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Education 157
a false means. He thought that the real sign
of talent in a boy, auspicious for his future
career, was his desire to work for work’s sake.
He declared that the real aim of instruction
should be to show him his own proper and
special gifts, to strengthen them in him, not
to spur him on to an empty competition
with those who were plainly his superiors in
capacity.
Moreover it ought not to be forgotten that
success and failure involve of themselves their
own punishment and their own reward, the
one bitter, the other sweet enough to secure
in a natural way increased strength, care,
prudence, and endurance. It is completely
unnecessary for the educator to use, besides
these, some special punishments or special re-
wards, and so pervert the conceptions of
the child that failure seems to him to be a
wrong, success on the other hand as the
right.
No matter where one turns one’s gaze, it is
notorious that the externally encouraging or
awe-inspiring means of education, are an ob-
stacle to what are the chief human character-
istics, courage in oneself and goodness to
others.
A people whose education is carried on by
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