ay according
to his natural proclivities, and therein finds scope to develope his own
individuality. In work, on the contrary, he must have respect for the
object with which he deals. It must be held sacred against his caprice,
must not be destroyed nor injured in any way, and its object must
likewise be respected. His own personal inclinations must be entirely
subordinated, and the business that he is at work upon must be carried
forward in accordance with its own ends and aims, and without reference
to his own feelings in the matter.

Thus work teaches the pupil the lesson of self-sacrifice (the right of
superiority which the general interest possesses over the particular),
while play develops his personal idiosyncrasy.

Sec. 27. Without play, the child would become more and more a machine, and
lose all freshness and spontaneity--all originality. Without work, he
would develop into a monster of caprice and arbitrariness.

From the fact that man must learn to combine with man, in order that the
individual may avail himself of the experience and labors of his
fellow-men, self-sacrifice for the sake of combination is the great
lesson of life. But as this should be _voluntary_ self-sacrifice,
education must train the child equally in the two directions of
spontaneity and obedience. The educated man finds recreation in change
of work.

Sec. 28. Education seeks to assimilate its object--to make what was alien
and strange to the pupil into something familiar and habitual to him.
[The pupil is to attack, one after the other, the foreign realms in the
world of nature and man, and conquer them for his own, so that he can be
"at home" in them. It is the necessary condition of all growth, all
culture, that one widens his own individuality by this conquest of new
provinces alien to him. By this the individual transcends the narrow
limits of particularity and becomes generic--the individual becomes the
species. A good definition of education is this: it is the process by
which the individual man elevates himself to the species.]

Sec. 29. (1) Therefore, the first requirement in education is that the
pupil shall acquire the habit of subordinating his likes and dislikes to
the attainment of a rational object.

It is necessary that he shall acquire this indifference to his own
pleasure, even by employing his powers on that which does not appeal to
his interest in the remotest degree.

Sec. 30. Habit soon makes us familiar with