The Philosophy of Education

4. Education comprehends, therefore, the reciprocal action of the opposites: authority and obedience; rationality and individuality; work and play; habit and spontaneity. If these are reconciled in a normal manner, the youth is now free from the tension of these opposites. But a failure in education in this particular is very possible through the freedom of the pupil, through special circumstances, or through the errors of the educator himself. And for this very reason any theory of education must take into account in the beginning this negative possibility. It must consider beforehand the dangers which threaten the pupil, in all possible ways even before they surround him, and fortify him against them. Intentionally to expose him to temptation in order to prove his strength, is devilish; and, on the other hand, to guard him against the possible chance of dangerous temptation, to wrap him in cotton (as the proverb says), is womanish, ridiculous, fruitless, and much more dangerous; for temptation comes not alone from without, but quite as often from within, and secret inclination seeks and creates for itself the opportunity for its gratification, often perhaps an unnatural one. The truly preventive activity consists not in an abstract seclusion from the world, all of whose elements are innate in each individual, but in the activity of instruction and discipline, modified according to age and culture. The method that aims to deprive the youth of all free and individ...