The emphasis upon freedom in education, upon the child's inalienable right to develop and expand without rigid supervision or direction, makes a fundamental assumption which the anthropologist is constrained to question. The educationist who pleads for the free development of the child presumes that such free development is possible, that the growing individual left alone, given no harsh and restricting directions, will develop into a type of personality and a type of thought valuable in themselves, valuable both to the community and to the individual. Such theorists do permit the educator to provide the child with materiais, raffia and cardboard, clay, crayons, wood, wire, the raw materials with which the plastic and graphic arts have worked throughout human history. But they are not equally generous in recommending models. The child should be left with the raw materiais to evolve out of his own head something new and artistic and important. Or, if the child is permitted models, they must be forms upon which other civilizations have based their artistic and social development, never the forms which are germane to our own tradition.