d that thing, and the next thing.
He cannot help himself. He has no choice in the matter. He is the
victim of a quasi-physical compulsion. The pressure which is put upon
him will inevitably be transmitted by him and through him to his
pupils, and will inevitably be multiplied (the relations between
teacher and pupil being what they are) in the course of transmission.

There is nothing that a healthy child hates so much as to have the
use of his natural faculties and the play of his natural energies
unduly restricted by parental or pedagogic control. We may therefore
take for granted that the child will find himself ill at ease in a
school in which every vital activity is rigidly repressed, and in
which he spends most of his time in sitting still and waiting for
orders. Nor will it add to his happiness to live habitually in an
atmosphere of constraint, of austerity, of suspicion, of gloom. But I
need not take pains to prove that education, as it is conducted in
Western countries, is profoundly repugnant to the natural instincts
of the healthy child. For that is precisely what it is intended to
be. The idea of a child enjoying his "lessons" is foreign to the
genius of the West. Dominated as he is by the inherited conviction
that Man's nature is corrupt and that his instincts are evil, the
Western teacher has set himself the task of doing violence to the
child's instinctive tendencies, of thwarting his inborn desires, of
working against the grain of his nature. He has expected the child to
rebel against this _regime_, and he has welcomed his rebellion as a
proof of the corruption of Man's nature, and therefore of the
soundness of the traditional philosophy of education.

But if education is hateful to the child, how is he to be induced to
submit to being educated? Some co-operation on his part will be
necessary. How is it to be secured? By precisely the same methods as
those by which Man, in the course of his education, has been induced
to co-operate with God. The child, like Man, is to be "saved"--to be
rescued from Nature and from himself--by being led into the path of
mechanical obedience. The child, like Man, is to be kept in that path
by a system of external rewards and punishments. If he will not do
what he is told to do, he will be punished by his teacher. If he
will do what he is told to do, he will escape punishment, and he may
possibly, when his merits have accumulated sufficiently, receive a
reward. In the edu