ground authority under its heel, but when this extremity had been passed, the problem became how to harmonize the individual with society, and to develop personality progressively in keeping with its environment. Thus the nineteenth and twentieth centuries have put forth conscious efforts to justify the eighteenth and to bring out and develop the positions barely hinted at in its negations. It is not alone the individual as such that has been of interest in the modern period, but more and more the individual in relation to the social whole to those of society. Which he belongs, as only in this way can the value of his activities be estimated.

The present tendencies in education seem to har

monize the individual

interests with

This is revealed in the works of those who followed Rousseau, and especially in the attempts of recent educational philosophers to frame a definition of educations of educa- tion that shall recognize the importance of affording tion show this. latitude to the individual without losing sight of the

Recent defini

welfare of the social environment in connection with which his efforts are to function. Thus Butler, though recognizing the individual factor, especially stresses the social by declaring education to be "the gradual adjustment of the individual to the spiritual possessions of the race." Then he further declares: "When we hear it sometimes said, 'All education must start from the child,' we must add, 'Yes, and lead into human civilization;' and when it is said on the other hand that 'all education must start from a traditional past,' we must add, 'Yes, and be adapted to the child."" And the balance between the two factors of the individual and society is even more explicitly preserved in Dewey's statement "that the psychological and social sides are organically related, and that education cannot be re

garded as a compromise between the two, or a superimposition of one upon the other." In the same way Bagley has made 'social efficiency' the main aim in educating the individual to-day, and both elements are carefully considered by all modern writers in discussing educational values. Thus the central problem in education of the twentieth and succeeding centuries is to be a constant reorganization of the curriculum and methods The educational problem of teaching, and this reconstruction must be such as to of the future. harmonize a due regard for the progressive variations of the individual with the welfare of the conservative institutions of society. It must include a continual effort to hand on the intellectual possessions of the race, but also to stimulate all individuals to add some modification or new element to the product. In this way there may develop unending possibilities for both the individual and society.

SUPPLEMENTARY READING

Graves, F. P., History of Education before the Middle Ages (Macmillan, 1909), chap. XII; History of Education during the Transition (Macmillan, 1910), chap. XXIII; History of Education in Modern Times (Macmillan, 1913), chap. XII; Monroe, P., Textbook in the History of Education (Macmillan, 1905), chap. X.

INDEX

447