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Education 119
by attempting to make them respectable and
useful members of society.
But the only correct starting point, so far!
as a child’s education in becoming a social hu-
man being is concerned, is to treat him as such^
while strengthening his natural disposition to
become an individual human being.
j
The new educator will, by regularly or-
dered experience, teach the child by degrees
his place in the great orderly system of exist-
ence; teach him his responsibility towards his
environment. But in other respects, none of
the individual characteristics of the child ex-
pressive of his life will be suppressed, so long
as they do not injure the child himself, or
others. The right balance must be kept be-
tween Spencer’s definition of life as an adapta-
tion to surrounding conditions, and Nietzsche’s
definition of it as the will to secure power.
In adaptation, imitation certainly plays a
great role, but individual exercise of power
is just as important. Through adaptation life
attains a fixed form ; through exercise of power,
new factors.
Thoughtful people, as I have already stated,
talk a good deal about personality. But they
are, nevertheless, filled with doubts when their
children are not just like all other children;
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