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io8 The Century of the Child
To suppress the real personaHty of the child,
and to supplant it with another personality
continues to be a pedagogical crime common
to those who announce loudly that education
should only develop the real individual nature
of the child.
They are still not convinced that egoism on
the part of the child is justified. Just as little
are they convinced of the possibility that evil
can be changed into good.
Education must be based on the certainty
that faults cannot be atoned for, or blotted
out, but must always have their consequences.
At the same time, there is the other certainty,
that through progressive evolution, by slow
adaptation to the conditions of environment
they may be transformed. Only when this
stage is reached will education begin to be a
science and art. We will then give up all be-
lief in the miraculous effects of sudden inter-
ference; we shall act in the psychological
sphere in accordance with the principle of the
indestructibility of matter. We shall never
believe that a characteristic of the soul can be
destroyed. There are but two possibilities.
Either it can be brought into subjection or it
can be raised up to a higher plane.
Madame de Stael’s words show much in-
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