Since it is always well, in a discussion of this kind, to be quite clear about the content of the words with which we deal, I will say at once, that by Education I mean that deliberate adjustment of the whole environment of a growing creature, which surrounds it with the most favourable influences and educes all its powers; giving it the most helpful conditions for its full growth and development.  Education should be the complete preparation of the young thing for fullness of life; involving the evolution and the balanced training of all its faculties, bodily, mental and spiritual.  It should train and refine senses, instincts, intellect, will and feeling; giving a world-view based on real facts and real values and encouraging active correspondence therewith.  Thus the educationist, if he be convinced, as I think most of us must be, that all isn’t quite right with the world of mankind, has the priceless opportunity of beginning the remaking of humanity from the right end.  In the child he has a little, supple thing, which can be made into a vital, spiritual thing; and nothing again will count so much for it as what happens in these its earliest years.  To start life straight is the secret of inward happiness:  and to a great extent, the secret of health and power.

That conception of man upon which we have been working, and which regards his psychic life on all its levels as the manifold expressions of one single energy or urge in the depths of his being, a life-force seeking fulfilment, has obvious and important applications in the educational sphere.  It indicates that the fundamental business of education is to deal with this urgent and untempered craving, discipline it, and direct it towards interests of permanent value:  helping it to establish useful habits, removing obstacles in its path, blocking the side channels down which it might run.  Especially is it the task of such education, gradually to disclose to the growing psyche those spiritual correspondences for which the religious man and the idealist must hold that man’s spirit was made.  Such an education as this has little in common with the mere crude imparting of facts.  It represents rather the careful and loving induction of the growing human creature into the rich world of experience; the help we give it in the great business of adjusting itself to reality.  It operates by means of the moulding influences of environment, the creation of habit.  Suggestion, not statement, is its most potent instrument; and such suggestion begins for good or ill at the very dawn of consciousness.  Therefore the child whose infancy is not surrounded by persons of true outlook is handicapped from the start; and the training in this respect of the parents of the future is one of the greatest services we can render to the race.