all as a duty of the state, yet both
of the above views are purely civic in their significance, and hold that
education exists for the welfare of the state as a whole and not for the
individual. If, therefore, the state could be benefited by having the
education of any class of citizens either limited or extended in an
arbitrary way, nothing in the above conception of the purpose of state
education would forbid such a course.

INDIVIDUALISTIC VIEWS

Opposed to the civic view of education, many hold, on the other hand,
that education exists for the child and not for the state, and
therefore, aims primarily to promote the welfare of the individual. By
these educators it is argued that, since each child is created with a
separate and distinct personality, it follows that he possesses a divine
right to have that personality developed independently of the claims of
the community to which he belongs. According to this view, therefore,
the aim of education should be in each case solely to effect some good
for the individual child. These educators, however, are again found to
differ concerning what constitutes this individual good.

=The Culture Aim.=--According to the practice of many educators,
education is justified on the ground that it furnishes the individual a
degree of personal culture. According to this view, the worth of
education is found in the fact that it puts the learner in possession of
a certain amount of conventional knowledge which is held to give a
polish to the individual; this polish providing a distinguishing mark by
which the learned class is separated from the ignorant. It is
undoubtedly true that the so-called culture of the educated man should
add to the grace and refinement of social life. In this sense, culture
is not foreign to the conception of individual and social efficiency. A
narrow cultural view, however, overlooks the fact that man's experience
is significant only when it enables him to meet the needs and problems
of the present, and that, as a member of a social community, he must
apply himself to the actual problems to be met within his environment.
To acquire knowledge, therefore, either as a mere possession or as a
mark of personal superiority, is to give to experience an unnatural
value.

=The Utilitarian Aim.=--Others express quite an opposite view to the
above, declaring that the aim of education is to enable the individual
to get on in the world. By this is meant that educatio