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
members.

=A Caution.=--While emphasizing the social, or moral, character of the
aim of education, it is to be borne in mind by the educator that this
implies more than a passive possession by the individual of a certain
moral sentiment. Man is truly moral only when his moral character is
functioning in goodness, or in _right action_. This is equivalent to
declaring that the moral man must be individually efficient in action,
and must likewise control his action from a regard for the rights of
others. There is always a danger, however, of assuming that the
development of moral character consists in giving the child some
passive mark, or quality, without any necessity of having it continually
functioning in conduct. But this reduces morality to a mere sentiment.
In such a case, the moral aim would differ little from the cultural aim
mentioned above.

CHAPTER VII

DIVISIONS OF EDUCATIONAL STUDY

CONTROL OF EXPERIENCE

=Significance of Control.=--From our previous inquiry into the nature of
education,