nine parts of ten are what they are, good or evil, useful or not, by their education. 'Tis that which makes the great difference in mankind."[1]
But we must recognise that the influence of education is limited in two respects, (a) As we have seen, there is no convincing evidence that the individual transmits to his offspring the special qualities which he has himself acquired during his life. Therefore, from the standpoint of heredity, the influence of education is very largely confined to the individual. None of the special virtues or specific abilities which he acquires will be perpetuated in the race.[2] On the other hand, it is an inspiration to the teacher to know that the child whom he has to train is never hopelessly corrupted by the acquired vices of his parents. (b) Again, the influence of education may be limited by the other forces which, along with it, constitute the social environment. The teacher may indeed manipulate the rest of the environment to some extent; but he can rarely secure that the environment as a whole will second his aims. The unfavourable environment of home and companions may counteract all his efforts.
Yet, in spite of these limitations, the dynamic influence of education can hardly be over-estimated. It is the teacher's duty and privilege to utilise all the help that heredity and environment can give.
(1) It will add to the fascination, as well as to the usefulness, of teaching to study the heredity
- ↑ Some Thoughts Concerning Education, par. 1.
- ↑ But cf. supra, p. 34.
