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212 The Century of the Child
struct it. The rights of others must not be
approached too close. The limits, where the
rights of others can be affected, must be main-
tained, even enlarged.
This humanising process will be introduced
into the schools, when scholars are no longer
regarded as classes, but each individual for
himself. The schools will then commence to
fulfil one of the many conditions necessary to
give young people real nourishment and so de-
velop them and make them happy.
Such a school life will make its first aim to
discover in early years uncommon talent, to
direct such talent to special studies.
Secondly, for those who lack definite talent,
a plan of study will be arranged, in which their
individuality too can be developed, and their
intellectual tension increased. This condition
is, if possible, more important than the first,
for unusual talents are accompanied by greater
power of self-conservation. Ordinaiy or lesser
talented people, i.e.^ the larger majority, are
rather confused by a plurality of studies and
are much easier impaired, as personalities, by
the uniformity of tlie prevailing system.
The rights of unusually gifted people, and
those of other classes too, can be considered
when, as mentioned above, the school curricu-
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