This is precisely what half of the parents in the world, and three-fourths of the teachers, are content to do; and what is the consequence? That the world is making advances, but the progress is, for the most part, amongst the few whose parents have taken their education seriously in hand; while the rest, who have been allowed to stay where they were, be no more, or no better than Nature made them, act as a heavy drag: for, indeed, the fact is, that they do not stay where they were; it is unchangeably true that the child who is not being constantly raised to a higher and a higher platform will sink to a lower and a lower. Wherefore, it is as much the parent’s duty to educate his child into moral strength and purpose and intellectual activity as it is to feed him and clothe him; and that in spite of his nature, if it must be so. It is true that here and there circumstances step in and ‘make a man’ of the boy whose parents have failed to bring him under discipline; but this is a fortuitous aid which the educator is no way warranted to count upon.
I was beginning to see my way – not yet out of the psychological difficulty, which, so far as I was concerned, blocked the way to any real education; but now I could put my finger on the place, and that was something. Thus: —
The will of the child is pitifully feeble, weaker in the children of the weak, stronger in the children of the strong, but hardly ever to be counted upon as a power in education.
The nature of the child – his human nature – being the sum of what he is as a human being, and what he is in right of the stock he comes of, and what he is as the result of his own physical and mental constitution – this nature is incalculably strong.