of education, to add to its own efficiency by adding to that of each and
all of its members. This demands, however, that every individual should
be able to meet in an intelligent way such situations as he is likely to
encounter in his community life. Although carried on, therefore, for the
good of the state, yet education should be democratic, or universal, and
should fit every individual to become a useful member of society.

=These Views Purely Civic.=--It is to be noted that though the latter
view provides for the education of all as a duty of the state, yet both
of the above views are purely civic in their significance, and hold that
education exists for the welfare of the state as a whole and not for the
individual. If, therefore, the state could be benefited by having the
education of any class of citizens either limited or extended in an
arbitrary way, nothing in the above conception of the purpose of state
education would forbid such a course.


INDIVIDUALISTIC VIEWS

Opposed to the civic view of education, many hold, on the other hand,
that education exists for the child and not for the state, and
therefore, aims primarily to promote the welfare of the individual. By
these educators it is argued that, since each child is created with a
separate and distinct personality, it follows that he possesses a divine
right to have that personality developed independently of the claims of
the community to which he belongs. According to this view, therefore,
the aim of education should be in each case solely to effect some good
for the individual child. These educators, however, are again found to
differ concerning what constitutes this individual good.