e better attainment of the end was
fostered by direct individual experience. Thus the greater the range of
instinct the less the scope of and the less the need for
education--_i.e._, for acquiring experiences that will function in
rendering more efficient future action; and conversely, the less the
range of instinct the greater the need for education, for acquiring
experiences that may function in the guidance and direction of future
action.

Now, in man the range of instinct is small. In fact, it is questionable
whether in the strict usage of the term he possesses any one perfect
instinct. But to overcome this weakness of his nature he possesses the
power or faculty of reason, and this consists in the ability to
self-find, to self-adapt, and to self-establish systems of means for the
attainment of definite ends. "Man's splendid power of learning through
experience and of applying the contents of his memory to forecast and
mould the future is his peculiar glory. It is this which distinguishes
him from and raises him above all other animals. This it is that makes
him man. This it is that has enabled him to conquer the whole world and
to adapt himself to a million conditions of life."[4] This it is that
also makes possible the education of the child, and raises the hope that
by a truer and deeper conception of the process of education we shall be
enabled to mould the character of the children to worthy ends.

But although man is pre-eminently the rational animal, yet reason only
operates, and can only operate, in so far as it is called into activity
by the need of satisfying some inborn or acquired desire. That is, man
possesses not only reason, but also certain instinctive tendencies to
action. In early life, the instincts of curiosity, of imitation, of
emulation, and the various forms of the play instinct are ever inciting
the child to action, and ever evoking his reason-activity to acquire new
experiences which shall function in the more efficient performance of
future action. At a later stage other instinctive tendencies make their
appearance, as _e.g._ the parental instinct, and serve as motives for
the further acquisition of new experiences--for the establishment of
other systems of means for the attainment of desired ends. But as the
child passes from infancy to youth and manhood, these instinctive
tendencies, although ever present, alter their character, and acquired
ends or interests become the motives of action