individuality, and the pressing
need of various information, break the power of custom, and render a
different method necessary. The larger the city is, the more free is the
individual in it from the restraints of customs, the less subjected to
curious criticism, and the more able is he to give play to his own
idiosyncrasies. This, however, is a freedom which needs the counterpoise
of a more exact training in conventionalities, if we would not have it
dangerous. Hence the rapid multiplication of educational institutions
and systems in modern times (one chief characteristic of which is the
development of urban life). The ideal Telemachus of Fenelon differs very
much from the real Telemachus of history. Fenelon proposed an education
which trained a youth to reflect, and to guide himself by reason. The
Telemachus of the heroic age followed the customs ("use and wont") of
his times with _naive_ obedience. The systems of Education once
sufficient do not serve the needs of modern life, any more than the
defenses once sufficient against hostile armies are sufficient against
the new weapons adopted by modern warfare.

Sec. 18. The problem with which modern Education has to deal may be said,
in general terms, to be the development in the individual soul of the
indwelling Reason, both practical (as will) and theoretical (as
intellect). To make a child good is only a part of Education; we have
also to develop his intelligence. The sciences of Ethics and Education
are not the same. Again, we must not forget that no pupil is simply a
human being, like every other human being; he is also an individual, and
thus differs from every other one of the race. This is a point which
must never be lost sight of by the educator. Human beings may be--nay,
must be--educated in company, but they cannot be educated simply in the
mass.

Sec. 19. Education is to lead the pupil by a graded series of exercises,
previously arranged and prescribed by the educator, to a definite end.
But these exercises must take on a peculiar form for each particular
pupil under the special circumstances present. Hasty and inconsiderate
work _may_, by chance, accomplish much; but no work which is not
_systematic_ can advance and fashion him in conformity with his tenure,
and such alone is to be called Education; for Education implies both a
comprehension of the end to be attained and of the means necessary to
compass that end.

Sec. 20. Culture, however, means more an