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248 The Century of the Child
school were to sharpen their lead pencils or
erase words in their exercises." There is no
need to insist further on this point. Hund-
reds of petty rules must exist, we are told, for
the sake of discipline. And even if the rules
could be reduced to a fourth of their present
cubic contents, even the best schools would
still feel the pressure of uniformity. The
more this pressure is resisted by individuals,
so much the better.
Education in the first years must aim to
strengthen individuality. The whole of bio-
graphical literature supplies an almost uni-
form proof of the importance of not
commencing too early the levelling social
education of the school. Early attendance at
school is one of the reasons why we so fre-
quently meet, as Dumas says, so many clever
children, and so many stupid adults.
Almost all great men and women, who have
thought and created for themselves, have re-
ceived either no education in school at all, or
have gone to school at a rather later period,
with longer or shorter interruptions, or have
been trained in different schools. In most
cases it was an accident, some living point of
view, a book read in secret, a personal choice
of subject that gave these exceptional be-
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