[4] Principles of Heredity, by G. Archdall Reid, p. 235.
[5] Cf. Herbert Spencer, Education, especially chap. i.
CHAPTER III
THE END OF EDUCATION
We have seen that the process of education is the process of acquiring and organising experiences that will function in the determination of future conduct and ensure the more efficient performance of future action; or we may say that the process is one by which means are gradually established and fixed in the mind for the attainment of ends of value for the realisation of the varied and complex interests of life.
Now, this acquisition and organisation of experience is never entirely "left to the blind control of inherited impulse," nor is the child wholly left to gather and organise his experiences upon the incentive of any innate or acquired interest that may for the time engage his will. The various agencies of society—the home, the school, the shop and yard—are ever constantly seeking to establish such or such systems of ideas, and to prevent the formation of other systems. Hence it follows that education is not a mere natural process—not a process of acquiring experience in response to the demands of this or that natural need, but that it is a regulated process, controlled with the view of finally leading the child to acquire certain experiences, to organise certain systems of means for the attainment of such or such ends.
Moreover, at various periods in history, the end or ends of education, the kinds of experience thought necessary and valuable for the child to acquire have varied, and still vary, and must vary according to the nature of the civilisation into which the child is born and to which his education must somehow or other adjust him; i.e., there is no one type of experience, no one kind of education, which is equally suited to meet the needs of the child born in a modern industrial State and the child whose education must fit him hereafter to fulfil his duties as a member of a savage tribe.
Further, in determining the nature of the experiences useful to acquire, we must take into account not only the civilisation to which the child is to be adjusted, but we must also take note of the nature of the services which the given society requires of its adult members. These services vary in character, and there can be no one kind of education which equally fits the individual to perform efficiently any and every service. To postulate this would be to affirm that there is a kind of experience useful for the realisation indifferently of any and every purpose of adult life, and to affirm that a system of knowledge acquired and organised for the attainment of certain definite ends can be used for the furtherance of ends different in character and having no intrinsic connection with each other. Further, to assert that there is one type of education equally suited to train and to develop the reason-activity of the individual in every direction is to neglect the fact that individuals differ in innate capacity. These differences are due in part to differences in the extent and character of the receptive powers of individuals, and are to be traced, probably, to differences in the size and constitution of the sensory areas of the brain, and are due also in part to inborn differences in the capacity for acquiring and utilising experiences. As a consequence of these differences one individual will acquire and organise certain kinds of experience more readily than others.