “shan’t.” This will pass as all things pass, the old child and the rude child, just like the weak parent after the brute parent, and it is enough that the new generation points to another generation, for there seldom was a time that was not better than its father and the herald of a finer son.

Generally the parent will help, for his new attitude can be expressed in a phrase. He does not say, “I am master”, but, “I am responsible.” He has begun to realize that the child is not a regrettable accident or a little present from Providence; he is beginning to look upon the care of the child as a duty. He has extended the ideal of citizenship, born in the middle of the nineteenth century, which was “to leave the world a little better than he found it”; he has passed on to wanting his son to be a little richer than he was, and a little more learned; he is coming to want his son to be a finer and bolder man; he will come in time to want his daughter to be a finer and bolder woman, which just now he bears pretty well. His wife is helping him a great deal because she is escaping from her home ties to the open trades and professions, to the entertainments of psychic, political, and artistic lectures which make of her head a waste paper basket of intellect, but still create in that head a disturbance far better than the ancient and cow-like placidity. The modern mother is often too much inclined to weigh the baby four times a day, to feed it on ozoneid, or something equally funny, to expose as much of its person as possible, to make it gaze at Botticelli prints when in its bath. She will no doubt want it to mate eugenically, in which she will probably be disappointed, for love laughs at Galtons; but still, in her struggle against disease and wooden thinking, she will have helped the child by giving it something to discard better than the old respects and fears. The modern mother has begun to consider herself as a human being as well as a mother; she no longer thinks that