reality be opposed to the good of society, and that whenever the child
has in his nature any tendencies which conflict with the good of others,
these do not represent his true, or social, nature. For education to
suppress these, therefore, is not only fitting the child for society but
also advancing the development of the child so far as his higher, or
true, nature is concerned. Thus the true view of the purpose of the
school and of education will be a social, or eclectic, one, representing
the element of truth contained in both the civic and the individualistic
views. In the first place, such a view may be described as a civic one,
since it is only by considering the good of others, that is of the
state, that we can find a standard for judging the value of the child's
tendencies. Moreover, it is only by using the forms of experience, or
knowledge, that the community has evolved, that conditions can be
provided under which the child's tendencies may realize themselves.
Secondly, the true view is equally an individualistic view, for while it
claims that the child is by his nature a social being, it also demands a
full development of the social or moral tendencies of the individual, as
being best for himself as well as for society.

=This View Dynamic.=--In such an eclectic view of the aim of education,
it is to be noted further that society may turn education to its own
advancement. By providing that an individual may develop to his
uttermost such good tendencies as he may possess, education not only
allows the individual to make the most of his own higher nature, but
also enables him to contribute something to the advancement, or
elevation, of society itself. Such a conception of the aim of education,
therefore, does not view the present social life as some static thing to
which the child must be adapted in any formal sense, but as dynamic, or
as having the power to develop itself in and through a fuller
development of the higher and better tendencies within its individual