ward and spiritual process,
the evolution of the youthful mind. Just as in the sphere of religion
it is postulated as a self-evident truth that righteousness is not
its own reward, nor iniquity its own punishment,--so in the sphere of
education it is postulated as a self-evident truth, that knowledge is
not its own reward, nor ignorance its own punishment. And just as in
the sphere of religion the appeal to Man's selfish hopes and ignoble
fears has generated a radical misconception of the meaning and
purpose of righteousness, which has caused his moral and spiritual
energies to be diverted into irreligious or anti-religious channels,
to the detriment of his inward and spiritual growth,--so in the
sphere of education the appeal to the child's selfish desires and
ignoble fears has generated a radical misconception of the meaning
and purpose of knowledge, which has caused his mental energies to be
diverted into uneducational channels, to the detriment of his mental
growth. In each case the scheme of rewards and punishments, acting
like an immense blister, when applied to a healthy body, draws to the
surface the life-blood which ought to nourish and purify the vital
organs of the soul (or mind), thereby impoverishing the vital
organs, and inflaming and disfiguring the surface. For if the surface
life, with its outward and visible "results," is to be happy and
productive, the health of the vital organs must be carefully
maintained. This is the fundamental truth which those who control
education in the West have persistently ignored.

The system of education which I have tried to describe is a practical
embodiment of the ideas that govern the popular philosophy of the
West. One who had studied that philosophy, and who wished to
ascertain what provision it made for the education of the young,
would in the course of his inquiry construct _a priori_ the precise
system of education which is in vogue in all Western countries.
The supposed relation between God and his fallen and rebellious
offspring, Man, is obviously paralleled by the relation between the
teacher and the child; and it is therefore clear that the supposed
dealings of God with Man ought to be paralleled by the dealings of
the teacher with the child. That they are so paralleled--that
salvation by machinery has found its most exact counterpart in
education by machinery--the history of education has made abundantly
clear.

Whatever else the current system of educati