, foster, and establish on a
permanent and stable basis, interests of ethical and social worth.

4. The power of reason is no occult power: it is simply the
capacity for finding and establishing systems of means for the
attainment of ends; or it may be defined as the power of acquiring
experience and of self-applying this experience in the future
guidance of conduct.

5. The evolution of intelligence in man is the evolution of this
reason-activity to the attainment of new and more complex
theoretical and practical ends or interests. At an early stage the
systems of knowledge established are for the attainment of the
relatively simple needs of life, and are composed of perceptual and
imagined elements. At a later stage the systems formed may be of
the most complex nature, and are composed of conceptual elements.

6. Man is the only being capable of education in the strict usage
of the term. He alone must acquire the means for the realisation of
the various desired ends of life.

7. The process of education is a process which, utilising as
motives to acquirement the instinctive tendencies of the child's
nature, seeks to establish systems of means for their realisation,
and upon these innate or inborn instincts to graft acquired ends or
interests which shall hereafter function in the attainment of ends
of economic, ethical, and social worth.

8. The only truly educative method is the method which trains the
pupil to find, establish, and apply systems of knowledge in the
attainment of ends of felt value.

FOOTNOTES:

[3] Hume's _Treatise of Human Nature_, Bk. III. part ii. sec. 2.

[4] _Principles of Heredity_, by G. Archdall Reid, p. 235.

[5] Cf. Herbert Spencer, _Education_, especially chap. i.

CHAPTER III

THE END OF EDUCATION

We have seen that the process of education is the process of acquiring
and organising experiences that will function in the determination of
future conduct and ensure the more efficient performance of future
action; or we may say that the process is one by which means are
gradually established and fixed in the mind for the attainment of ends
of value for the realisation of the varied and complex interests of
life.

Now, this acquisition and organisation of experience is never entirely
"left to the blind control of inherited impulse," nor is the ch