ated except by their mere accidental time or space relations, will
if persisted in tend to render the individual dull, stupid, and
unimaginative.

The systems of knowledge, then, of most value are those which establish
intrinsic connections between part and part; for it is only by means of
systems of this character that action can be determined and knowledge
extended. In this sense we may agree with Herbert Spencer[5] that
science or systematised knowledge is of chiefest value both for the
guidance of conduct and for the discipline of mind. At the same time we
must not fall into the Spencerian error of identifying science "with the
study of surrounding phenomena," and in making the antithesis between
science and linguistic studies one between dealing with real things on
the one hand, and mere words on the other.

Further, since the establishment of a system of means is always through
the self-finding and the self-forming of the system, this furnishes the
key to the only sound method of education--viz., that the child must be
trained in the self-discovering and the self-connecting of knowledge.
This does not mean that the method should be heuristic in Rousseau's
sense, that the child should be told nothing, but be left to rediscover
all knowledge for himself. But it does mean that in the imparting of the
garnered experience of the race the child must be trained in the methods
by which the race has slowly and gradually built up a knowledge of the
means necessary for the realisation of the many and complex ends of
civilised life.

Before passing on to consider the ends at which we should aim in the
education of the child, it may be well briefly to summarise the
conclusions reached.

1. Man is distinguished from the rest of creation by the possession
of reason: the animal life is mainly or wholly guided by instinct.

2. Man like the animals possesses instincts or instinctive
tendencies, but for their realisation he must seek out and
establish systems of means for their attainment. Bereft of these
instinctive tendencies of his nature, man would have no incentive
to acquire experiences for the more efficient guidance of his
future conduct.

3. In the course of the development and extension of experience
there gradually becomes grafted upon these innate instincts,
interests or ends of an acquired nature, and one of the main
functions of education is to create