struction, and although a very great deal more liberty than is customary can be allowed without loss to instruction, yet it is clear that some departure from complete liberty is unavoidable if children are to be taught anything, except in the case of unusually intelligent children who are kept isolated from more normal companions. This is one reason for the great responsibility which rests upon teachers: the children must, necessarily, be more or less at the mercy of their elders, and cannot make themselves the guardians of their own interests. Authority in education is to some extent unavoidable, and those who educate have to find a way of exercising authority in accordance with the spirit of liberty.
Where authority is unavoidable, what is needed is reverence. A man who is to educate really well, and is to make the young grow and develop into their full stature, must be filled through and through with the spirit of reverence. It is reverence towards others that is lacking in those who advocate machine-made cast-iron systems: militarism, capitalism, Fabian scientific organization, and all the other prisons into which reformers and reactionaries try to force the human spirit. In education,
